UNIVERSITY BULLETIN NEW SERIES, vol.. XVII, NO. 9 SEPTEMBER, 1915 UNIVERSITY OF MICHIGAN The Subject-Matter and Administration of the Six-Three-Three Plan of Secondary Schools By CALVIN 0. DAVIS Associate Professor of Education ANN ARBOR PUBLISHED BY THE UNIVERSITY 19I5 Wentgrapfc UNIVERSITY OF MICHIGAN The Subject-Matter and Administration of the Six-Three-Three Plan of Secondary Schools By CALVIN O. DAVIS Associate Professor of Education \* ANN ARBOR PUBLISHED BY THE UNIVERSITY I9I5 THE CONTENT AND ADMINISTRATION OF THE SIX-THREE-THREE PLAN.^ Ever since the time of Socrates and the Sophists some body has — or some bodies have — constantly and consciously been seek- ing to bring about modifications in the character and work of the schools. The age in which we live is in no wise unacquainted with persons of like zeal. Classified somewhat loosely these reformers may be divided into two main groups : one group emphasizing changes in the external form or organization of schools ; the other group stress- ing the need of modifying the subject-matter, or content of study, and the internal administration of school work. While, however, there is this difiference in emphasis the real aim of both divisions is identical, namely, how to make the schools serve more efifectively the increasingly larger number of pupils who are at- tending them or who can be led to attend them. The Plan in Gr:NrvRAT,. Among the suggested reforms which are today here in Amer- ica being given much attention is the question of a rather com- plete reorganization of the entire school system and the shaping of it somewhat closely after the model of the six-six id,eal. The purpose, character and alleged advantages of this ideal are more or less familiar to all. Briefly stated the plan contemplates the abandonment of the present arrangement of a four-year high school following an eight-year elementary school and the division of the customary twelve grades of the public schools into two equal part, — six years being devoted to elementary school work and six years to secondars^ school work. \A.n address delivered before the joint meeting of the Superintendents' and the School Boards' Sections of the Michigan State Teachers' Asso- ciation at Lansing, Michigan, April 23. 1915, and, by resolution, ordered printed and distributed to the schools of the state. — 4 — j\Iany reasons are advanced by the advocates of this change in defense of the propoganda, the most vital and significant of these being the following : First, the true function of elementary instruction is merely to supply the tools of culture, to lay the foundations of education and training, and to implant and engraft only those common elements of physical, mental and moral well-being which are universally accepted as necessary for the proper adjustment of everv' individual to his environment. These include (i) a fund of elemental stock information of a common character, (2) ele- mental and common ideals, drills, and habits that shall determine personal attitudes and responses, and (3) a school regimen that shall furnish a social medium for the development of appropriate social forms and reactions. The opinion here voiced is based upon analyses of the experiences of several European nations, upon experimental pedagogical investigations carried on in var- ious cities within our own country, and upon recent psychological and socialogical deductions which have been pretty positively established. The conviction therefore seems final that a shorten- ing of the eight-year undifferentiated common school course is practicable and wise. On the other hand (secondly) four years are altogether too short a period in which to give the differentiated instruction and training which in this century have become almost necessar)^ for all persons seeking to occupy other than the most menial and subordinate positions in business and society. Economic condi- tions have become so exacting, social relations have become so complex, and personal wants have so multiplied within the past quarter century that the old common-school education which fitted an individual fairly adequately to take his place in a developing community even a decade ago, now (at least for many persons) no longer suffices. Tn place of this a much more extended and diversified education is required and to meet this demand newer and newer subjects of study are being introduced into the cur- riculum. Nor is the limit of this tendency yet in view. In order to give opportunity, therefore, for exploring this wider range of subject-matter and in order to permit each indi- vidual to acquire a fair mastery of some one or more divisions of this enlarged field of study (once the dominant interests have been discovered), the demand has gradually become insistent that more time shall be provided for covering the work of the second- ary school. Six years seem now to be the irriducible minimum for the attainments of these ideals. In the third place it is becoming more and more clear to all educational investigators that the work of the seventh and eighth grades as at present organized is not only markedly unprogressive and unstimulating but also, to a large degree, valueless. Much of the time here is spent in threshing over old straw, — in reviewing courses already grown uninteresting because of vapid repetition. Much of the time, too, is devoted to the consideration of topics and problems that possess no significance for contemporary social life. In short, much of the school effort put forth here is ill- timed, ill-placed and ill-adapted to the ends sought. In conse- quence there is here an indefensible waste of purpose, waste of opportunity, waste of energy. There is, therefore, on the part of pupils a weakening of ambitions and of efforts, and hence an enfeeblement of accomplishment and stultification of powers. The net results, to many youths at least, are discouragement, dis- satisfaction, indifference to school work and, not infrequently, the abandonment of all attempts at further systematic education. Nor are the social effects of these individual lapses less detrimental. There is frequently an increase in aimlessness, inefficiency, cal- lousness and sullenness, culminating too often in bitterness of spirit, morbidity of mind, and criminality of purpose. The new school ideal, therefore, contemplates a rather sweeping transfor- ation of the content, discipline, processes and spirit of the two years which are at present employed so unprofitably. Finally, the six-six arrangement of school work harmonizes much more perfectly with the established facts of physiology, psychology and sociology, than the existing arrangement does. The age of twelve or thirteen marks the beginning of puberty and adolescence much more accurately than does the age of four- teen or fifteen. This period is characterized by marvelous changes in the physical, psychological and social life of all who pass through it. Perhaps, among these changes, the paramount one is the aspiration and craving for the ireev expression of personality — 6 — on the part of the adolescent youth. For him the unexplained edicts of authority no longer hold with binding" force. For him the circumscribed spheres of childish activity no longer suffice. Feeling the stirrings of the qualities of manhood, he claims for himself the exercise of the inalienable rights of adulthood, name- ly, individuality of judgment and an enlarged range of activities in which to exercise it. Hence it is that the school regime that fails to take account of these changes in character and interests which come upon young people at the beginning of adolescence must, in the nature of the case, fail to provide the training that is most suitable and valuable for them. When, therefore, a dififerentiated course of study is denied to pupils until they have reached the age of four- teen, fifteen, or sixteen years, a serious pedagogical blunder is committed. Hence it is that the new ideal of the six-six plan provides that the beginnings of secondary instruction and train- ing shall coincide with the true beginnings of the biological and psychological secondary stage of development. Numerous other reasons could be advanced in support of the plan for a reorganization of our public school system, but the ones adduced are basal and typify the prevailing attitude of mind of those who are leading the movement for reform. AgenciivS Supporting the Plan. ' That the movement possesses vitality and worth is attested by the fact that the following authorities, institutions, and agen- cies have (among others) put themselves on record as its sup- porters : University of Michigan. Michigan State Department of Education. North Central Association of Colleges and Secondaty Schools. National Association of State Universities. Committee on Economy of Time of the N. E. A. Sub-committees of the N. E. A. Commission on Reorganiza- tion of Secondarv Education. Superintendents'. Association of N. E. A. National Bureau of Education. Several State Teachers' Associations. Variations of thk Six-Six Pi.an. Up to date, doubtless, the chief emphasis of the reformers has been on the external form, or the external organization of the schools. Even here, however, there has been no approxima- tion to agreement. The six-six plan, the six-three-three plan, the six-two-four plan, the six-one-five plan, all have staunch support- ers. Indeed for many, the external form of the organization is the most essential factor in the entire problem. For example, Superintendent M. C. James of Berkley. California writes : "The strong argument for the intermediate school lies outside the cur- riculum," and he pleads for the complete segregation of the 7th, 8th and 9th grades in a building entirely' separate and away from other school buildings, and a school spirit and procedure that are distinctive. On the other hand Gary, Indiana, boasts that all txvelve grades are organized as a unit. Not only is there no attempt at the segregation of pupils, but by means of inter-connecting cor- ridors and the arrangement of school activities, pupils of all grades are constantly and purposely brought into intimate con- tact with each other throughout a goodly portion of each day. In Columbus,, Ohio, the ideal is secured through the modi- fication of the organization, content, and methods in certain selected elementary schools, the remainder of the seventh and eighth grade work continuing unchanged. In numerous other places in which changes are being intro- duced, the leading motives and explanations of the modifications in school arrangements and practices are as frequently matters of local convenience, temporary expediency, and practical econ- omy as they are of pedagogical and psychological purpose. Never- theless, the various undertakings all lead to the same end. namely, a conscious reshaping of the school organization throughout the land. Moreover, while the external form of the schools is ac- knowledged to be a matter of importance, it is daily becoming — 8 — clearer that, after all, the organization is solely a means to an end, and that the most essential factor in the current problem relates to the subject-matter to be taught, and to the order and administration of this material. Attitude op Michigan Schoolmen. In keeping with the newer educational theories and experi- ments there is in Michigan today rather wide-spread enthusiasm for the reorganization of the schools on the six-six plan. In most instances, indeed, the complete outline makes provision for the six-three-three arrangement. Moreover, the wave of reform seems tO' be rapidly spreading. Nevertheless, (judging from let- ters received from, and conversations held with, the various schoolmen of the state), few, if any, have as yet formulated any very positive or definite idea as to just what changes are to be wrought or just what modes of procedure are to h^e adopted in order to bring about the realization of the true six-six ideal. With the majority of them, there is vagueness, uncertainty, and hesitancy, albeit an attitude of expectant waiting. In view of these facts, it seems fitting and proper to present herewith certain concrete illustrations of the internal changes that are being contemplated or are actually being put into operation in various parts of the country, and to deduce therefrom some leading administrative principles that may serve as guides for those interested in the project. What the Plan is Not. First, however, it ought to be made clear that the true six- six plan is not established or even approximated by merely adopt- ing any one of the following changes by itself, namely : 1. Transferring the seventh and eighth grades from the ward buildings to the high school building. 2. Departmentalizing the work of the seventh and eighth grades. 3. Having the seventh and eighth grade classes taught by the high school teachers. — 9 — 4- Segregating the pupils of the seventh, eighth and ninth grades by themselves. 5. Promotion by subject within the seventh and eighth grades. ESSENTIAI, Erj'3IRNTS OF THE PlAN. The essential and indispensible factors in organizing a school on the six-six plan are decidedly more comprehensive than these, though in its completed form the items mentioned above may be included in the scheme. On the other hand the sine qua non of the reform idea certainly does involve and include the following: 1. A rather complete reorganization of the subject-matter to be taught, particularly within the seventh and eighth grades. 2. Provision for differentiated curricula beginning with the seventh grade. 3. Provision for some individual freedom of election of courses on the part of pupils as early as the seventh grade. 4. Departmental teaching beginning with the seventh grade. 5. Promotion by subject. The matter, therefore, which calls for the first consideration in planning to organize a school on the six-six basis, pertains to the program of studies. Before any positive steps at organiza- tion can be taken, the following questions must be asked and, at least tentatively, answered : 1. What subjects, if any, which are at present traditionally found in the school system, shall be omitted? 2. What reduction of the time allotment, if any, shall be made respecting the traditional subjects that are still to be retain- ed in the curriculum? 3. What transposition of subjects is to be made, if any, from traditional positions in the curriculum to other positions? 4. Which of the newer subjects that are clamoring for rec- ognition in the curriculum shall be admitted, and what assignment of place and allotment of time shall be given them? 5. What subjects, if any, shall be prescribed for all pupils or for given curricula? i — 10 — The topic for today's discussion centers in these questions. Needless to state, however, that no unequivocal answer can be given to any of them. The following considerations are, there- fore, offered merely as provisional attempts to solve the problems, and to serve as bases for constructive criticisms and as points of departure for others in the future. The Lower Six and the Upper Three Gr.xdes. Possibly the program of studies usually found in the first six grades of our public school system today needs no general revi- sion, and should, as at present, be kept uniform for all pupils. As previously stated, the chief function of this division of our school system is to lay the common foundations for active participation in the life of a democracy. Here, therefore, the common elements of an education call for emphasis. Here doubtless any consider- able degree of differentiation in schooling would be out of place and hazardous to the ideals of democratic society. Six years, however, ought to be sufficient to give this mere formal training in the school arts, and there is much evidence today which tends to show that six years are adequate for the task. The program of studies of the last three years of the high school must in the nature of the case depend to a large degree upon the character of the community in Mdiich the school is located, — the homogeneity of the citizens, and their resources, ambitions and needs. Hence only after a careful school survey is made of such particularized places can one wisely advise re- specting the changes that should be made in the proposed cur- ricula and in character of their administration. The Crux oe the Problem and the Undereying Principles. The real crux of the six-six problem, therefore, and the real point of this discussion today, is to be found in the program of studies and in the organization and administration of the seventh, eighth, and ninth grades, the grades which collectively are not infrequently styled the Junior High School or the Inter- mediate School. — II In formulatino- a program of studies for this school two g-uiding educational principles need to be kept constantly in mind. First, the period of early adolescence is a period of exploration and of self -discovery. Young people at this age are prone to dream dreams and inclined to see visions. Varied and unstable ideals completely fill their horizon. But the power of persistent efifort toward the attainment of the ideal goals is usually far from commensurate with the strength of the impelling desire. In con- sequence, the period is preeminently a period for developing the power of appreciation of forms and not to any considerable degree a time for attaining a mastery of principles. Indeed, as Dr. Hall has so emphatically stated it, adolescents are temper- amentally unable to carry thoughts through to their complete and final analysis. They are capable only of "touching the high spots" in the series. Hence it follows that the early years of adolescence should be years of self-testing and self-discovery, and the Junor High School a testing-place and a testing-ground, wherein opportunities are provided for "browsing around" and for disclosing permanent aptitudes and interests. Second, once these dominant talents have been revealed, per- fection of character and attainment can be gained only through a systematic and continuous exercise of them. Hence it follows that guarantees for a continuity of eflort must be given if the most desirable ends are to be effected. The delicate balancing, therefore, of these two opposing forces, namely, freedom of choice and continuity of efifort, con- stitutes th^e fundamental administrative problem that confronts the superintendent and principal. In the accompanying charts and graphs the efifort has been made to show concretely the manner in which some authorities are seeking to solve this problem. — 12 — PLATE I. COURSE OF STUDY— INTERMEDIATE SCHOOLS. Berkeley Public School Department. Sevp:nth, Eighth and Ninth Grades. SEVENTH GRADE Pds. EIGHTH GRADE Pds. NINTH GRADE Pds. Required S Required 5 Required English Language Composition Spelling Reading Literature English Language Composition Spelling Reading Literature English Language Composition Spelling Reading Literature S Geography and World History thru Biog- raphy. 5 American History and Citizenship S The Arithmetic of Measurements 5 The Arithmetic of the Household and of Trade S Cooking or Manual 2 Sewing or Manual 2 Training Training Freehand Drawing 2 Freehand Drawing 2 *Music and Chorus 2 *Music and Chorus 2 *Music and Chorus 2 Optional 5 Optional 5 Elective French — beginning French — continued French — begin, or con. 5 German — beginning S German — continued 5 German — -begin. -con. 5 Latin — beginning S Latin — continued S Latin — begin. -con. 5 Spanish — beginning 5 Spanish — continued 5 Spanish — begin. -con. S Printing Arts 5 Printing Arts S Algebra s Extra English 5 Extra English 5 Freehand Drawing Elem. Household Sc. Elem. Household Arts Manual Arts Printing Arts Pacific Coast History s s s s s 5 * The eighty minutes of the music course are divided into two twenty-minute recitation periods and one thirty minute chorus period. — 13 — The Berkeley Plan. Plate I gives the course of study (program of studies) of Berkeley, California, Intermediate Schools. This city was one of the first- to undertake the reorganization of the school system on the six-six basis, and its program of studies has doubtless served as a suggestive guide for others to a greater extent than has the program of any other one school. Within this program the following items ought particularly to be noted : 1. Provision is made for optional subjects in both the seventh and eight grad,es, and for many electve subjects in the ninth grade.^ 2. There is little departure from the old five-period-per- week arrangement of recitation hours. 3. Under the caption English are merged all phases of work that can appropriately be combined under the term, — a very wise plan, it appears, since the arrangement accustoms pupils to the nomenclature of the high school and at the same time tends to impress upon them the fact that a relatively small number of subjects pursued in the secondary school calls for no less effort on their part than did the pursuit of the large number of subjects they were accustomed to carry in the elementary school. For many a boy entering the high school at present the abrupt diminu- tion of studies from a dozen or eighteen to four seems an invita- tion to loaf on the job. 4. There is a close correlation of History and Geography, — the only pedagogically justifiable manner of teaching either of the subjects. ' Perhaps one of the very earliest attempts at the establishment of a six year high school was mad'e by Superintendent (now Professor) A. S. Whitney at Saginaw, 'Michigan, in 1899. The undertaking, however, was not permanent. ^ By the expression "optional subject" is usually meant the choice of one subject only from a group of subjects; by "elective subject" is meant a range of choice that may include more than one subject. — 14 — 5- Emphasis is placed on biography as the core of historical study in the seventh grade, and JVorld History takes the place of the course in United States history usually found in this grade, — ^tvvo most excellent provisions, since early adolescence is the age of hero worship, the age when human beings attract the youth vastly more than do the topics of a political and govern- mental character, and since, too, scores of youths who do not acquire an elemental knowledge of AVorld History at this period of their school life will never have an opportunity for doing so at all. 6. The retention of a couise in American History and Citizenship in the eighth grade, supplemented by an elective course in Pacific Coast History (in place of Ancient History), in the ninth grade*, — an arrangement with which the writer finds himself in thorough accord. For few boys or girls has Ancient History, as at present organized and taught, any great amount of stimulation or abiding interest. This is particularly trU|e of those youths (attending schools in our rural and quasi-rural com- munities), whose life experiences have not enabled them to par- ticipate to any considerable extent in social relations, and who have had little opportunity to begin to develop an historical taste. For them the true approach to historical studies is through the less remote and the more vital and concrete elements of human activity. y. The courses in IMathematics emphasize the concrete and practical elements, and minimize the abstract and formal phases.^ * The aim of the three years' course in History is stated as securing for the pupil. "First: A fair understanding of the development of the civilization in which he lives, a realization of the cost of our present civil liberty and of the fact that our forefathers were making our history be- fore the New World was discovered. Second: A minimum of the facts of United States History. Third: A considerable knowledge of the his- tory, government and problems of his immediate environment and a desire to meet them in a broad-minded way and cheerfully to contribute what he can to the solution of difficult problems." ^ An analysis of the course of study shows that each day's work in arithmetic involves three aspects, namely: i, Mental Review "a few mom- — 15 — 8. Requiring manual training (or cooking and sewing), Freehand Drawing, and ^N.Iusic of all pupils in the seventh and eighth grades, — another wise requirement. 9. Giving opportunity to begin an Ancient or a Modern Foreign Language as early as the seventh grade, — the only ap- propriate time in which to begin the study. 10. Opportunity to take up Printing Arts as early as the seventh grade. 11. Making English the only required subject in the ninth grade, and permitting supervised elections of all other branches, thus even relegating Algebra to the list of elective subjects. 12. Permitting Foreign Languages to be begun (or con- tinued) in the ninth grade. In short the entire program is r.eplete with interesting modi- fications of the older order of things. PLATE IL Outline of Course of Study in the Grand Rapids. Michigan, Junior High Schools.'^ 7 — I Grade English 5 Arithmetic 5 Geography 4 Reading i Bench Work 3 Dom. Science 3 Dom. Art i Printing i Music I Art I 8 — I Grade English 5 Arithmetic 5 American History 4 Reading i Shop Work 3 Dom. Science 3 Dom. Art i Printing i Music I Art I 9 — I Grade English 5 Algebra 5 Ancient History 5 Latin 5 German 5 Pen. and Spelling 5 Physical Geography 5 Bookkeeping 5 Draw, and Shop 5 Freehand Drawing 2}/^ Domestic Art 5 Physical Training i eiits daily" spent in emphasizing "rapidity and accuracy in handling easy numbers." 2, Essentials, few in number and mastered thoroughly by the class, and 3, Application, under the following typical forms: (a) House- hold expense account; (b) Grocery bills using aliquot parts; (c) Gas and Electric meters and bills; (d) Reduction sales from stores and advertise- ments; (e) Buying and selling Real Estate; (f) Promissory notes; (g) Checking accounts; (h) Local Problems, etc. '' This course of study in 7th and 8th grades is offered only in those schools that have departmental organization of those grades. — 16 — Elective and Special Elective and Special Business Arith 5 Eatin 5 Applied English S German 5 Latin 5 Mech. Drawing 3 Mech. Drawing 2 Business Arith 5 German 5 Applied English s Chorus or Orchestra.... 2 Chorus or Orchestra.... 2 Printing 5 to 25 Dom. Art is to 10 Art s to ID Metal Working 2 Elementary Science.... 2 The Grand Rapids Plan. Plate II gives the course of study as it is today in operation in the Grand Rapids, Michigan, Junior High School. The fol- lowing items call for special consideration. 1. The principle of election is introduqed as early as the seventh grade. 2. There is an abandonment of the uniform five period per week class schedule. 3. Each pupil carries twenty-one periods of prescribed work, and additional elective studies. 4. Domestic Science and Art for girls, and Manual Train- ing and Printing for boys are prescribed subjects. 5. Arithm.^tic and algebra continue to occupy their tradi- tional places. 6. Business Arithmetic and applied English are given recog- nition from the seventh grade. 7. American History is accorded three terms' work, where- as, in the ninth grade, Ancient History continues as the only course in social science open to pupils in that grade. 8. Foreign language study is permitted in the seventh and eighth grades. Thus it is seen that in some respects the Grand Rapids plan is more conservative than the Berkeley plan, but in other respects it is more radical. — 17 PLATE III. INTERMEDIATE SCHOOLS. Jackson, Michigan. Outline Suggested Organization and Course of Study. Grade 7 Grade 8 Grade 9 Required Required Required English S English 5 English 5 Arithmetic 5 Arithmetic s General Mathematics or Commercial Arith 3 Geog. 7B, U. S. His- U. S. History 3 Civics 2 tory 7A 3 Physical Training 2 Physical Training 2 Physical Training 2 Woodworking or Cook- ing and Serving 2 Special Special Special Select 6 to 10 units Select 8 to 14 units Select 12 to 20 units Spelling* I Physiology 2 Oral English 2 Penmanship* i Drawing 2 Drawing 2 Drawing 2 Music 1 Music I Music i German S German 5 German Latin 5 Latin 5 Latin . Printing 3 Workshop, Mech. Draw. 5 Workshop, Mech. Draw. S Printing, Bookbinding. . S Sewing 3 Dom. Science and Arts. 5 Sewing, Millinery 5 Household Management 2 Bookkeeping 5 Typewriting 5 Bookpg. Office Practice. S Stenography, Typewrit.. 5 General Science 3 Elementary Agriculture. 3 Agricultural Botany.... s Gardening 2 Poultry Raising 2 Ornamental Planting... 2 Required units... 17 Required units... 15 Required units... 12 Selected units.... 6 to 10 Selected units.... 8 to 14 Selected units.... 12 to 20 Total 23 to 27 Total 23 to 29 Total . . Summary : Required units, 44 ; selected, 26 to 33 ; total, 70 to 88. * Spelling and penmanship required of all pupils until proficient. .24 to 32 — i8^ TiTE Jackson Plan. Plate III gives the program of studies as tentatively drawn up by Superintendent Marsh for the Intermediate Schools of Jackson, Michigan. The unique features of this program are: 1. The broad scope or range of offerings presented. 2. The degree of flexibility of administration that is pro- vided. 3. The unusually large number of weekly recitation per- iods (23 to 32) permitted to pupils. 4. The granting of credit for "Special \A^ork," meaning thereby "special instruction out of school during th,e school term in vocal music, piano, violin, drawing or painting." 5. The introduction of a course in General Science in the seventh grade. 6. The prescription of two periods in Physical Training each year. 7. The introduction for Commercial Work as early as the seventh grade. 8. The introduction of Elementary Agriculture and Poultry Raising in the eighth grade — a particularly interesting innovation considering the fact that Jackson is a city of more than 30,000 population and draws few pupils into the seventh grade from the country districts. In general this proposed program has the writer's hearty approval. — 19 — PLATE IV. MICHIGAN STATE DEPARTMENT OF EDUCATION. Suggested Courses of Study for Michigan High Schools. Literary- Required English 5 Arithmetic 4 U. S. History ... 2 Physiology 2 Geography 4 Music 3 Drawing 2 Elective Manual Training 2 Agriculture i Bookkeeping .... 2 Penmanship .... 2 Required English 5 Arithmetic 4 U. S. History- Civics 5 Grammar 4 Music 2 Drawing 2 Elective Manual Training 2 Agriculture i Bookkeeping .... i Penmanship .... 2 Required English 5 Algebra s Elective Latin 5 Ancient History. 5 Botany & Zoology or Physiography 5 Music 2 Drawing 2 Agricultural Household Arts GRADE 7 Required English 5 Arithmetic 4 l.''. S. History. . . 2 Physiology 2 Geography 4 Music 3 Drawing 2 Agriculture i Manual Training 2 Required English 5 Arithmetic 4 History 2 Physiology 2 Geography 4 Music 3 Drawing 2 Sewing 2 Elective Bookkeeping .... i Agriculture i GRADE 8 Required English 5 Arithmetic 4 U. S. History- Civics s Grammar 4 Music 2 Drawing 2 Agriculture i ^Manual Training 2 Required English s Arithmetic 4 IT. S. History- Civics s Grammar 4 Music 2 Drawing 2 Cooking 2 Elective Bookkeeping .... i Agriculture i GRADE 9 Required English 5 Algebra 5 Botany & Zoology or Physiography 5 Elective Ancient History. 5 Arithmetic 5 Music 2 Drawing 2 Required English •. . 5 Sewing 5 Elective Ancient History. 5 Botany & Zoology or Physiography 5 Arithmetic s Algebra 5 Music 2 Drawing 2 Commercial Required English S .Vrithmetic 4 History 2 Physiology 2 Geography 4 Music 3 Drawing 2 Agriculture 1 Elective Penmanship .... 2 Manual Training 2 Required English s Arithmetic 4 U. S. History — ■ Civics 5 Grammar 4 Music 2 Drawing 2 Bookkeeping .... i Elective Penmanship .... 2 Manual Training 2 Required English s Arithmetic 5 Writing & Spell. 5 Elective Ancient History. 5 Botany & Zoology or Physiography 5 Algebra ■ 5 Music 2 Drawing 2 — 20 — Required Knglish S Geometry 5 Elective Latin 5 Modern History. 5 Commercial Geog. 5 Music 2 Drawing 2 Required English 5 Advanced Algebra & Solid Geom. 5 Elective Latin 5 German 5 Chemistry S Music 2 Drawing 2 Required U. S. History- Civics 5 Elective Latin 5 German S Physics 5 English Liter. . . . S Music 2 Drawing 2 Required English S Geometry S Agriculture 5 Elective Bookkeeping .... s Modern History. 5 Commercial Geog. s Music 2 Drawing 2 GRADE 10 Required English 5 Sewing 5 Elective Modern History. 5 Bookkeeping .... 5 Geometry 5 Music 2 Drawing 2 GRADE II Required English S Agriculture S Chemistry 5 Elective Advanced Algebra & Solid Geom. 5 German S Music 2 Drawing 2 Required English 5 Cooking 5 Chemistry S Elective Advanced Algebra & Solid Geom. s German s Music 2 Drawing 2 GRADE 12 Required U. S. History- Civics 5 Agriculture 5 Physics 5 Elective German 5 English Liter.. . . 5 Music 2 Required U. S. History- Civics 5 Cooking 5 Elective Physics 5 German 5 English Liter.. . . s Music 2 Drawing 2 Drawing 2 Required English s Bookkeeping .... 5 Commercial Geog. 5 Elective Modern History, s Geometry 5 Music 2 Drawing 2 Required English 5 Stenography .... 5 Elective Advanced Algebra & Solid Geom. 5 Chemistry 5 German s Music 2 Drawing 2 Required U. S. History- Civics s Stenography .... s Commercial Law & Bus. Prac. . . 5 Elective Physics S German S English 5 Music 2 Drawing 2 The State Department Plan. Plate IV gives the Program of Studies by the State Depart- ment of Education of Michigan for the high schools of the State. The observations and criticisms which may be directed to this proposed scheme are as follows : I. The plan is presented in the form of four parallel cur- ricula designed to aid young people in shaping their entire courses at the v,ery outset, — a very commendable and desirable plan. — 21 2. Analysis shows that there is really little difference in the organization of these curricula, and raises the thought that they do not constitute the true guides to pupils that they are capable of being. Moreover no one of the curricula quite corresponds in fact to the title accorded it. Thus, no foreign language study is provided in the Literary Curriculum below the ninth grade ; the Agriculture Curriculum offers but two recitation periods in Agriculture, as such, below the tenth grade ; and the Commercial Curriculum provides but a single hour of strictly commercial work below the tenth grade. 3. English grammar holds its traditional and conspicuous place throughout all the curricula, and Algebra stands forth as a prescribed subject in the ninth grade of both the Literar}-- and Agricultural curricula. 4. There is little real departure from the five period-per- week schedule, save in the newQr subjects. — 22 — PLATE V. HIGH SCHOOL ENROLLMENT IN VARIOUS SUBJECTS The diagram shows percentage of total high-school enroll- ment in U. S. taking courses in mathematics — x — ; foreign languages — o — ; science — ; classics ---; history -, and Engish o o o. Data from tabulation, page 1,141, Report U. S. Commissioner of Education, 1910. i mm. ^^ 1.2 percent. Latin and History in the New Pean. Plate V is a diagram showing the percentage of total high school enrollment in the United States taking- courses in various subjects. The interesting points in the graph are the relatively poor showing made by Latin and History. If one accepts the — 23 — premise that these subjects are educationally of high value, the conclusion seems unavoidable that some steps should be taken to give them greater prominence in the schools. The complete re- organization of thj(e courses in History appears to be the treat- ment necessary to strengthen and popularize that subject, center- ing the emphasis (during the Junior High School years), in biography, world events of a strikingly spectacular nature, local and recent history, local government, and current topics. The salvation of Latin as a school study likewise appears to be depen- dent upon the simplification and vitalization of the course and the introduction of the work at an earlier stage of a pupil's schooling, — at a time when rote memory is strong and when interest in unfamiliar words and forms is keen. The six-six organization of schools lends itself easily, as has already been seen, to the reform of the work in both these important subjects of study. CHART VI. FRANKFORT, GERMANY, GYMNASIAL PROGRAM.^ Years i 2 Religion 3 2 German 5 4 Latin Greek French 6 6 History & Geography 2 2 Mathematics 5 5 Natural History 2 3 Physics Writing 2 2 Drawing 2 Singing 2 2 Gymnastics 3 3 Total 30 31 3 4 5 6 7 8 9 Total 2 2 2 2 2 2 2 19 4 3 3 3 3 3 3 31 10 10 8 8 8 8 52 7 8 8 8 31 6 3 2 2 2 2 2 31 6 3 4 2 2 2 3 26 5 4 4 3 3 3 3 35 3 2 2 12 2 2 2 - 8 4 2 - 2 8 4 3 3 3 3 3 3 3 27 31 32 32 33 33 33 33 288 ^ Figures indicate the number of recitation periods per week, per year. The Reformed Gymnasial, Pean oe Germany. Chart VI represents the Program of Studies in the so-called Reform School or the Frankfort type of gymnasial school in — 24 — Germany. The program of the Saxony Reform School is very similar. Together these two types of Secondary Schools are advancing in prestige in Germany very rapidly. The chart has been introduced here for the sake of showing how familiar to Germany are many of the principles and admin- istrative arrangements that are today in America being advocated for the six-year high school. The following points are especial- ly to be noted : 1. The secondary school course is nine years in length. 2. Pupils enter the school usually at the ages of nine or ten years. 3. The vernacular language is studied through each year of the course. 4. Modern foreign languages are begun before ancient lan- guages and are pursued for a period of nine years. 5. Latin is begun in the fourth school year, at a time when the pupil is about twelve years of age. 6. History and Geography are closely correlated. 7. Mathematics, pursued each year of the course, is not rigidly differentiated, but combines Arithmetic, Algebra, and Geometry in appropriate proportions. 8. Gymnastics are prescribed for all during each year of the course. 9. Physics extends over four years ; natural history over five. 10. Uniformity in the allotment of weekly class-periods is unknown. 11. Continuity of effort is everywhere encouraged and demanded. 12. The number of weekly class-periods per pupil is large. 13. The total number of year-hours required for graduation is large (288), and if reduced to semestral-hours is still more impressive (576). Surely with schools of this type illustrating the operation of desirable educational principles and practices for decades, there is ample precedent for the establishment of similar reform schools in America. — 25 — CHART VII. THE vSCHEME OF THE FRENCH LYCfiES. First Cycle. Second Cycle. ' Year: 1234 5 6 7 A. Classical Course. A. Latin-Greek Course. Philosophy. B. Latin-Modern Language Course. C. Latin-Science Course. B. Scientific Course D. Science-Modern Language JMathematics. Course. Flexibility in the French Schools. Chart Yll shows the attitude of the French nation towards the question of early differentiation of courses. As in Germany, pupils enter the secondary school (the Lycee being the leading type), at about the age of nine or ten. The course is seven years in length, and is divided into two cycles, — one of four years and one of three years. Each cycle aims to give a rounded well- balanced training, so that, if pupils find they must withdraw from school at the end of the first cycle, they will have acquired an education that is imperfect only in the sense that it is incomplete. Moreover, differentiation of courses begins at the very outset of the school work, a pupil having a choice of either Latin or Science. At the end of the fourth year a second differentiation of courses occurs, and finally, in the last year, a year of special- ized study is provided. Thus France secures flexibility of school work through the organization of parallel courses or curricula within a given school, whereas Germany seeks the same end through the differentiation of schools as schools. The important point to be noted in both cases is that provision for a differentia- tion of work is made for pupils at about the age of nine or ten years. — 26 — CHART VIII. ANOTHER SUGGESTED PR0GRA:^I. English 5 Math. (Ai-ith., Algebra, Geometry) 4 World Hist. (Biog.)... 3 World Geog. thru human activities and interests 4 Physiology & Hygiene.. 2 Man. Training (boys) . . 2 Domestic Art (girls)... 2 Music 2 Drawing 2 Assembly i Elective Latin 5 German 5 Agriculture & Hortic ... 3 Man. Train, (additional) 3 Dom. Art (additional).. 3 Bookkeeping 2 Penmanship 2 Special (out-of-school- work) I to 5 English 5 U. S. History & Com- munity Civics 5 Math. (Arith., Algebra, Geometry) 4 Elementary Science 3 Man. Training (boys).. 2 Dom. Science (girls)... 2 Vocational Knowledge. . i Music 2 Drawing 2 Assembly i Elective Agriculture &■ Hortic. . . s Latin 5 German S Man. Train, (additional) 3 Dom. Sc. (additional).. 3 Stenography 3 Penmanship i Trade 4 Special (out-of-school- work) I to 5 9 English s Assembly i Elective Latin (Beg. or Cont.) 5 German (Beg. or Cont.) S Biolog}^ 5 European Hist, to 1750. 5 Algebra 3 Manual Training 5 Household Arts 5 Agriculture 5 Shorthand 5 Typewriting 5 Business Forms 3 Music 2 Drawing 2 Trade 5 Special (out-of-school- work) I to s Chart \'lll represents a personal attempt to suggest a pro- gram that is adaptable to any typical community. It is not offered with the thought that it is necessarily superior to all others, but is presented for whatever it may be worth. Summary oe First vSteps. No attempt has been made in this paper to sketch the pos- sible organization of the program of studies for the Senior High School. In the nature of the case this must depend upon the ambitions, resources, and needs of each respective community. That some schools will endeavor to save to pupils an entire year in their course is already seen in the attitude, for example, of the University of Chicago High School and the East Chicago, Indiana, High School, both of which plan to issue diplomas of graduation on the completion of eleven years public school work. — 27 — On the other hand, the spirit of the six-six plan is not to reduce the period of schooHng- nearl}^ so much as it is to enrich and intensify the twelve years devoted to it. No doubt, under the flexible arrangement of the scheme many a bright pupil will be able to complete the prescribed course in less than twelve years. Such pupils should be encouraged to do so. In the same way, however, for such as can not readily and satisfactorily cover the ground in the normal time, provision should be made for a rate of progress that is suited to the ability. The first matters of consideration, therefore, in organizing a school on the six-three-three basis are (to reiterate) : 1. A modification of the content or courses of study of the seventh, eighth, and ninth grades particularly. 2. A modification of the uniform schedule of class-periods. 3. Much flexibility of administration, secured primarily through: (a) minimum prescriptions of subjects; (b) election of other subjects under guidance. 4. Suggestive curricula. Additional Administrative Problems. The adoption of the above mentioned changes is, however, far from meeting all the problems v^d^ich the six-six organization entails. The limits of this paper do not permit any extended dis- cussion of the many questions of administration which are in- separably entwined with the modifications of the program of studies. Briefly considered, however, the following items, more or less catagorically stated, must enter into the reorganization scheme of any well-planned reform which embodies the principles of the six-six arrangement. First, the departmental organization of the seventh and eighth grades. The advantages of this plan are so obvious to all and the custom is now so generally followed in schools of the first rank that nothing further need be said in support of the change. No teacher is fitted adequately to teach all subjects wnth equal efficiency ; no pupil but can profit from contact with more than one teaching personality. — 28 — Second, promotion by subject above the sixth grade. No course is more prohfic of discouragement for pupils than to be obliged to repeat an entire year's or semester's work in all sub- jects because, forsooth, the accomplishments in one subject of study fall short somewhat of the passing standard. Flexibility is the keynote of the six-six arrangement: adjustment to indi- vidual differences is the mark of twentieth century pedagogy. Whoever fails to promote pupils on their merits in each branch of study, irrespective of what their attainments have been in other branches, -Sti4 not yet caught the whisperings of modern educational thought and practice. Third, teachers in the Junior PTigh School grades as thor- oughly trained and as efificient as those in the Senior High School. Ultimately, yea, sp-^edily, this means teachers with college de- grees and professional training. It ought to mean, also, teachers of successful experience and with maturity of judgment. The task of introducing pupils for the first time to new lines of thought and responses calls for the highest possible skill. The young callow girl or boy, perfect it may be in the knowledge of the subject to be taught, but ignorant of the deeper meanings of life and life's relations, will serve the cause of education vastly better if put in charge of advanced courses than over beginners. From the typical young Ph.D., man in college and the typical young A.B. student in Junior High School may the supervising authorities forever deliver the freshman student. During the period of transition from the old system to the new insistence upon the employment of none but college-bred teachers would, however, be as unjust as it would be futile and impracticable. Old and faithful teachers may not be made to suffer nor be unceremoniously eliminated from the system. Time and opportunity for readjustments must be permitted. For those teachers in the seventh and eighth grades who are by tempera- ment unfitted for departmental work, transfers of positions must be made. For others, the assignment of such courses as they are amply fitted to teach effectively must be made. For all, con- tinued growth in services must be demanded. Hence leave of absence for such as seek it in order to fit themselves the better — 29 — for the new work should h'^ cheerfully granted by Boards of Education. Encouragement should be given ■ to attendance on Summer Sessions of Colleges, and local study clubs should be fostered. In the meantime all work of the seventh and eighth grades should be brought under the direct supervision of the high school principal and the heads of the various departments. In these ways, and in these ways only, can the work of the re- organized school be properly strengthened and made to meet the expectations of the propogandists of the new movement. Fourth, a new mode of determining and recording school credits. With the abandonment of the old iive-period-per-week class schedule the present mode of granting one school credit for each semester's work in a given subject becomes disjointed, if not entirely unusable. To be sure in place of the sixteen units, or thirty-two credits, now usually required for graduation, eight additional units, or sixteen additional credits, may be prescribed, thus making the standard for the six years twenty-four units, or forty-eight credits. By adopting with this plan the custom of using fractional units of measurement, the scheme has few objec- tions and is workable. Thus, for illustration, a subject pursued three times per week would be given three-fifths (3/5), or six- tenths (.6) of a unit credit; one meeting four times per week, four-fifths (4/5) or eight-tenths (.8) of a unit cr.edit. A much more convenient and satisfactory method of solv- ing the problem is by the adoption of the college custom of estimating all credit in semester hours. Sixteen units, the present common requirement for high school graduation, comprise 80 year-hours (four subjects, five periods per week for four years) or 160 semester-hours (four subjects, five periods per week for four years of two semesters each). Hence by adding two years to the high school course the resulting proportionate amount of credit added is fifty percent. In consequence a standard for graduation of 120 year-hours, or, preferably, 240 semester-hours is highly to be recommended. Fifth, abolition of the eighth grade graduation exercises. One of the chief alleged advantages of the six-three-three plan is that it will tend to retain more pupils in school for longer — 30 — periods. To hold elaborate exercises at the end of the eighth (or ninth) grade is but to suggest that a stopping place has been reached and to invite pupils to discontinue their schooling at that point. SLvth, modification of the terms of articulation of the sec- ondary school with college and university. The University of Michigan has already anticipated the issue and has recently, by vote of the Literary Faculty and the R-egents, passed the follow- ing resolutions, namely : "I. That school authorities be encouraged to incorporate the seventh and eighth grades of the elementary school as' an integral part of the high school, forming a six-year system. 2. That school authorities be recommended to organize the six-year high school system into a Junior High School of three years and a Senior High School of three years as soon as local conditions will admit. 3. That graduates of six-year high school courses be re- c[uired to gain during th last three years at least eight of the fifteen units required for admission, two of which units shall be obtained during the senior year. 4. That graduates of six-year high school courses be per- mitted to apply for university credit on examination." Since, in accordance with these resolutions, seven of the fifteen units required for admission may be gained below the tenth grade, and since, further, four units are ordinarily gained at present in the ninth grade, it means that the University of Michigan has agreed to accept for admission three units gained in the seventh and eighth grades. In as much, further, as a unit as defined by colleges ordinarily signifies a subject to which has been devoted not fewer than 7,200 recitation-minutes, either of two administrative changes must be made in the work of the seventh and eighth grades, namely: (a) Increasing the length of class periods to the customary high school requirpment of forty minutes in the clear; or (b) granting less than full credit for a course successfully pursued in these two grades. Possibly allowing half credit here would be the safest and wisest arrange- ment. — 31 — The University of Chicago, on its part, has adopted a slight- ly different mode of adjusting credits gained in the six-year sys- tem. The plan here is not to go back of the face returns, but to accept for college admission any work don.e in the Junior High School provided it has been accepted and tested by the authorities of the Senior High School. Hence the amount of credit to be allowed in any given case will be determined by the facts of the particular situation. Nominally there is no specified limit to the number of units to be thus gained ; actually the amount will not vary greatly from that accepted by the University of Michigan. Seventh, provision for supervised study. This change is not an essential innovation of the six-six arrangement. It, however, is a pedagogical principle of such value that it is being incorpor- ated in many schools in which the six-year high school is being established. Accompanying this change, and almost a necessar}' condition of it, is the idea of a longer recitation period. Full sixty-minute hours are the ideal, to be employed either entirely in discussions, assignments of lessons, and lectures, or else divid- ed into two parts, one part being devoted to the formal recitation and the other part to study under the immediate and individual supervision and direction of the class teacher. Bighth, provision for a longer school day. This change is inevitable, if provision for supervised study and longer class periods is adopted. The present trend seems to be toward an eight-period school-day, some of these periods to be used by pupils for laboratory and shop work, supervised recreation exer- cises, assembly or auditorium meetings, and other types of cjuasi- academic activity. Ninth, modification of methods of teaching. This problem is as yet not clear to any one. It merely raises the question as to whether or not present high school methods of teaching shall be adopted in toto for the seventh and eighth grades. Shall, for example, begnning Latin and beginning German be organized and presented in precisely the same manner in the seventh grade as they are now in the ninth grade? Or shall, for instance, the aim be only to give an elementary appreciation of the geography and history of the peoples concerned, the national traits, and a — 32 — rudamentary acquaintance with the sounds, forms, and vocabu- laries of the languages? Only experimentation can determine the wisest policy. Tenth, adjustment of the functions of the superintendent and the high school principal in reference to the seyenth and eighth grade work. No doubt there is in this question potential elements of friction. Nevertheless, if the same good common- sense is exercised here as in well-conducted school systems ' of the present order, adjustments will be made harmoniously and easily. Generosity of interest and cooperation of effort will eliminate all elements of a disturbing kind. Summary of thc Problems Involved. The essential factors, therefore, that enter into the establish- ment of the six-threc-three arrangement of the schools are, to summarize, the following: 1. Reorganization of the subject-matter of the seventh, eighth and ninth grades. 2. Departmental teaching. 3. Promotion by subject. 4. Abolition of the uniform five-])eriod-per-week class- schedules. 5. College-bred and professionally-trained teachers in all gra'des above the sixth. 6. Adoption of the "hour" plan of recording school credits. 7. Longer class-periods with supervised study. 8. Increased number of class periods in the school day. 9. Experimentation in methods. 10. Adjustment of the powers and duties of superintendent and principal in reference to the seventh and eighth grades. Summary oe Advantages Found. A summary of the advantages found by some of the admin- istrators of the six-three-three plan includes : I. "It holds more pupils to the ninth grade." (Kalama- zoo). — 33 — 2. "Our pupils stay in school longer, attend more regular- ly, and show more interest in their work." (Detroit, Mc]\Iillan). 3. "The costs range from 10% to too% higher than in the old type grammar school, but better results are secured." (Evansville). 4. "The departmental plan secures better teaching and more interest in the general work of these (7th and cSth) grades." (Kalamazoo). 5. "There is a financial saving in the equipping and main- taining of shops and laboratories." (Columbus). 6. "Discipline is better." (Long Branch). 7. "Our plan is keeping more pupils in school and we think doing something definite for them as a preparation for work." (Grand Rapids, Union). 8. "The social experience of the pupils gained in the intermediate schools has be.en beneficial." (Berkeley). 9. "There is less duplication of work in passing from grade to grade." (Madison, Ind.). 10. "It provides a longer transition period from elemen- tary methods to secondary methods." (Berkeley). 11. "The Junior High School aids a city in solving its problem of distance by bringing the school home to the pupil's own door." (Evansville). 12. "The problem of discipline is much simpler. Pupils show more initiative, self-reliance, and sense of responsibility." (Evansville). The six-year high school seems, therefore, destined to be- come a permanent and universally accepted feature of our school system. For the convenience of those interested, there is here appended a list of eities and towns known to have established the six-year high school recently. Some Cities Th.\t Have Adopted the Six-Six Plan,^ or Some Form oe It. ARIZONA Los Angeles. Globe. Oakland. CALIFORNIA Palo Alto. Berkeley. Sacremento. ^See also U. S. Com. Rept. 1914, pp. 148 ff. — 34 CONNECTICUT Norwalk. South Norwalk. CO'LORADO Fruitvale. FLORIDA Tampa. IDAHO Idaho Falls. Lewiston. Coeur d'Alene. ILLINOIS Springfield. Quincy. INDIANA East Chicago. Evansville. Gary. Richmond. 'Weymour. Greencastle. Tippecanoe Co. H. S. IOWA Clinton. Goldfield. KANSAS Neodesha. Channte. Topeka. Newton. ' 'Meade. Kansas City. KENTUCKY Lexington. Louisville. Covington. MASSACHUSETTS Boston. Clinton. MICHIGAN Adrian. Grand Rapids. f McMillan. Detroit [- George Jr. [ Norvall. Muskegon. Kalamazoo. MINNESOTA Minneapolis. Duluth. Rochester. Fergus Falls. Faribault. Mankato. NEBRASKA Blair. Norfolk. NEW JERSEY Trenton. NEW YORK Long Branch. Troy. Rochester. NORTH DAKOTA Bismark. Grafton. OHIO Columbus. OREGON Portland. McMinnville. PENNSYLVANIA Chambersburg SOUTH DAKOTA Lead. TEXAS Flouston. UTAH Ogden. VIRGINIA Bristol. WASHINGTON Walla Walla. — 35 — ReFKRENCE^S for FURI'IIKR CONSUETATION. 1. Whitney, F. P., Educ. Rev., Feb., 191 1. 2. (Davis, C. O., Educ. Rev., Oct.. 191 1. 3. Robinson, E. V., Sch. Rev., Dec, 1912. 4. Wheeler, Geo., Sch. Rev., April, 1914. 5. Bunker, F F., Educ. Rev., March, 1914. 6. Boynton, E., Educ. Rev., February, 1914. 7. Brown, H. E., Sch. Rev., May, 1914. 8. Judd, C. H., Sch. Rev., January, 1915. Q. Johnston, C. H., .^dm. and Super., March, 1915. 10. Inglis, A., Sch. Rev., May, 1915. 11. Bulletin, No. 38 (1913). U. S. Bureau. 12. Circular, Evansville. Indiana, High School. 13. Report, Columbus, Ohio, 1912. 14. Course of Study, Berkeley, Cal., 1914. 15. Course of Study, Sacramento. Cal., 1914. 16. Handbook, Richmond. Indiana, 1914. ' 17. Handbook, Ellenville, N. Y., 1914. 18. Circular, Eewiston, Idaho, 1914. LIBRARY OF CONGRESS 021 773 568 3 The University Bulletin is Issued by the University of Michigan as Often as Every Six Weeks During the Uni- versity Year. Entered as Second-Class Matter at the Postoffice at Ann Arbor, Michigan. The Bulletin Includes the Following Publications: — The Annual Report of the President. The Catalogue of the University. The Annual Announcements of the College of Literature, Science, and the Arts, the Colleges of Engineering and Architecture, the Medical School, the Law^ School, the College of Pharmacy, the Homoeopathic Medical School, the College of Dental Surgery, the Graduate School, and the Summer Session. Other Announcements of the several departments of instruc- tion, Reports of University officers, etc.