Cornell University Library LB 1643.M75 The status of the social sciences in the 3 1924 012 985 234 UNIVERSITY OF ILLINOIS BULLETIN Issued Weekly Vol. XX January 1, 1923 No. 18 [Entered as second-class matter December 11, 1912, at the post office at Urbana, Illinois, under the Act of August 24, 1912. Accepted for mailing at the special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized July 31, 1918.] BULLETIN NO. 13 BUREAU OF EDUCATIONAL RESEARCH COLLEGE OF EDUCATION THE STATUS OF THE SOCIAL SCIENCES IN THE HIGH SCHOOLS OF THE NORTH CENTRAL ASSOCIATION by Walter S. Monroe Director, Bureau of Educational Research and I. O. Foster Instructor, University High School PRICE 50 CENTS PUBLISHED BY THE UNIVERSITY OF ILLINOIS, URBANA 1922 The Bureau of Educational Research was established by act of the Board of Trustees June 1, 1918. It is the purpose of the Bureau to conduct original investigations in the field of education, to summarize and bring to the attention of school people the results of research elsewhere, and to be of service to the schools of the state in other ways. The results of original investigations carried on by the Bureau of Educational Research are published in the form of bulletins. A complete list of these publications is given on the back cover of this bulletin. At the present time five or six ori^nal investigations are reported each year. The accounts of research conducted else- where and other communications to the school men of the state are published in the form of educational research circulars. From ten to fifteen of these are issued each year. The Bureau is a department of the College of Education. Its immediate direction is vested in a Director, who b also an instructor in the College of Education. Under his supervision research is carried on by other members of the Bureau staff and also by grad- uate students who are working on theses. From this point of view the Bureau of Educational Research is a research laboratory for the College of Education. Bureau of Educational Reseakch College of Education University of Illinois, Urbana BULLETIN NO. 13 BUREAU OF EDUCATIONAL RESEARCH COLLEGE OF EDUCATION THE STATUS OF THE SOCIAL SCIENCES IN THE HIGH SCHOOLS OF THE NORTH CENTRAL ASSOCIATION by Walter S. Monroe Director, Bureau of Educational Research and I. 0. Foster Instructor, University High School PRICE SO CENTS PUBLISHED BY THE UNIVERSITY OF ILLINOIS, URBANA 1922 G» VMS c&f- 1 GJ oOG ^\j I TABLE OF CONTENTS Preface 5 Chapter I. Introduction 7 Chapter II. Summary of Questions 11 Chapter III. Summary by Subjects 26 (a) Ancient History 26 (b) Ancient and Medieval History 27 ( c ) Medieval History 28 (d) Medieval and Modern History 29 ( e) Modern History 30 (j) English History 31 ( g) General History 31 (h) American History 32 ( i ) Community Civics 33 ( j ) Civics 33 (k) Vocational Civics 34 ( I ) Economics 35 (m) Sociology 36 (n) Social Science 37 (o) Educational Guidance 37 (p) Vocational Guidance 38 Cornell University Library The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924012985234 PREFACE This report presents a summary of the information secured by means of a questionnaire addressed to the teachers of Social Science of the high schools of the North Central Association of Colleges and Secondary Schools. The authors have confined the report to a mere summary of the facts. Certain tabulations of the replies have not been included because it was felt that they were not sufficiently important to justify such de- tailed presentation. No effort has been made to inter- pret the facts or to summarize the comments made by a number of the persons who answered the questions. Credit should be given Mr. Foster for originating the study and for preparing the questionnaire blank. He has also had a large part in the preparation of the manuscript for publication. The Bureau of Educational Research desires to acknowledge its indebtedness to all who cooperated by furnishing the information asked for. Walter S. Monroe, Director. December 1, 1922. THE STATUS OF THE SOCIAL SCIENCES IN THE HIGH SCHOOLS OF THE NORTH CENTRAL ASSOCIATION CHAPTER I. INTRODUCTION. The purpose and method of this investigation. This study was undertaken for the purpose of collecting facts pertaining to the place occupied by the various social sciences in the curriculums of the high schools of the North Central Association of Colleges and Secondary Schools. In addition, certain questions relating to the general procedure of instruction were included. The specific ques- tions asked are given on p. 8. The questionnaire blank was sent to 1273 secondary schools belonging to the North Central Association, and approximately one-half of these blanks were returned. Some were improperly filled out and had to be rejected. Others arrived too late to be included in the tabulations. The tables on the follow- ing pages are based upon the total of 475 replies. The questionnaire blank. The questionnaire blank was printed as a four-page folder — eight and one-half by eleven. A por- tion of it, the general explanation, and the specific directions for answering each of the questions are reproduced here. Additional columns were added so that the following sixteen social science sub- jects were included in the blank: Ancient History Community Civics Ancient and Medieval History Civics Medieval History Vocational Civics Medieval and Modern History Economics Modern History Sociology English History Social Science General History Educational Guidance American History Vocational Guidance [7] Name Date- School Address Ancient History Ancient and Medieval History Medieval History 1. 2. 3. 4. S. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. In what years and semesters are these subjects offered? If pupiis from other years are admitted, state the years How many, pupils were enrolled last semester? How many pupils are now enrolled? Is this a required subject? Is this subject generally liked by the students? Does the class study the entire period covered by the text?. If not, what are the date limits? Is notebook work required? Is the stereopticon used? Do you plan to offer this course again? Check the courses in which current events are taught How many weeks are required to complete this course? How many minutes per week are spent in recitations? Is supervised study used often? Is the socialized recitation commonly used? How long have these subjects been offered? Check any courses that have proved unsuccessful Do you feel that more social science should be taught? Check the courses that you feel the pupils should be re- quired to take? 21. Give on line 1 for each subject: the author, the basic text, the date of its copyright, and the publisher. If supplementary texts are used give on line 2 the same in- formation for the most important. Explanation and direction for answering questions. On the inside of this folder a number of questions are asked concerning social science studies. Ancient History, Ancient and Medie- val History, Medieval History, Medieval and Modern History, Modern History, English [8] History, Civics, Economics, and Sociology need no explanation. General History is a course from the beginning of history to the present time. American History may be only the history of the United States or it may be that of the entire western hemisphere. Community Civics is a course of civics that puts most of its emphasis on the local community. Vocational Civics acquaints the pupils with various callings or vocations. A detailed study of each may or may not be made. Social Science is a mixture of any of the social studies. It is to the social sciences what General Science is to the natural sciences. Educational Guidance here means a specific course which is intended to direct the pupil's studies along lines most profitable to him; it opens up and explains new fields to him. Vocational Guidance is the direction of the pupil toward those vocations which best suit his abilities and interests. The blanks are left for you to designate any other social study which your school offers. Each question is explained below and specific directions are given for answering it. The numbers refer to the questions. It is suggested that all the blanks for question 1 should be filled in before you pass to question 2, etc. Each question should be answered under each subject that is offered by your school unless the following directions state otherwise. 1. Put the year in Roman numerals and the semester of the year in Arabic numerals. If Civics is offered only to Seniors in the second semester, under Civics and opposite the first question you will write IV-2, etc. 2. If pupils from other years or semesters are not permitted to take any subject, write under it and opposite question 2 the word "No." If all are admitted, write "All." If the course is open only to certain years or semesters other than expressed in 1, explain by giving the years and semesters, as in question 1. 3. Give the numbers as nearly exact as possible, as 348. 4. Give the numbers as nearly exact as possible, as 125. 5. Answer in the appropriate space, "Yes" or "No." 6. Answer in the appropriate space, "Yes" or "No." 7. Answer in the appropriate space, "Yes" or "No." 8. This applies only to history. If in Ancient History the work ends at 476, write "to 476" in the appropriate space. If the work in Medieval History extends from 800 to 1700, write in the appropriate space "800-1700." It is very important that this question be answered. English History, American History, and General History are assumed to cover the traditional period; if not, state your practice. 9. Answer "Yes" or "No." 10. Answer "Yes" or "No." 11. Answer "Yes"' or "No." 12. Put a check (V' ) or a cross (X) in the appropriate spaces. 13. Give the exact number, as 36. 14. Give the exact number, as 250. 15. Answer "Yes" or "No." 16. Answer "Yes" or "No." 17. Answer in numerals, as "2^" for two and one-half years. If the subject has been offered longer than three years, answer "3." 18. Either a check or a cross may be used. If the cause of failure is known, please state it on the last page of this report. 19. Answer "Yes" or "No." 20. Check, as in 12 and 18. 21. This question is very important. If in Ancient History the basic text is "Breasted, Ancient Times," write "Breasted, Ancient Times, 1916, Ginn and Company." If Webster's Ancient History is used for supplementary work, write on line 2 "Webster, Ancient History, 1913, D. C. Heath." Count as supplementary texts only books covering the whole subject, which are not library reference books. Any additional information or remarks may be placed on the last page of this sheet. Any experience that will throw light on this problem is welcomed. Any syllabus or course of study that you may send us will be much appreciated. [9] General plan of tabulating the replies. As the replies were received from high schools varying widely in total enrollment, the following groups based upon total enrollment were formed: Group Enrollment Number of schools I 1-150 122 II IS 1-400 197 III 401-800 83 IV 801-above 73 Total 475 When no entry was made in the column for a given subject it was assumed that this subject was not taught in the high school re- porting. The number of high schools in each group not teaching a given subject is found in the last column of the first five tables. Al- though these numbers are not repeated in subsequent tables it is necessary to keep in mind the fact that the different subjects are not taught in all of the high schools. In a number of instances some of the questions were answered for a given subject but no entry made for other questions. In such cases it was assumed that the subject was taught in the high school but for some reason the one replying to the questionnaire blank either was unable to answer the particular questions or had overlooked them. In the first five tables column nine gives the number of schools not answering the first question for each subject. Similar columns are not given for all of the tables. In the case of those tables which consist of percents apparent discrepancies due to the failure of entries to total one hundred are caused by the fact that the question was not answered by certain schools reporting. In order to economize space the percent of such schools was omitted. However, in any case it can be obtained by adding the percents given and subtracting their sum from one hundred. General plan of report. It is interesting and illuminating to consider the information collected from two points of view: first, by questions, and second, by subjects. For obvious reasons it was neces- sary to make the tabulations by questions. The more important tables are reproduced on the following pages. These will be described brief- ly in Chapter II and certain significant facts for each subject pointed out in Chapter III. [10] CHAPTER n. SUMMARY OF QUESTIONS. Status of social sciences in secondary schools. The answers to the first four questions^ indicate the place occupied by the various social sciences in the curriculums of the secondary schools of the North Central Association. Tables I, II, III, IV, and V give the semester or semesters in which each of the subjects is taught. For example, thirty-eight schools report that Ancient History is taught during the first semester of the first year, thirty-five during the sec- ond semester, and so on. One significant thing about these tables is the variability of practice. Although there is a fair concentration of frequencies, most of the subjects are reported as being taught in prac- tically all of the four years. The number of schools not teaching the subjects is also significant. With the exception of American History which is not taught in four schools and Civics which is not taught in fifty-seven schools, no social science subjects can lay claim to being universally taught. Only five subjects — Ancient History, American History, Civics, Economics and Modern History — are reported as being taught in more than 50 percent of the schools. In addition to the variation of practice shown by these tables, the answers to the second question, which are not summarized in this report, indicate considerable leniency in admitting students from other years. The tabulations of the answers to questions 3 and 4 are not re- produced here. They show in the first group of schools a median enrollment of from twenty to thirty-six, except for the last five sub- jects. In the second group of schools the median enrollment varies from thirteen to fifty-six. In the third group the variation is from twenty-six to one hundred thirty-eight, and in the fourth, from forty- two to two hundred thirty-eight. In general, the enrollments for the second semester are slightly less. One significant thing is the rather extreme variation in the enrollment for a given subject within 'l.In what years and semesters are these subjects offered? 2. If pupils fromi other years are admitted, state the years. 3. How many pupils were enrolled last- semester? 4. How many pupils are now enrolled? [11] TABLE I. SHOWING YEARS AND SEMESTERS IN WHICH VARIOUS SOCIAL SCIENCES ARE TAUGHT IN HIGH SCHOOLS (Group I. Enrollment, 1-150. 122 High Schools Reporting) Subject Year and Semester No Answer I II in IV 1 2 1 2 1 2 1 2 38 35 33 33 4 4 2 2 1 6 7 18 19 3 3 1 2 4 5 2 1 25 24 25 25 3 3 1 2 13 17 18 21 3 4 1 1 1 7 7 1 2 2 5 1 33 1 14 74 37 17 11 3 3 2 1 6 1 2 2 7 25 26 64 4 4 3 2 1 1 1 1 3 17 8 29 18 1 7 17 13 27 1 1 2 2 1 3 1 1 2 1 1 1 1 Not Taught Ancient History Ancient and Medieval History Medieval History Medieval and Modern History Modern History English History General History American History Community Civics Civics Vocational Civics Economics Sociology. Social Science Educational Guidance. . . Vocational Guidance 44 87 108 67 70 109 112 3 84 13 115 56 75 120 119 116 TABLE II. SHOWING YEARS AND SEMESTERS IN WHICH VARIOUS SOCIAL SCIENCES ARE TAUGHT IN HIGH SCHOOLS (Group II. Enrollment 151-400. 197 High Schools Reporting) Subject Year and Semester No Answer I II III IV 1 2 1 2 1 2 1 2 46 44 59 50 5 4 1 1 31 35 56 56 3 4 2 3 2 7 4 13 4 1 1 37 34 42 48 1 1 1 2 47 48 75 72 9 11 2 1 2 15 16 4 2 3 2 11 12 5 39 5 24 3 166 3 105 41 38 9 10 2 5 1 6 4 3 6 3 28 40 51 116 4 6 1 2 1 1 1 1 4 4 31 41 SO 60 1 1 2 2 14 22 26 37 1 2 1 1 1 5 6 3 2 5 2 1 1 Not Taught Ancient History Ancient and Medieval History Medieval History Medieval and Modern History Modern History English History General History American History Community Civics Civics Vocational Civics Economics Sociology Social Science Educational Guidance. . Vocational Guidance . . . 93 121 171 115 83 175 180 122 26 182 68 130 185 194 187 [12] TABLE III. SHOWING YEARS AND SEMESTERS IN WHICH VARI- OUS SOCIAL SCIENCES ARE TAUGHT IN HIGH SCHOOLS (Group III. Enrollment, 401-800. 83 High Schools Reporting) Subject Year and Semester No Answer I II III IV 1 2 1 2 1 2 1 2 22 17 21 17 1 1 1 18 19 28 29 3 3 1 3 3 8 5 5 1 1 1 19 14 12 12 2 1 21 21 32 31 2 2 1 1 2 2 10 9 2 1 1 7 7 1 1 1 1 2 1 22 20 64 39 18 17 1 1 1 2 4 6 16 15 22 52 2 3 1 2 2 2 11 14 27 31 2 1 2 8 10 12 1 1 1 2 1 1 2 2 1 1 1 Not Taught Ancient History Ancient and Medieval History Medieval History Medieval and Modern History Modern History English History General History American History Community Civics Civics '. . . Vocational Civics Economics Sociology Social Science Educational Guidance. . Vocational Guidance 42 45 67 54 32 68 77 1 55 10 75 21 58 77 80 78 TABLE IV. SHOWING YEARS AND SEMESTERS IN WHICH VARI- OUS SOCIAL SCIENCES ARE TAUGHT IN HIGH SCHOOLS (Group IV. Enrollment 801 and over. 73 High Schools Reporting) Subject Year and Semester II III IV No Answer Not Taught Ancient History Ancient and Medieval History Medieval History Medieval and Modern History Modern History English History General History American History Community Civics Civics Vocational Civics Economics Sociology Social Science Educational Guidance. . . Vocational Guidance . . . . 36 39 51 52 19 52 67 E40 I 8 65 14 56 62 73 67 [13] TABLE V. SHOWING YEARS AND SEMESTERS IN WHICH VARIOUS SOCIAL SCIENCES ARE TAUGHT IN HIGH SCHOOLS (Total. 475 High Schools Reporting) Subject Year and Semester No Answer I II III IV 1 2 1 2 1 2 1 2 122 108 128 118 12 11 6 S 2 71 ■77 118 120 12 13 2 3 5 19 19 28 23 11 2 1 3 88 80 88 93 7 6 2 4 102 108 148 ISl 21 21 4 3 8 7 46 49 8 5 6 5 2S 26 8 8 3 4 1 3 2 107 71 358 230 93 77 IS 18 S 7 6 17 1 S 5 IS IS 62 89 134 277 1 14 IS 7 6 2 1 1 1 4 1 2 6 10 70 75 136 146 1 2 4 4 26 51 57 87 1 2 4 6 S 1 2 10 12 1 1 2 1 3 4 5 8 8 6 1 1 3 1 2 Not Taught Ancient History Ancient and Medieval History Medieval History Medieval and Modern History Modern History English History General History American History Community Civics Civics Vocational Civics Economics Sociology Social Science Educational Guidance . . . Vocational Guidance . . . . 215 292 397 288 204 404 436 4 301 57 437 159 319 444 466 443 a group of schools. Differences in the total enrollment must, of course, be kept in mind, but even so some of the variations seem of especial interest. For example, in Group I two schools reported an enrollment in Ancient History of between one hundred and one hundred twenty- five. Since no schools in this group have a total enrollment greater than one hundred fifty, all but a very few students in these two schools were studying Ancient History. Similar conditions for An- cient History as well as for other subjects are found in the other groups. This suggests that in many cases the course of study is in a state of change, or that distincdy different policies with reference to educational guidance are being followed in different schools. The scope and content of the various social sciences. Ques- tions^ 7, 8, 12, 19 and 21 furnish information relative to the content 7. Does the class study the entire period covered by the text? 8. If not, what are the date limits? 12. Check the courses in which current events are taught? 19. Do you feel that more social science should be taught? 21. Give on line 1 for each subject: the author, the basic text, the date of its copyright, and the publisher. [14] J3 tU) 3 Q O Pi u OS g Q W s EC Q ^ 28" as a; o O H _>% "c O e o n ^ 1 o TS w^Tj^r^ ^ri'^t^KTi w O l-H r "rt s H X"S i-H u^ r^ CO r^ o o\ CO U O ONOsr^ONOSOOOOO^ 4-> o e_: oo \o CO *o-^ so 4-t O cs > ^tii H-l -** §• H o u u S-s ■«4<»-*00^\OU^COCO Go ooa\^£iooo\aNooo\ ■4-i C_j CSCOMCOCSt^ ^ ■M O HI r (S 4-) . cor^coooosocOM 0^0^oo^O^QOooo^ HE** w o ''•7? vtc-iC^co-HU^vor^ ■w O hH ^h t— 1 ,*J a H o Ut O 4-> . i-Hr>.r^fOoo'0' O cs M gf* 1 H 4-» . -^-^OsvistM rt^OvO U O O^O^^^O^c^ooo^O^ — <° : a Ri : k. u C/3 > id MedieVi History. . , ind Mode 1 _0 > a X entH entan ieval 1 ieval i ernH ishHi :ralH rican '. 1 < Anci Med Med MnH B DC 6 IS s is u c a ^ is s j^ ■g ^1 2 4J e5 pr* t^ C_) C i/j o a c o H, K P u< fi o iS g m UJ o cri U a> 1^ > U] >J ca < H 1 voeSoor^OO^^a\OOr^vOw^r^oo u^^o»^vovooo-^^cocs»osovo»on-* "rt 1 j2 o* u Clj o* (^ u-^ so vO »^ Tf ON «-• 1*5 rH c^ so r- -^ CO > 4^ o 1 C5 u* ggpigi? gg^SlCS^ft G V oi & SS5Sa5SS;::^J5gSg^Ga NH 4_l HH o •-H 1 a J o" S!SP5?IS2^giiS;=S?;i2 ss V Pi ST csir^Tj«r^r^^ON^eor40'«*<^.° > ,a » :-§g •'3:3 en o 1.? t> s «_ ■- s^ « " o c Itn-C 1 tnW> 4. c c < "b '1 n E < 1 1 a E c c c u. J [18] TABLE IX. PERCENT OF HIGH SCHOOLS WHICH FAVOR MAKING THE VARIOUS SOCIAL SCIENCE STUDIES REQUIRED (Based Upon Only Those Schools in which the Subject is Taught) Percent of High Schools Subject Group Group II Group III Group IV Total 35 43 14 44 50 31 60 88 74 81 14 59 62 67 50 31 17 38 34 51 36 65 86 67 82 40 61 45 42 33 40 24 24 44 17 59 7 67 87 61 77 25 42 28 33 67 60 14 21 14 14 44 14 50 86 79 69 38 37 53 55 50 28 Ancient and Medieval Medieval History Medieval and Modern.. . . 24 28 32 51 23 62 American History Community Civics Civics 87 70 79 Vocational Civics Economics 32 53 48 42 Educational Guidance Vocational Guidance 56 48 question should be borne in mind in interpreting Table VIII. In Table IX which summarized the replies to question 20 we find that in the opinion of the persons reporting some slight changes should be made with respect to requiring the different subjects. However, in general these changes were not marked. It is probably significant that in both Tables VIII and IX a decrease in the requirement of certain subjects is indicated as the size of the high school increased. In other subjects there is a little change and for some there is even an increase. Permanency and success of the various social sciences. Questions" 6, 11, 17 and 18 give some indication of the permanency and the success of the various social sciences from the standpoint of, pupils' interest. Table X, which summarizes the replies to question 6, indicates that, in the judgment of the persons reporting, these sub- jects are generally liked by a majority of students. Three-fourths or more of the schools replied. affirmatively for most subjects. In a con~ °6. Is this subject generally liked by the students? 11. Do you plan to offer this course again? 17. How long have these subjects been offered? 18. Check any courses that have proved unsuccessful. 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B-. o u 3-0 o 3W> [24] siderable number of instances this question was not answered. The failure to do so probably means that the person replying to the ques- tionnaire was very doubtful concerning the attitude of the students toward the subject. Methods of instruction. Questions" 9, 10, IS and 16 give cer- tain information concerning the general procedure of instruction. The replies to these questions are summarized in Tables XI, XII, XIII and XIV. It is rather surprising to the writers that notebook work is reported as being required in such a large percent of the schools. As no attempt was made to define "notebook work" in the questionnaire blank the amount required in some of the schools probably is not large. The use of the stereopticon, as one might expect, is more fre- quently reported in the larger schools than in the smaller ones. Tables XIII and XIV give the summary for the socialized recitation and supervised study respectively. These phases of instructional pro- cedure were not defined and the persons responding to the question- naire no doubt differed in their interpretations. This naturally limits the significance of the replies. It is probably significant that the use of the socialized recitation does not appear to be restricted to any particular subjects, although, with the exception of Sociology, the highest relative frequencies are for American History and Civics. The percent of schools reporting the frequent use of supervised study is approximately one-third of the total number. It appears that super- vised study occurs more often in smaller schools than in the larger ones. '9.1s notebook work required? 10. Is the stereopticon used? IS. Is supervised study used often? 16. Is the socialized recitation commonly used? [2S] CHAPTER ra. SUMMARY BY SUBJECTS Ancient History. Ancient history is reported as a separate course In more than SO percent of the schools in each group. In ad- dition, a considerable number of schools combine it with medieval history. It is slightly more frequently taught during the second year than the first, and in a few schools it is given during the third and fourth years. The enrollment compares favorably with that in the other social science subjects although it is usually exceeded by Amer- ican History. The textbooks and the supplementary texts mentioned most frequently are given below: Principal Texts Author Title Frequency Robinson and Breasted History of Europe 49 West Ancient World 39 Webster Ancient History 32 Breasted Ancient Times 30 Myers Ancient History 24 Webster Early European History 23 Betten and Kaufman Ancient World 9 Ashley Early European Civilization 9 West Early Progress 8 Supplementary Texts Davis Readings 26 West Ancient World 6 Myers Ancient History 6 Breasted Ancient Times 6 Webster Ancient History S Total number of schools offering Ancient History 260 The answers to question 7 indicated that in approximately 90 percent of the schools offering Ancient History the textbook was fol- lowed with respect to date limits. When the date limits of the text are not adopted, 500 A. D. and 800 A. D. are most frequently men- tioned. Only a few extend Ancient History to about 1000 A. D. Cur- rent events are reported as being taught in Ancient History courses in slightly more than two-fifths of the schools. More attention ap- [26] pears to be given to this topic in the larger schools than in the smaller ones. In more than one-third of the schools in which Ancient History is taught it is a required subject. This requirement is a little more frequent in the smaller schools, and the percent of replies indicating a belief that Ancient History should be required is somewhat less. Thus, it appears that if the persons replying to the questionnaire were able to assign Ancient History to the place which in their opin- ion it should occupy it would be required in fewer schools than at present. Ancient History is reported as being generally liked by students in 70 percent of the schools offering it, with 12 percent not reporting. This is the smallest percent reported for any social science except "Educational Guidance" and "Vocational Guidance" which are taught in too few schools for the data to be significant. Apparently very few schools are planning to discontinue Ancient History as a separate course. Notebook work is required in about three-fourths of the schools. Use of the stereopticon is more frequent in Ancient History classes than in any other social science except Medieval History in which the same percent reports its use. The socialized recitation is used somewhat less frequently in Ancient History than in most of the other social science studies but in respect to supervised study it stands near the head of the list. Ancient and Medieval History. This new combination of his- tory is designed to take the place of the full year of Ancient History and one-half year of Medieval History in order that more time may be devoted to Modern History. About one-third of the schools re- porting have adopted this combination in preference to the traditional one of Ancient History in the first or second year of the high school, followed immediately by Medieval and Modern History in the second or third year. The normal place for this combination subject is the second year, although it is occasionally reported for the third and fourth years. In schools having the same number of pupils the en- rollment in this subject is reported as slightly larger than that in Ancient History. Since the textbook defines the limits of the course in nearly every case the reader's attention is called to the list of textbooks and of supplementary texts that are most frequently used. [27] Principal Texts Author Title Frequency Robinson and Breasted History of Europe 72 Webster Early European History 28 Robinson and Breasted Outlines of European History 24 Breasted Ancient Times IS Robinson Medieval and Modern Times 13 Ashley Early European Civilization 8 Supplementary Texts Breasted Ancient Times 6 Davis Readings 5 Total number of schools offering Ancient and Medieval History 183 The final date limit of this course appears to be somewhere between 1476 and 1800, the year 1500 being given in most cases. In this combined course current events are taught more frequently than in the year course in Ancient History. More of the smaller schools than the larger require this subject. It has been offered in 124 schools for three years or longer, and in 28 schools for less than three years. Very few administrators plan to discontinue the course. Medieval History. A critical examination of the data on this subject shows that Medieval History has probably been recorded separately in some cases when it should have been reported with either Ancient History or Modern History. However, no account has been taken of this error in the following discussion. Medieval His- tory is taught most often during the second semester of the second year or the first semester of the third year. Usually pupils enrolled in the year above that for which the course is offered are admitted to it. In about 80 percent of the schools the textbook sets the limits of the course. However, it seems that as a rule the chronological period covered extends from the Germanic Invasions to about 1700. The textbooks used in this course are as follows: Principal Texts Author Title Frequency Robinson and Breasted History of Europe 12 Robinson and Beard Outlines of European History 12 Robinson Medieval and Modern Times 11 Webster Early European History 10 Supplementary Texts Robinson Readings 5 West Modern Progress 3 Hazen (Not Mentioned) 2 Total number of schools offering Medieval History 78 [28] Medieval History is required in about one-third of the schools in which it is taught. Usually these are the small schools which neces- sarily have a minimum of elective subjects. Hence, it is not surprising to find that slightly less than one-third of the persons replying to the questionnaire feel that this subject should be required. Except in the small schools it is not liked by the students as well as Ancient History. Only one school reported this course as unsuccessful and hence plans to discontinue it. Medieval and Modem History. This subject is most frequently found in either the second or the third year of the high school. Only about one-third of the schools limit It to those pupils who have stand- ing equivalent to the year in which it is offered. In most cases the smaller schools follow the textbook more strictly than the larger ones. About 27 percent of the schools replying to the questionnaire begin the work with the Decline of the Roman Empire, about SO percent with the Germanic Invasions, and about 23 percent with the year 1000 A. D. More stress appears to be given current events than in any of the preceding subjects. The texts most frequently used are given below: Principal Texts Author Title Frequency West Modern Progress 27 West Modern World 19 Robinson and Beard Outlines of European History 18 Harding Medieval and Modern History 16 Myers Medieval and Modem History 11 Supplementary Texts Hazen Europe Since 1815 12 Robinson Readings 7 West Modern Progress S Robinson and Beard Outlines of European History S Total number of schools offering Medieval and Modern History 187 The replies indicate that the majority of the persons who filled in the questionnaire feel that this subject should be more universally required. About three-fourths of the schools report the subject as generally liked, about 7 percent state that it is unsuccessful, and about 4 percent expect to discontinue the course. Approximately 7S percent of the schools require notebook work, and the stereopticon is used in about 22 percent, the highest frequency being in the larger [29] institutions. Supervised study and the socialized recitation are found in approximately one-third and three-fifths of these schools respec- tively. Modem History. This subject is usually offered in the second or third year, the frequency being highest in the third year. Occa- sionally it is taught in the first or the fourth year. In one school practically all of the students are reported as being enrolled in the course. The textbook is more nearly followed in this subject than in any other of the social sciences. Those used most frequently are as follows : Principal Texts Author Title Frequency Robinson and Beard Outlines of European History 64 Robinson and Beard Our Own Times 62 Hazen Modem European History 28 West Modern Progress 20 Robinson Medieval and Modem Times 15 Ashley Modern European Civilization 12 West Modern World 12 Webster Modern European History 10 SUPPLEMENTAKY TeXTS Hazen Modern European History 9 Robinson and Beard Our Own Times 8 Robinson Readings 6 Total number of schools offering Modern History 271 In the smaller schools this course usually begins with the fif- teenth century, but in the larger schools in most instances a later date is chosen. Current events are taught more frequently in con- nection with this course than with any other history course, except American History. It is interesting to note that about one-third of the schools require this subject for graduation, and that over one-half of the persons who answered the questionnaire think that it should be required. It has been offered for three years or longer in 190 schools, and for less than three years in 35 schools. It is more gen- erally Uked than Medieval and Modern History. Nine schools report it as unsatisfactory and six of these will not offer it again. Notebook work is required in about three-fourths of the schools. The data show that supervised study is in vogue in about 40 percent of these schools, and that the socialized recitation seems to be somewhat more widely used. [30] English History. This survival of the recommendation of the Committee of Seven is still found in over one-fourth of the high schools of the North Central Association. The usual year for this subject is the third, although sometimes it is offered in the second and occasionally in the first. When this subject occupies its normal position seniors usually are admitted and sophomores occasionally. No school reported that its pupils studied less than the entire period covered by the text. The texts most frequently used are as follows: Principal Texts Author Title Frequency Cheyney Short History of England 40 Andrews Short History of England 5 Cheyney Readings S Larson Short History of England 3 Walker Essentials of English History 3 SUPPLEMENTAKY TeXTS Cheyney Short History of England 2 Larson Short History of England 2 Cheyney Readings 2 Gardiner History of England 2 Total number of schools offering English History 71 Current events are taught in slightly more than SO percent of the classes in English History. The smaller schools which offer this course report that it is liked best of all the social subjects. It is com- paratively well liked in the larger schools. In three schools it was reported as unsuccessful. General History. This subject is offered in less than 10 percent of the high schools of the North Central Association. It is found usually in the second year, although it was reported for all years. It is generally taught for the entire year and pupils from the year just above or below that in which the subject is scheduled are usually admitted. Only one school reported a failure to follow the work as outlined in the textbook. The textbooks which have the highest fre- quencies are as follows: Principal Texts Author Title Frequency Elson Modem Times and the Living Past 10 Robinson-Breasted-Smith General History of Europe S West Modern Progress S Myers General History 4 Supplementary Texts Elson Modern Times and the Living Past 3 West Modem Progress 2 Total number of schools offering General History 39 [31] This course includes current events in more than 50 percent of the schools teaching it. It is interesting to note that in 44 percent of these schools the subject is required, and that the administrators in 62 percent of the schools think that it should be. This subject has been introduced into nineteen schools within the past three years. It is reported as being fairly well liked, and no schools pronounced it unsuccessful. American History. American History is scheduled most fre- quently in the fourth year, although it is often found in the third. It is the only social science that is not offered by any school during the first year. Usually, pupils in the year above or below that in which the course is scheduled are admitted. When this course is a semester subject it is offered in the smaller schools most frequently during the first semester, but in the larger during the second semester. About 93 percent of the schools cover the entire period with which the text deals. It is probable also that they sup- plement the text with more recent history. The textbooks most fre- quently used are as follows : Principal Texts Author Title Frequency Muzzey American History 19S Fite History of United States 47 Forman Advanced American History 33 West American History 30 McLaughlin History of the American Nation 30 Hart American History 22 Supplementary Texts Bassett Short History of the United States 18 Muzzey American History 14 Hart New American History 7 Total number of schools offering American History 471 Only one school did not report current events in connection with this course. American History is required in more than 80 per- cent of these schools. This is approximately the same as the per- cent of returns indicating that it should be a required subject. It is reported as being well liked in about 97 percent of the schools where it is taught, and as unsuccessful in slightly less than 3 percent of these schools. No school, however, expects to discontinue the course next year. Of these schools notebook work is required in 75 percent; the [32] stereopticon is used in 24 percent; supervised study is found in 34 percent; and the socialized recitation finds a place in 51 percent. One significant and illuminating opinion, reported frequently, is that American History can not be done satisfactorily in one semester. Community Civics. Community Civics is found most frequent- ly in the first year and usually in the first semester. However, it is reported for every year of the high school. Few schools admit pupils from years other than that for which the course is scheduled. About 75 percent of the schools offering this course do the work as outlined by the texts. The texts in most frequent use are as follows: Principal Texts Author Hughes Dunn Hill Hughes TkU Community Civics The Community and the Citizen Community Life and Civic Problems Economic Civics Frequency 96 17 11 6 Hughes Hill Supplementary Texts Community Civics Community Life and Civic Problems S S Total number of schools offering Community Civics 174 Only two schools do not teach current events in connection with Community Civics. In at least one case this is due to the fact that current events are taught in connection with other courses, and this practice was resorted to in order to avoid duplication. Community Civics has been in the curriculums of eighty-two schools for three years or longer. During the past three years, however, it has been introduced into the curriculums of seventy-three schools. Only 2 per- cent of the schools report that the subject is not generally liked. Eight schools do not consider it successful and one plans its discon- tinuance. Notebook work is required in connection with this course in about 50 percent of these schools. The socialized recitation is used by an equal number. Supervised study is not found as frequently, and the use of the stereopticon is limited to about 25 percent of the schools offering the subject. Civics. This course remains predominantly a fourth-year sub- ject, although it is taught in a large number of schools during the third year. The data indicate that about 85 percent of all the schools [33] offering courses in Civics follow the text rather literally. The text- books most frequently used are as follows: Principal Texts Author TitU Frequency Magruder American Government 129 Guitteau Government and Politics, Etc. 50 Ashley New Civics 46 Woodburn and Moran Citizen and Republic 39 Reed Form and Functions of American Government 23 Gamer Government in the United States 18 Forman American Democracy 18 Hughes Community Civics Supplementary Texts 10 Magruder American Government 16 Forman American Democracy 13 Bryce American Commonwealth 9 Ashley New Civics 7 Hughes Community Civics 7 Total number of schools offering Civics 418 In connection with Civics current events are taught in about 85 percent of the schools. The course is considered unsuccessful in twelve schools and reported as not being liked by the students in seven schools. This means either that it is generally liked in at least five schools reporting it as unsuccessful, or that the course was not proper- ly estimated. Two schools plan its discontinuance. Notebook work is done in 58 percent of the schools. The socialized recitation is found nearly as frequently. Supervised study is found in about one-third of the schools, and the stereopticon is used for teaching purposes in only 14 percent, this low percent being due to the nature of the sub- ject matter. Vocational Civics. This subject is found most frequently in the first year of the high school course, but it is offered occasionally in every other year. Usually it is restricted to pupils who are in the year for which it is scheduled. As with most of the other social sub- jects the textbook furnishes the subject matter for the course. The texts most frequently used are as follows : [34] Principal Texts Author Title Frequency Gowin and Wheatly Occupations 13 Giles Vocational Civics 11 Hughes Economic Civics 2 (No supplementary texts were reported) Total number of schools offering Vocational Civics 38 The persons replying to the questionnaire feel that Vocational Civics is given more prominence than it should have. This may be inferred from the fact that it is required in 42 percent of the schools but that only 32 percent of the replies expressed the opinion that it should be required. Vocational Civics has been taught in sixteen schools for three years or longer, and in seventeen schools for a shorter period of time. It is reported as being unsuccessful in six schools, and whether or not this is due to the nature of the course, it is interesting to note that no school intends to discontinue this subject. Notebook work is required and the socialized recitation is found in approximately SO percent of the schools that offer this course. The stereopticon is used in one-half that number and super- vised study in about two-thirds of that number. Economics. Economics is offered most frequently in the fourth or the third year of the high school, yet six schools offer it in the first year. The data indicate that 82 percent of these courses are based predominantly upon some textbook. The texts used most frequently for this purpose are as follows: Principal Texts Author Title Frequency Thompson Elementary Economics 104 Ely and Wicker Elementary Principles of Economics 37 Carver Elementary Economics 32 Burch and Nearing American Economic Life 27 Bullock Elements of Economics 19 Marshall and Lyon Our Economic Organization 17 Supplementary Texts Bullock Elements of Economics 8 Carver Elementary Economics 7 Ely Outlines of Economics 6 Marshall and Lyon Our Economics Organization 6 Seagcr Economics 6 Total number of schools teaching Economics 316 [3S] This subject has been offered in 208 schools for three or more years and in 69 schools for a shorter period of time. Reports indi- cate that in about 7 percent of the schools the course is disliked by the pupils. Thirteen schools report it as unsuccessful and four of these schools will not offer it again. Notebook work is required in 58 percent of the schools, the stereopticon used only in about one- fourth that number, and supervised study and the socialized recita- tion found in 30 percent and 47 percent respectively. Sociology. Sociology appears most frequently in the fourth year of the high school, yet a large number of schools offer it during the third year. Eight schools teach it regularly to freshmen. As a rule, however, only upper classmen are permitted to enter the course. It alternates in most cases with Civics or Economics. As a rule the textbook is the basis of the subject. The texts that are most frequent- ly used are as follows: Principal Texts Author Title Fr equt Towne Social Problems 67 Ellwood Sociology and Modern Social Problems 46 Burch and Patterson American Social Life 22 Tufts Real Business of Living Supplementary Texts 4 Ellwood Sociology and Modern Social Problems 9 Towne Social Problems 4 Burch and Patterson American Social Life 4 Tufts Real Business of Living Total number of schools teaching Sociology 156 2 Practically one-half of these schools teach current events in con- nection with this course. About 25 percent of the schools offering Sociology require it for graduation. The persons answering the ques- tionnaire in about 50 percent of the schools believe the subject should be required. Hence, again theory and practice differ. Indications are clear that Sociology is fast coming into the high school curriculum. Its presence is reported by fifty-nine schools for three years or longer, and by seventy-five schools as having been introduced within the past three years. It is reported as unsuccessful in seven schools and as not being generally liked in three schools. It will not be offered next year by three schools. Notebook work is required in 44 percent of the [36] schools, the stereopticon is found in 16 percent, and supervised study and the socialized recitation are found in 35 percent and 57 percent, respectively. Social Science. This course is offered most frequently to seniors or to sophomores. In nearly every instance it is limited to the stu- dents of the class for which it is offered. About three-fourths of the schools giving the subject adhere strictly to the textbook. The text- books that are most frequently used are as follows: Principal Texts Author Title Frequency Hill Community Life and Civic Problems 4 Burch and Patterson American Social Life 4 Tufts Real Business of Living 3 Towne Social Problems 2 '' -r '-'■' Total number of schools offering Social Science 31 Current events are taught in this course in about three-fourths of the schools. About 16 percent require the subject for graduation. Indications from the opinions of those persons answering the ques- tionnaire are that the subject should be required much more fre- quently that it is at present. Social Science has been offered for three years or longer by seven schools, and for less than three years by nineteen schools. It is reported as not being generally liked in two schools, and as unsuccessful in one school which plans to discontinue it. Notebook work is required in 55 percent of the schools offering the subject, the stereopticon is used in 26 percent, supervised study in 32 percent, and the socialized recitation in 45 percent of these schools. Educational Guidance. This subject is offered in a very few schools, and appears either in the first semester or in the last three semesters of the high school course. When offered in the first year it is likely that one phase of its work is related directly to the stu- dents' future work in the high school. This subject does not appear to have a very definite content, and probably the subject matter of the course usually depends upon the interests of the instructor. In several cases "How to Study" by Sandwick is mentioned as a basic text. Current events are taught in almost one-half of these courses. Of the schools teaching Educational Guidance 20 percent require it for graduation. However, 56 percent of the persons who answered [37] the questionnaire think that It ought to be required. It is not gen- erally liked in one of the five schools reporting its presence. Note- book work and the socialized recitation are used in 20 percent of these schools. Vocational Guidance. This subject is offered in either the sec- ond or the first year of the high school course. In nearly every case the classes are restricted to students with standing equivalent to the year In which the course is scheduled. "Occupations" by Gowin and Wheatley is used almost universally as a text. No other text was mentioned more than once. One-third of the schools require this course for graduation but the conclusion based on the answers to the questionnaire is that It should be required to a much larger ex- tent. This subject also has made Its appearance within the last few years, although only nine schools report that It has been taught for less than three years. It Is generally liked in all the schools repre- sented, Is reported successful, and will be offered again in every case. Notebook work Is required in SO percent of the schools. The stere- opticon is used In IS percent, and supervised study and the socialized recitation reported in 22 percent and 37 percent, respectively. [38] THE UNIVERSITY OF ILLINOIS THE STATE UNIVERSITY URBANA . DAVID KINLEY, Ph.D., LL.D., President The University Includes the Following Departments The Graduate School The College of Liberal Arts and Sciences (Ancient and Modern Languages and Literatures; History, Economics, Political Science, Sociology, Philosophy, Psychology, Education; Mathematics; Astronomy; Geology; Physics; Chemistry; Botany, Zoology, Entomology; Physiology, Art and Design) The College of Commerce and Business Administration (General Business, Bankmg, Insurance, Accountancy, Railway Administration, Foreign Commerce; Courses for Commercial Teachers and Commercial and Civic Secretaries) The College of Engineering (Architecture; Architectural, Ceramic, Civil, Elecr trical, Mechanical, Mining, Municipal and Sanitary, Railway Engineering, and General Engineering Physics) '^ The College of Agriculture (Agronomy; Animal Husbandry; Dairy Husbandry; Horticulture and Landscape Gardening; Agricultural Extension; Teachers' Course; Home Economics) The College of Law (Three-year and four-year curriculums based on two years and one year of college work respectively) The College of Education The Curriculum in Journalism The Curriculums in Chemistry and Chemical Engineering The School of Railway Engineering and Administration The School of Music (four-year curriculum) The Library School (two-year curriculum for college graduates) The College of Medicine (in Chicago) The College of Dentistry (in Chicago )_ The School of Pharmacy (in Chicago; Ph.G. and Ph.C. curriculums) The Summer Session (eight weeks) Experiment Stations and Scientific Bureaus: U. S. Agricultural Experiment Station; Engineering and Experiment Station; State Laboratory of Natural History; State Entomologist's Office; Biological Experiment Station on lUmois River; State Water Survey; State Geological Survey; U. S. Bureau of Mines Experiment Station. The library collections contain May 1, 1922, 523,230 volumes and 120,151 pam- phlets. For catalogs and information address THE REGISTRAR Urbana, Illinois BULLETINS OF THE BUREAU OF EDUCATIONAL RE- SEARCH, COLLEGE OF EEWCATKM, UNIVERSITY OF ILLINOIS, URBANA, ILLINOIS Price No. 1. Buckingham, B. R. Bureau «{ Educational Research, A»BPy»©eDaes,t, 1918-19. — ,„,.„.„,...,^^„.„ — IS No. 2. First Annual Report .25 No. 3. Baoiesberger, Velia C. St,andard Rscpiirejaents for Memorising Literary Material ,, .50 No. 4. HoUt^, Charles E. Mentd Tests {or Schod Use. (Out of print) ,...,.../::: .,..,..,......,....., ..^„„ .50 No. 5. Monroe, Walter S. Report of Division of Educational -• Tests for 1919-20..... ., .25 No. 6. Monroe, Walter S. Tlie Illinois Examinadon .50 No. 7. Monroe, Walter S. Types of Learning Required of \ Pupils in the Seventh and Ei^!^ Grades and in the High School 15 No. 8. Monroe, Walter S. A Critical Studjr of Certain Siknt Reading Testa....,......,,, _.,....,...,... , SO No. 9. Monroe, Wailter S. Written Examinations and Their Improvement .SO No. 10. Bureau of Educational Research. Relation of Size of Class to School Efficiency 50 No. 11. Monroe Walter S. Relatipn of Sectioning a Class to the Effectiveness of Instruction 15 No. IZ. Odell, Charles W. The Use of Intelligence Tests as a B^sis of School Organization and Instruction .50 No. 13. Monroe, Walter S., and Foster, I. O. T]^ Status of the Social Sciences in the High Schools of the North Central Association SO