A JOURNAL OF SECONDARY EDUCATION Edited by THE FACULTY OF THE SCHOOL OF EDUCATION THE UNIVERSITY OF CHICAGO and published in conjunction with THE ELEMENTARY SCHOOL JOURNAL AND SUPPLEMENTARY EDUCATIONAL MONOGRAPHS ! Voi. XXVI JANUARY 1918 No. 1 Foreign Languages and Mathematics as Requirement for American Colleges and Universities E. E. Lewis The Social Core of the High-School Curriculum Herbert G. Lull Elimination from the Public Second¬ ary Schools of the United States Frank G. Pickell and B. F. Winkelblech An Experiment in Socialization Alexander C. Roberts Technique of Supervised Study Eugene D. Merriman The Numerical Problem in Physics ZX P, Randall, J. C. Chapman, and C. W. Sutton THE UNIVERSITY OF CHICAGO PRESS CHICAGO, ILLINOIS, U.S.A. THE CAMBRIDGE UNIVERSITY PRESS, London and Edinburgh THE MARUZEN-KABUSHIKI-KAISHA, Tokyo, Osaka, Kyoto. Fukuoka. Sendai THE MISSION BOOK COMPANY, Shanghai PUBLICATIONS EDITED BY THE FACULTY OF THE SCHOOL OF EDUCATION OF THE UNIVERSITY OF CHICAGO JOINT EDITORIAL COMMITTEE CHARLES HUBBARD JUDD, Chairman Articles and Editorials of The School Review Articles and Editorials of The Elementar- ROLLO LA VERNE LYMAN School Journal FRANKLIN WINSLOW JOHNSON FRANK NUGENT FREEMAN HARRY ORRIN GILLET Reviews HAROLD ORDWAY RUGG ROLLA MILTON TRYON Supplementary Educational Monographs WILLIAM SCOTT GRAY THE SCHOOL REVIEW ADVISORY BOARD WILLIAM McANDREW, New York City H. V. CHURCH, Cicero, Illinois JEROME O. CROSS,,Pasadena, California ALEXANDER INGLIS, Cambridge, Massachusetts I. M. ALLEN, Springfield, Illinois E. A. MILLER, Oberlin, Ohio H. C. MORRISON, Concord, New Hampshire FRED C. AYER, Seattle, Washington H. L. MILLER, Madison, Wisconsin Vol. XXVI CONTENTS FOR JANUARY *9*8 No. t \ Foreign Languages and Mathematics as Requirement for Admission to, and Graduation from, American Colleges and Universities .E. E. Lewis 1 ^The Social Core of the High-School Curriculum .Herbert G. Lull 7 ^Elimination from the Public Secondary Schools of the United States Frank G. Pickell and B. F. Winkelblech 18 ^An Experiment in Socialization -------- Alexander C. Roberts 25 Technique of Supervised Study ..Eugene D. Merriman 35 jXhe Place of the Numerical Problem in High-School Physics D. P. Randall, J. C. Chapman, and C. W. Sutton 39 \j Educational News and Editorial Comment Department of Superintendence at Atlantic City, February 25—March 2; Safeguarding War Appeals; College Men and the War; Changes in College Life; The Gary System in New York; The Passing of Literary Dictators; Penny Lunches in Chicago; Letting Down the Bars and Raising Efficiency; Supreme and Super Superintendents; Illinois Schoolboys and the Farms; Drill and Individual Differences; A Recommendation to Principals; Correla¬ tion of English and Content Subjects. Educational Writings: I. Recent Literature in the Field of Vocational Education and Guidance Frank M. Leavitt and Margaret Taylor 58 II. Comment on Current Educational Writings.- 64 W. H Allen and C. G. Pearse, Self-Surveys by Teacher Training Schools.—W. H. Allen, Self-Surveys by College and University.—F. N. Freeman, How Children Learn.—Delos Fall, Science for Beginners, A First Book in General Science.—Hutton Webster, Readings in Mediaeval and Modem History.—Milton Bennion, Citizenship, An Introduction to Social Ethics.—Ephraim Emerton, The Beginnings of Modern Europe, 1250-1450.—D. E. , Weglein, The Correlation of Abilities of High-School Pupils. Ill- Current Educational Publications Received in November - - - 71 The School Review is published monthly from September to June by the University of Chicago at the University Press. H The subscription price is $1.50 per year; the price of single copies is 20 cents. Orders for service of less than a half-year will be charged at single-copy rate. 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The Self-Filling Type combines all of the exclusive qualities found in the other types of Waterman’s Ideals, plus a convenience for automatically refilling direct from the ink supply—our soldiers and sailors have also found this type most useful and convenient. es from $2.50 to $50.00 Best Stores 191 Broadway, New York Chicago Boston San Francisco Montreal London Paris Buenos Aires Masters and Students of Pedagogy will find material for profound study and practical application, in a book recently published, called The Reorganization of Our Schools SOME EDUCATIONAL POSTULATES AND PRACTICAL SUGGESTIONS AS TO THE ORGANIZATION OF SCHOOLS By FREDERIC W. SANDERS, A.M. (Harvard), Ph.D. (Chicago) Sometime Member of the Territorial Board of Education of New Mexico, President of the New Mexico College of Agriculture and Mechanic Arts, Principal of the Lincoln (Neb.) High School, Assistant Professor of Pedagogy in West Virginia University, Lecturer on Social Economics and Education for the University of Chicago, Honorary Fellow at Clark University, University Fellow in Sociology at Columbia University, etc. This book will be used for class study in many Schools of Pedagogy and Departments of Education. It should be found in every Public Library. Superintendents and teachers will be sure to find it most suggestive and inspiring. It can be profitably used as the basis of discussions at teachers’ meetings. Cloth , 120 pages , Price $1.00 postpaid THE PALMER COMPANY 120 BOYLSTON STREET BOSTON, MASS. ORAL ENGLISH A satisfactory correlation of Oral English with certain of the regular composition and literature courses of the secondary schools has been effected by some of the leading high schools of the United States through the use of the inexpensive and compact little text, Elements of Debating, by Leverett S. Lyon of the Joliet Township High School. The virtues claimed for this little hook by those who have put it into the hands of their pupils are these — •I It offers an effective way of producing Oral English. <1 Instead of interfering with the regular composition and literature work, it corre¬ lates as a stimulating supplement. •I The book teaches the subject, thus establishing the confidence of the teacher untrained in public speaking and enabling such a teacher to do highly effective work. <1 The book is written by a high-school man familiar with the high-school problem and is soundly within the vocabulary and experience of high-school pupils. A pamphlet, “Aid in Oral English/’ will be sent for the asking . ELEMENTS OF DEBATING by LEVERETT S. LYON x+136 pages , i2mo, cloth; $1.00, postage extra (weight 14 oz .) THE UNIVERSITY OF CHICAGO PRESS CHICAGO 5822 ELLIS AVENUE ILLINOIS Established as a Workable Text BARBER’S First Course in General Science By F. D. BARBER, Professor of Physics in the Illinois State Normal University, M. L. FULLER, Lecturer on Meteorology in the Bradley Polytechnic Institute, J. L. PRICER, Professor of Biology in the Illinois State Normal University, and H. W. ADAMS, Professor of Chemistry in the same, vii+607 pp. $1.25. A close selection of introductions of a new book is often more interesting and significant than a long list of all adoptions. The fol¬ lowing few cities among those which have ordered , the Barber book for their high schools this Fall are representative of the character of the schools now using it and of the wide extent of its use: Boston, Mass. Trenton, N.J. Fall River, Mass. Bridgeport, Conn. Waterbury, Conn. Revere, Mass. Minneapolis, Minn. Omaha, Neb. Springfield, Ill. Lansing, Mich. South Bend, Ind. Kansas City, Mo. J. T. Willard, Kansas State Agricultural College: I have read many parts of it and find it an extremely interesting volume and one that should be very attractive to high school students. It is by far the best publication on general science that I have yet seen. School Science and Mathematics: It is one of the very best books on general science that has ever been published. The biological as well as the physical side of the subject is treated with great fairness. There is more material in the text than can be well used in one year’s work on the subject. This is, however, a good fault as it gives the instructor a wide range of subjects. The book is written in a style which will at once command not only the attention of the teacher, but that of the pupil as well. It is interesting from cover to cover. Many new and ingenious features are presented. The drawings and halftones have been selected for the purpose of illustrating points in the text, as well as for the purpose of at¬ tracting the pupil and holding his attention. There are 375 of these illustrations. There is no end to the good things which might be said concerning this volume, and the advice of the writer to any school board about to adopt a text in general science is to become thoroughly familiar with this book before making a final decision. HENRY HOLT AND COMPANY 19 W. 44th Street 6 Park Street 2451 Prairie Avenue NEW YORK BOSTON CHICAGO High-School Teachers of Mathematics who are looking for a review book for Senior classes or for classes preparing to take college-entrance exam¬ inations should not fail to examine Third-Year Mathematics for Secondary Schools By ERNST R. BRESLICH Head of the Department of Mathematics, University of Chicago High School This book abounds in problems taken from the entrance examination papers of a number of colleges. These will form a good review of algebra. The principal part of solid geometry is given on pages 239-330. Chapter xv is a syllabus of all the theorems of plane and solid geometry not proved in Third-Year Mathematics , and will make an excellent basis for a review of this subject. The major portions of trigonometry are in chapters ii and ix; logarithms are treated in chapter vii. The advantages of having all these subjects in the same book will make a strong appeal to the teacher. The student, on the other hand, will be glad to have a copy of the book, as he will find it valuable as a reference book in his future college mathematics. Third-Year Mathematics for Seconday Schools By BRESLICH With Tables to 5 places $1.50, postage extra (weight 2 lbs. 2 0z.) Without Tables $1.00, postage extra (weight 1 lb. 13 oz.) Logarithmic and Trigonometric Tables and Mathematical Formulas 75 cents, postage extra (weight 13 oz.) THE UNIVERSITY OF CHICAGO PRESS CHICAGO 5822 Ellis Avenue ILLINOIS FOOD STUDY A new high-school textbook and laboratory manual in the study of foods and home management By Professor Mabel T. Wellman Head of the Department of Home Economics in Indiana University; formerly Instructor in Dietetics and Household Chemistry at Lewis Institute, Chicago Published in 1917 Copiously Illustrated—Mailing Price $1.00 A splendidly balanced textbook, and the only one which has the privilege of presenting recipes from Farmer’s “Boston Cooking School Cook Book.” The plan aims everywhere at the production of well-balanced meals, emphasizing the three real objects of the study— time-saving , labor- saving,, and money-saving. LITTLE, BROWN, & COMPANY 34 Beacon Street 623 South Wabash Avenue BOSTON CHICAGO GRAPHIC LATIN A set of four complicated charts that present the entire language at as many glances. Adopted for general classroom use by teachers in hundreds of secondary schools in all states of the Union. No higher recommendation for any schoolbook has ever been offered than this: that—exclusive of the general adoptions—hundreds of pupils all over the United States have judged it of such practical value that they have purchased copies on their own re¬ sponsibility to facilitate their work. Price, per set, bound in extra heavy, tough manila cover, postpaid 40 cents JOHN C. GREEN, JR. Blair Academy, Box B Blairstown, N. J. TEACHERS’ AGENCY 28 E. Jackson Blvd.,Chicago To this organization—national in scope—em- _ , _ ployers and teachers naturally turn in mak- Boston New York Birmingham Denver ing a survey of the whole educational field Portland Berkeley Los Angeles f° r best teachers and teaching opportunities. Albert 25 E. Jackson Blvd., Chicago. TEACHERS' AGENCY “Teaching as a Business,” with chapters on War. Salaries, etc., sent free. Thirty-third year. Register Id four offices with one fee. Branch offices— New York: 437 5th Ave. Denver: Symes Bldg. Spokane: Peyton Bldg. I POSITIONS OF ALL KINDS Never was the demand so great for qualified teachers and specialists. For nine years we have given our time and energy to this work. Write for our free literature. State qualifications briefly. Co-operative Instructors , Association Marion ... Indiana 30 Magazines fU 1 different, all """"■ late issues. Yours for only 25 cents prepaid. Great help in teaching. Satisfaction guaranteed. Eastern Bureau, New Egypt, N.J. ADVERTISE an( ^ se ^ t ^ e books, . ■ 11 supplies, and things you don’t need. Reach 15,000 teachers for only 2 cents a word. Write The School News , New Egypt, N.J. Colorado Teachers College HOME Offers courses of instruc- y. tion by correspondence. Z>IUVr "The GREELEY PLAN” known throughout the U. S. helps stu¬ dents in absentia. Ask J. G. CRABBE, President Greeley, Colorado • FROM THE CREAT LAKES TO T1 IE PACIFIC PROMPT EFFICIENT SERVICE Minneapolis TEACHERS ACEMCY WRITE FOR FREE BOOKLET 306 14th Ave. S.E. Minneapolis, Minn. 1_ PROFESSIONAL COMRADESHIP FOR THE TEACHER OF ENGLISH The stimulus of personal touch with others engaged in like tasks is needed by all workers. This is provided for the teachers of English in the United States by The English Journal , edited by James Fleming Hosic. This embodies the following features: 1. Leading articles discussing in an authoritative way every aspect of English teaching and the equipment for it. 2 . Round Table contributions in a delightfully informal and direct manner. 3 . Editorials setting forth important current educational issues. 4 . News of the National Council of Teachers of English, of fifty local societies, of current articles and pamphlets valuable to English teachers; and 5 . Reviews and notices of new books. All leaders in education and writers on educational subjects refer to The English Journal as the authority in its field. It is indispensable to English teachers, for it is the best means of keeping them abreast of the times and in touch with their colleagues. Published monthly, except July and August, at $2.50 a year, 30 cents a copy. A H n T*ACC THE ENGLISH JOURNAL 68th Street and Stewart Avenue Chicago, Illinois Religious Education Is a War Measure Ultimately the basic issues of this war will be settled for good or ill by success or) failure in religious education. Religious education deals with life’s dominating ideals. It seeks to give to conduct—personal, social, and national—adequate motivating principles. Its program is the development and guidance of lives toward religious ideals, into a religious social order. Its processes are vital, social, and immediate. It goes to the very roots of our present ills. Knowing that things never can be right until people are right, and that people will not be right until they are right at heart—in ideals, motives, will, and habits—it begins its work at these springs of conduct. The Religious Education Association promotes the improvement and extension of moral and religious education through churches, schools, colleges, etc. It publishes a bi-monthly magazine, Religious Education , conducts a bureau of information, furnishes free literature, maintains a reference library-exhibit, conducts conferences and conventions. The annual membership fee of $3.00 entitles one to receive the magazine and to all the privileges of membership. The Religious Education Association 1032 East Fifty-fifth Street, Chicago The Contingency of the Laws of Nature By Emile Boutroux of the French Academy. Translated by Fred. Rothwell. With a portrait of the author. Pages, x, 195. Cloth, $1.50. The two leading ideas of this work are, first, that philosophy should not confine itself to recombing eternally the concepts handed down by our forerunners, but rather should come into direct contact with the realities of nature and science; and, secondly, that philo¬ sophical systems, whether idealistic, materialistic or dualistic, regard the laws of nature as necessary, and, consequently, as destructive of the true life and freedom. A natural law is not a first principle, it is a result; and life, feeling, and liberty are realities whereof the comparatively rigid forms grasped by science are the ever inadequate manifestations. Men can act on nature because nature is neither brute force nor lifeless thought. The laws of nature, if necessary, would typify the rigidity and immo¬ bility of death. Being contingent, they give more dignity to life, a greater incentive to rise in the scale of being. George Boole’s Collected Logical Works In two volumes, of which the second, containing the LAWS OF THOUGHT, is ready. Pages, xvi, 448. Cloth, $3.00 net per vol. The second volume contains a reprint of the LAWS OF THOUGHT of 1854, unaltered except that misprints are of course corrected. Both volumes are provided with indexes, and the page-numbers of the original publications are throughout inserted in square brackets and heavy type at the proper places. THE OPEN COURT PUBLISHING COMPANY 122 SOUTH MICHIGAN AVENUE CHICAGO “How Do You Do, Mr. Riley?” “Onct when I was ist a little girl—only four years old —mother and I were down town and I saw you not far away. I broke away from mother, ran up to you and said, ‘How do you do, Mr. Riley?’ I shall never forget the wonderful smile on your face when you turned and saw me, a tiny little tot. You bowed and spoke to me as though I were a queen, and when I told you I knew ’most all of your child rhymes and enjoyed them very much, you were as pleased as if some man-of-letters had complimented you. That, Mr. Riley, is one of my finest memories.” So wrote a grown-up little girl to James Whit¬ comb Riley. Are you giving your children the precious mem¬ ories of the beautiful poems? Will your children be able to say—“My mother read me Riley when I was a child—and ‘The Raggedy Man’ and ‘Little Orphant Annie’ have rejoiced and com¬ forted me all the days of my life.” JAMES WHITCOMB RILEY has passed on—and the grown-up world mourns. In the hearts of the little children is a void that cannot be filled —but that can be forgotten by the reading and re-reading of these simple and childlike poems. No more does Uncle Sam’s postman stagger under the weight of 10,000 letters—the tribute of the children of the world to their Uncle Sidney (James Whitcomb Riley) on his birthday. Riley has passed on but his work lives. You can read it to your children—and enrich their lives and yours for all time. Those of us who have missed things in childhood—missed learning to ride or to swim—feel that there is a lack that can never be made up. Even more is this so with things of the spirit. The child whose imagination has been enriched by the beauty and charm of Riley, carries a treasure to old age—a treasure hard to get later on. From the little girl who said she felt all alone without him to the President of the United States, who pays him tribute, Riley is in all hearts—big and little. Riley is the chil¬ dren's poet — l.ltle children and big ones — sometimes called grown-ups. HIS HEIRS DESIRE ONLY A SMALL ROYALTY The Heirs of James Whitcomb Riley came to us, as the pub¬ lishers of Mark Twain, and said that they would be glad to reduce their royalty so that we could place the works of James Whitcomb Riley in the homes of all those who loved him. So we are able to make this complete set of all Riley’s works— containing over 1000 titles and a biographical sketch of Riley—at a very low price—for the present—a price we can pass on to you. We have planned a fitting form for these books—beautifully made—the easy-to-read, comfortable sort of books that James Whitcomb Riley would have liked. This set is full of luxurious and beautiful illustrations by Howard Chandler Christy and Ethel Franklin Betts—some in full color—some in two colors, and some in black and white. The limited edition of Riley’s complete works sold from $125 to Si750 a set. Yet you can have your set for less than one- fifth the lowest price made before. The generosity of the Riley heirs and the re¬ sources of Harper and Brothers give you a rare / HARPER & opportunity. Don’t miss it. Send the / BROTHERS coupon without money for your set on / Franklin Sq N.Y HARPER. 6s BROTHERS approval to-day. 1817-1917 NEW YORK COMPLETE WORKS OF COMPLETE WORKS OF COMPLETE WORKS OF COMPLETE WORKSOP COMPLETE ] WORKSOF ' COMPLETE WORKS OF COMPLETE WORKS OF COMPLETE WORKS OF COMPLETE WORKS OF JAMES JAMES JAMLS JAMES JAMES JAMES JAMES JAMES JAMES WHTIOOMB WHITCOMB WHITCOMB WHITCOMB WHITCOMB WHITCOMB WHITCOMB WHITCOMB WHITC0M1L RILEY RILEY RILEY RILEY RILEY RILEY RILEY RILEY RILEJjg ♦ * ♦ ♦ ♦ ♦ ♦ ' At VOLUME volume VOLUME VOLUME VOLUME VOLUME VOLUME VOLUME Ws No Send for ten days examination the complete works, over 1000 titles, of Janies Whitcomb Riley, lOvols., cloth, stamped in gold, il¬ lustrated in color and black and white by Howard Chandler Christy and Ethel Franklin Betts. I may return it to you, at your ex¬ pense, if I do not want it. If I keep e books I will remit $1.50 -for thirteen ths - School Review Address . Occupation ... 10% added to price in Canada because of duty. Making SCIENCE HISTORY That is the mission of cience Review Education as a Science and Scientific Education J. PAXTON SIMMONS, M.A., Editor-In-Chief, Allan High School In a coming issue articles by the following will appear: CHARLES S. MEEK, Supt. San Antonio Schools LEWIS ELHUFF, Geo. Westinghouse High School, Pittsburgh, Pa. MISS CLARA A. PEASE, Hartford (Conn.) High School DR. C. H. CRAMPTON, University of Texas DR. A. C. PARSONS, University of Oklahoma, and others News and progress of the educational and scientific awakening in THE NEW SOUTH Subscribe at once—$1.00 per year. SCHOOL AND SCIENCE REVIEW and General Science Quarterly both for $1.75 Address: SCHOOL AND SCIENCE REVIEW, Austin, Texas Truancy and INon=Attendance in the Chicago Schools A Study of the Social Aspects of the Compulsory Education and Child Labor Legislation in Illinois By EDITH ABBOTT and SOPHONISBA P. BRECKINRIDGE Of the Faculty of the University of Chicago and of the Chicago School of Civics and Philanthropy This study of truancy and non-attendance, made by two persons who, for nearly a decade, have been closely connected with social agencies of Chicago, is divided into two parts: Legal Principles: History of Com¬ pulsory Education Legislation in Illinois; and Present Conditions and Methods of Treat¬ ment. The list of appendixes of about a hundred pages furnishes valuable material and extracts in regard to historical matters relating to compulsory education and child labor laws. viii+472 pages, cloth; $2.00, postage extra ( weight 1 lb. 10 oz.) The University of Chicago Press CHICAGO 5822 Ellis Avenue ILLINOIS 1 j j J INEXPENSIVE COVERS FOR YOUR OLD PERIODICALS S§gB When marked alphabetically 1 IS with name of 0 ■ magazine and § ■ ( numericall y 1 ky volume and arranged on the shelves, they look as ^ well as bound volumes. LIBRARY COVERS Dozen lots 100 lots Standard size 10x7x4 @ $2.00 per doz. $ 8.00 per 100 No. 2 size I2ixgix4 @ 2.50 “ 11.50 “ No. 3 size 13x10x3* @ 3.00 “ 15.00 " No. 4 size i4ixiofx3 @ 3.00 “ 15.00 “ No. 5 size i 6 *xii*X 3 @ 3.50 " 17.50 " F.O.B. Chicago H. SCHULTZ & CO., Inc. 519 W. Superior Street Chicago, Illinois 1918 The Storytellers’ Magazine Articles and Stories by RICHARD THOMAS WYCHE President of the National Story Tellers League. Beginning in April THE HOMERIC STORY OF ULYSSES Concluding in December hy Stories by RICHARD THOMAS WYCHE ANNA CURTIS CHANDLER Official Story-teller, Met¬ ropolitan Museum of Art. With illustrations from the Museum Art Galleries. “I have told this story hundreds of times but have never written it before.”—Mr. Wyche. Special Titles Include Children’s Department, edited by ISABELLE VIRGINIA FREELAND Children’s Editor, the Cleveland Plaindealer. FEBRUARY—“Joan, Maid of Orleans,” by Anna Curtis Chandler. With illustrations of the art and architecture of Joan’s time. “True Stories from the Life of Washington,” by Richard Thomas Wyche. LITTLE JOURNEYS A Monthly Illustrated Travel-Talk. MARCH—“The Fair Princess of Bekhten—An Egyptian Story,” by Anna Curtis Chandler. “The Golden Goose as I Tell It and Interpret It,” by Richard Thomas Wyche. Phonic Stories and How to Tell Them—A Course for Teachers, by APRIL—“In the Time of Paul Revere,” by Anna Curtis Chandler. ANNIE LOCKE MacKINNON Instructor in Story¬ telling, High School, Akron, Ohio. MAY—“A Greek Story,” by Anna Curtis Chandler. THE STORYTELLERS’ MAGAZINE STUDIES IN STORY¬ TELLING Conducted by the Story¬ tellers’ Magazine and the National Story Tellers League. Published monthly except August by The Storytellers Company 80 Fifth Avenue - - New York City Price 15 cents Subscriptions $1.50 Some New Blakiston Textbooks Better Results Certain Barker—Plane Trigonometry By Eugene Henry Barker, Head of Department of Mathematics, Polytechnic High School, Los Angeles, California. With 86 Illustrations. Cloth $1.00 Postpaid. Clute—Experimental General Science By Willard N. Clute, Joliet, Illinois. A real introduction to the formal sciences, built up logically by a study of matter and energy and the effects of familiar forces upon them. With 96 Illustrations. 306 Pages. Cloth $1.00 Postpaid. Tower, Smith and Turton—The Principles of Physics By Willis E. Tower, Englewood High School, Chicago; Charles H. Smith, Hyde Park High School, Chicago; and Charles M. Turton, Bowen High School, Chicago. With 432 Illustrations. Cloth $1.25 Postpaid. Ahrens, Harley and Burns—A Practical Physics Manual By W. H. Ahrens, Englewood High School, Chicago; T. L. Harley, Hyde Park High School, Chicago; and E. E. Burns, Joseph Medill High School, Chicago. The experiments are grouped in a manner that permits of the use of this book in a general course, technical course, or course in household physics for girls. With 133 Illustrations. Cloth $1.25 Postpaid. P. BLAKISTON’S SON & CO., Publishers, Philadelphia LECTURE CHARTS AND SLIDES, STENCILS AND BOOKLETS for Teaching Agriculture in Schools Simple, Practical, Impressive Successful Teaching of Agriculture Assured. Send 10 cents in postage for samples of booklets. Agricultural Extension Department INTERNATIONAL HARVESTER COMPANY of N.J. Harvester Building, Chicago THE SEVEN LAWS OF TEACHING By Professor John M. Gregory, LL.D. Revised by W. C. Bagley A Masterpiece on the Art of Teaching The chapter titles show the scope of the book. They are: 1. The Law of the Teacher. 2. The Law of the Learner. 3. The Law of the Language. 4. The Law of the Lesson. 5. The Law of the Teaching Process. 6. The Law of the Learning Process. 7. The Law of Review. No Teacher can afford to be without it Price 75 cents, postage 10 cents. At all booksellers 14 Beacon Si. XUC DII f DIM DDECC 19 W. Jackson St. Boston, Mass. IHt 1 ILuKlM iKEJO Chicago. Ill. The Midland Schools Teachers’ Agency, of Des Moines, Iowa, commands the confidence of employing school officers in every state west of the Mississippi River. Its methods are con¬ servative, and its contract is one of the most liberal offered. Teachers desiring positions are requested to write for information today, and school officers in search of teachers will receive prompt and intelligent attention. C. R. SCROGGIE, Proprietor Send at Once for a FREE Catalogue of EDUCATIONAL PICTURES Every well-known picture in the world is illustrated and priced, also size and color given. The most elaborate and complete book of its kind ever published. A copy will be sent FREE upon application. WALTER L. LILLIE 184 So. High St., Columbus, Ohio Address Manager of Educ. Dept. OUR FOOD SUPPLY MUST BE CONSERVED. PHYSICIANS, nurses, health officers, housewives, dietitians, bacteriologists, special¬ ists in the medical field, and others can gain information on how to deal with food poisoning in its various forms and how to prevent its occurrence, in the new volume FOOD POISONING By EDWIN OAKES JORDAN Chairman of the Department of Hygiene and Bacteriology The University of Chicago $ 1 . 00 , postage extra (weight n oz .) Ph Every physician feels the lack of time for sufficient reading to keep up with current progress _Z_ 1 in different lines of medicine. This book gives in concise form the types of food poisoning and discusses recent investigations in diseases due to food poisoning. A number of the most characteristic and best studied outbreaks of food poisoning are described. Over one hundred references to original sources are given. NlirSCS ^he frequently fatal outcome of some forms of food poisoning—if vigorous emergency measures are -1 not carried out—makes prompt diagnosis of the malady on the part of doctors or nurses exceedingly desirable. The different types of food poisoning, their causes, the symptoms, treatment, and means of prevention are briefly and clearly presented in this book. Health Officers. ing the possibility of infection, each form of poisoning. Health officers have an excellent opportunity to improve the sanitary conditions which are frequently responsible for food poisoning and to educate laymen in avoid - In this book special emphasis is laid on means of prevention in the discussion of HoUSewiveS ^ ^ n ^ eres *- to the housewife not to waste food by careless treatment. To mention _I but one point: the proportion of illness due to uncooked, imperfectly cooked, or raw food, which could easily be avoided by proper cooking, is astonishing. Professor Jordan lays special stress on this feature. The particular foods involved, how they become poisonous, and how to avoid the possibility of poisoning are all clearly explained in this book. Dietitians. As a basis for a series of lectures on the subject of food poisoning this volume is of great value. For personal use it is of equal importance. Bacteriologists. The results of various researches and studies, both in this country and abroad, will be of particular interest to bacteriologists. Specialists. food poisoning. An hour or two devoted to this interesting and vivid account of the causes and difficulties of food poisoning will give the busy medical specialist a bird’s-eye view of the whole subject of “Housekeepers, nurses, physicians, as well as the victims of organic ‘attacks of indigestion,* will find in the pages of this volume much of illumination .”—The Survey THE UNIVERSITY OF CHICAGO PRESS CHICAGO 5822 Ellis Avenue ILLINOIS VALUE OF THE CLASSICS Edited by ANDREW F. WEST Dean of the Graduate School, Princeton University Contains in full the addresses delivered at the Conference on Clas¬ sical Studies in Liberal Education held at Princeton, June 2, 1917, together with more than 300 statements by representative men in business and the professions, and a section of statistics. 396 pages; cloth , $1.50; hoards , $1—both postpaid Special rates on orders of 23 or more copies PRINCETON UNIVERSITY PRESS PRINCETON.NEW JERSEY For Industrial History TRYON’S Household Manufactures in the United States 1640-1860 xii+414 pages; $2.00, postage extra ( weight 1 lb. 8 oz.) The University of Chicago Press CHICAGO 5822 Ellis Avenue ILLINOIS EVERY HIGH-SCHOOL LIBRARY j should possess the “Atlas of Physiology and Anatomy” A book of colored plates ingeniously overlaid to show dissections. The descriptive matter is by Dr. A. M. Amadon, formerly of the fac- 1 ulty of Purdue University and more recently of the Harvard Medical School. The book is published at $2.50 by LITTLE, BROWN & COMPANY 34 Beacon Street Boston Teachers Wanted No enrolment always open. We also supply school boards with the most capable teachers. Particu¬ lars free. Eastern Educational Bureau, New Egypt, N.J. THE RELATION OF LATIN TO PRACTICAL LIFE A Manual for making an Exhibit to show in concrete form the practi¬ cal value of the study of Latin. Attention is called to the fact that this is a copyrighted book. It is not intended that the material in it be printed, published, or advertised for circulation for profit either by way of rent or sale. Price $ 1 . 55 ; postage 12 cents Published by FRANCES E. SABIN 419 Sterling Place Madison, Wis. Librarians: If y°. u . are not —- receiving our Library Catalogue Cards announcing new publications, ask to be put on our mailing list. The University of Chicago Press CHICAGO 5822 Ellis Avenue ILLINOIS POPULAR BOOKS FOR TEACHERS The School and Society By John Dewey New edition revised and greatly enlarged. A professional handbook which should be read by every school teacher. Often used as a text in normal schools, departments of education, teachers’ clubs, etc. So vital has this book proved itself that it has been translated into several foreign languages, including Spanish, German, and French. “Dr. Dewey has thrashed out no old straw, has no chaff to winnow from the wheat.An entirely new, vital, vivid conception of a school.”— Journal of Education. 180 pages, cloth; $1.00, postage extra (■weight 15 oz.) Literature in the Elementary School By Porter Lander MacClintock This book gives a series of detailed studies on the teaching of the various kinds of stories, and includes a list of titles in literature for each of the elementary grades. This material is offered as a suggestion to the inventive teacher, but is also defended as a working program tested by experience. “Teachers ought to buy it as they buy dictionaries—and read it better.”—Edwin H. Lewis in the Elementary School Journal. 316 pages, cloth; $1.00, postage extra (:weight 1 lb. 8 oz.) The Elementary Course in English By James F. Hosic This book presents in outline a working theory of elementary English with selected references to the recent literature on the subject, also a suggestive course of study in composition, grammar, word-study, reading, and literature. Graded lists of material are provided, and the appendix contains a list of books to be read by the children, a list of verse collections, and a list of prose collections. “Every teacher in an elementary school should have a copy of this book.”— Interstate Schoolman. 160 pages, cloth; 75 cents, postage extra (•weight 14 oz.) The Unfolding of Personality as the Chief Aim in Education By H. Thiselton Mark The wide experience of the author in the teaching of elementary psychology to teachers and his personal work with children of all ages make this book a distinctly original contribution to the literature of child-study. Suggestions and illustrations are added at the end of each chapter, giving directions and methods of study. “It is a book worth anyone’s while to read, an admirable reading-circle book, and an exceptionally strong book for the classroom.”— American Primary Teacher. 244 pages, cloth; $1.00, postage extra (■weight 1 lb.) The Psychology of Child Development By Irving King Most helpful to all who are interested in attaining a better understanding of children. The aim of the author is to give a consistent and intelligent outline of the mental development of the child from the standpoint of mental function and to outline a point of view from which a good deal of the chaotic material in child-study will assume a new significance. “Parents with growing children, primary teachers, and Sunday-school workers will find it intensely interesting.”— Rural Manhood. 288 pages, cloth; $1.00, postage extra (•weight 1 lb. 6 oz.) The Place of Industries in Elementary Education By Katharine E. Dopp An epoch-making book in which the author has seized upon the instincts and racial character¬ istics of the Aryan peoples; with these as a basis she has built up a progressive curriculum in which the industries occupy a place corresponding to that which anthropologists have given them in the development of the race. “Full of just what every elementary teacher ought to be interested in.”— Primary Education. 278 pages, cloth; $1.00, postage extra (•weight 1 lb. 6 oz.) Write for examination copies with the privilege of return if not used Quantity rates furnished on request THE UNIVERSITY OF CHICAGO PRESS CHICAGO 5822 Ellis Avenue ILLINOIS A Botsford Text in World History for Classes in Current Events The shot at Sarajevo that set the world on fire may be the best “cause” we can find at present-—for classroom use. But to insure an intelligent attitude toward all topics in current history a brief text in world history is the best classroom policy. Have you seen Botsford’s Brief History of the World? It gives the class a consistent view of the previous domestic disturbances in the European family, of boundaries and colonies, of commercial progress and political reconstruction, of the alliances and the ententes among the chief actors in the present drama. Botsford*s Brief History of the World is new. It is done in 500 pages. It is an easy book to study; an easy book to teach. Write Macmillans about it THE MACMILLAN COMPANY 64-66 Fifth Avenue, New York Boston Chicago San Francisco Atlanta Dallas London in English Literature By PERCY HOLMES BOYNTON Associate Professor of English in the University of Chicago f |-^HIS volume differs from all other volumes on 1 London in that it gives a consecutive illustrated A account of London, not from the point of view of the antiquarian, but from that of the inquiring student of English lite ary history. It deals with ten consecutive periods, charactered in turn by the work and spirit of Chaucer. Shakespeare, Milton, Dryden, Addison, Johnson, Lamb, Dickens, and by the quali¬ ties of Victorian and contemporary London. The emphasis is thus distributed over history and given largely to the richer and more recent literary periods. The temper of each epoch is discussed, and then in particular those literary works which are intimately related to certain localities in London. The work contains four maps and forty-three other illustrations selected from the best of a great fund of material. As further aids to the student or. the general reader, the sources of all material are indi¬ cated by footnotes, and lists of illustrative reading are appended to each chapter. There are also an appen¬ dix with detailed references to illustrative novels, and a carefully compiled index. xii -f- 346 pages, crown 8vo, cloth; $2.00 postage extra (weight 2 lbs. 2 oz.) Two Important Books Principles of Secondary Edu¬ cation By Alexander Inglis, Assistant Professor of Education, Harvard University. This text presents a guiding theory for the organization and direction of secondary education. Part I deals particularly with the physical and mental traits of boys and girls of high-school age: Part II discusses the purpose of the secondary school as asocial institution, treating especially the junior-senior plan: Part III takes up the program of studies, etc. Riverside Textbooks in Education. The Teaching of Hygiene in the Grades By J. Mace Andress, Ph.D., Head of the Department of Psychology, Boston Normal School. This monograph shows the far-reaching sig¬ nificance of the study of hygiene and gives con¬ structive suggestions as to how the subject can best be taught. Riverside Educational Mono¬ graphs. 75 cents. Postpaid. The University of Chicago Press Chicago 5822 Ellis Avenue Illinois Houghton Mifflin Company Boston New York Chicago For Next Semester English Halleck and Barbour’s Readings from Literature English and American Prose and Poetry Spanish Roessler and Remy’s First Spanish Reader Arouses interest in South America Civics Garner’s Government in the United States Practical handbook of government—teaches citizenship Algebra Rivenburg’s Review of Algebra Thorough and effective review Botany Coulter’s Plant Life and Plant Uses Shows human side of botany Physiology Davison’s Human Body and Health. Advanced Emphasizes care of body New York Cincinnati Chicago Boston Atlanta AMERICAN BOOK COMPANY 330 E. 22d Street CHICAGO, ILLINOIS 311.3 U\*bSt THE SCHOOL REVIEW A JOURNAL OF SECONDARY EDUCATION JANUARY 1918 Volume XXVI Number i FOREIGN LANGUAGES AND MATHEMATICS AS RE¬ QUIREMENT FOR ADMISSION TO, AND GRADUA¬ TION FROM, AMERICAN COLLEGES AND UNIVERSITIES E. E. LEWIS State University of Iowa The purpose of this study is to determine the status in 1896 and * in 1916 of the entrance and graduation requirements in foreign ^ languages and mathematics in American colleges and universities. The data were secured by Mr. M. J. Wilcox, a graduate student in education, from an examination of the catalogues for 1896 and 1916 of thirty-five of our leading institutions of learning: Amherst ^ College, Beloit College, University of California, Carleton College, University of Colorado, Columbia University, Cornell University, Dartmouth College, De Pauw University, University of Georgia, v Harvard University, University of Illinois, Indiana University, University of Kansas, Leland Stanford Junior University, Uni¬ versity of Michigan, University of Minnesota, University of 'V Missouri, University of Nebraska, New York University, Oberlin ^ College, Ohio State University, University of Pennsylvania, Princeton University, University of Rochester, Tufts College, Tulane University, University of Virginia, University of Washing¬ ton, Western Reserve University, Williams College, University of Wisconsin, and Yale University. It will be noticed that this list J 2 THE SCHOOL REVIEW does not include all of the institutions which might be properly included in such a list. The reason for this omission is that the catalogues of such institutions were not available for both dates. The list is, however, representative. The status of entrance requirements in mathematics in 1896 and 1916 is shown in Table I. The requirements in both cases are for the A.B. course, but are also the minimum for any liberal- arts course. From this table we see that only one school in 1896 and one in 1916 had no entrance requirement in mathematics. There is, however, a decrease in the amount of mathematics required. In 1896 thirteen schools required at least algebra and plane and solid geometry, while in 1916 only four schools required more than algebra and plane geometry. TABLE I Entrance Requirements in Mathematics for A.B. Course in 1896 and 1916 Subjects Required No. of Institutions 1896 1916 Algebra, plane, solid, and spherical geometry. 2 1 Algebra, plane and solid geometry.. 13 3 Algebra and plane geometry. 19 28 Algebra. O 1 Algebra or plane geometry. O 1 No requirement. I 1 Table II shows the entrance requirements in Latin and Greek for the A.B. course in 1896 and 1916. It will be observed that the median requirement in Latin in 1896 was four years, and in 1916 none at all. For Greek the 1896 median was two years, and the 1916 median was none. In 1896 three schools had no specific requirement in Latin, and in 1916 twenty-seven had none. In 1896 twelve schools had no specific requirements in Greek, and in 1916 thirty-four had none. It is evident, therefore, that the entrance requirements in the ancient languages have been greatly decreased. REQUIREMENT FOR ADMISSION TO COLLEGES 3 The entrance requirements in modern languages for the A.B. course have not been of great importance. In 1896 one modern language was required by five schools, and in 1916 by two schools. TABLE II Entrance Requirements in Latin and Greek for A.B. Course in 1896 and 1916 1896 1916 Latin: 5 years. 6 0 4 “ . 19 6 3 “ . 7 2 None. 3 27 Greek: 3 years. 14 1 2 “ . 9 0 Greek or Latin. 0. 5 Greek, none. 12 34 Table III presents the number of years of foreign language (both ancient and modern) required for admission to the A.B. course in 1896 and 1916. TABLE III Number of Years of Foreign Language Required for Admission to A.B. Course in 1896 and 1916 1896 1916 9 years. 1 0 8 “ . 8 0 7 “ . 5 1 6 “ . 8 5 5 “ . 6 4 4 “ . 1 6 3 * . 3 5 2 “ . 1 9 0 “ . 2 5 The median requirement in 1896 was six years of foreign language, and in 1916 three years of foreign language. In 1896 twenty-eight schools required more than four years of foreign language for entrance, and in 1916 only ten required more than four years. 4 THE SCHOOL REVIEW Table IV shows the minimum requirements in foreign language for entrance into any liberal course. TABLE IV Minimum Requirements in Foreign Language for Entrance into Any Liberal Course 1896 I9l6 Greek, Latin, and one other. 2 O Greek and Latin. 0 2 O Greek or Latin and one other. 1 2 Greek or Latin. 1 O Latin and two modern. 2 O Latin and one other. A 2 Latin. *T 4 0 O Two foreign languages. 0 6 One foreign language. 6 18 No foreign language. 2 6 O In all except three schools some foreign language was required for entrance into all courses in 1896, and in all except six schools some foreign language was required for entrance into all courses in 1916. In 1896 seventeen schools required an ancient language, while in 1916 only five required an ancient language for entrance into all courses. Table V shows the requirements in mathematics for graduation from the A.B. course in 1896 and 1916. TABLE V Number of Years of Mathematics Required for Graduation from A.B. Course in 1896 and 1916 1896 19x6 2 years. 9 2 1* “ . 1 0 1 year . 15 13 h “ . 3 2 Amount not specified. 3 1 None. 4 17 These requirements are in addition to the minimum entrance requirements in mathematics. In 1896 ten schools required more than one year of college mathematics, and in 1916 only two schools REQUIREMENT FOR ADMISSION TO COLLEGES 5 required more than one year. In 1896 four schools required no college mathematics, and in 1916 seventeen schools required none. Table VI shows the requirements in foreign languages for graduation from the A.B. course in 1896 and 1916. The chief change shown in this table is the decline in the importance of Greek in the A.B. course. In 1896 it was required in twenty-two schools, and in 1916 in only one school. Latin has also declined somewhat in importance, although it still has an important place. TABLE VI Requirements in Foreign Languages for Gradua¬ tion from the A.B. Course in 1896 and 1916 1896 1916 Greek and two modern languages.. . 1 0 Greek and Latin and one other. IS 1 Greek and Latin. 6 0 Greek or Latin and one other. 2 9 Greek or Latin. 0 1 Latin and two others. 2 2 Latin and one other. 0 2 Two foreign languages. 0 4 One foreign language. 7 13 No foreign language. 2 3 Table VII shows the minimum requirements in foreign language for graduation in any course. TABLE VII Minimum Foreign Language Requirements for Graduation in Any Liberal Course 1896 1916 7 years. 1 0 6 “ . 0 0 5 “ . 4 0 4 “ . 8 2 3 “ . 5 4 2 “ . 11 20 1 year . 3 5 0 “ . 3 4 Two years of foreign language now seems to be the prevailing requirement for graduation. In 1916 only six schools required 6 THE SCHOOL REVIEW more than two years, while in 1896 eighteen schools required more than two years. Table VIII shows the degrees and number of degrees offered by the institutions in 1896 and 1916. TABLE VIII Type and Number of Liberal Degrees Offered in 1896 and 1916 > 1896 1916 A.B. 35 35 B.S. 20 17 Ph.B. 13 O B.L. *3 O I Four degrees. 7 3 O Three degrees. 15 I Two degrees. 3 16 One degree. 14 18 The tendency has been to abolish the Ph.B. and B.L. degrees. There is only a slight decrease in the number of schools granting B.S. degrees, but in a number of catalogues the abandonment of this degree at some furure time was announced. The difference between requirements of the various courses has largely dis¬ appeared with the lowered requirements in foreign and especially ancient languages. Summary: The results of this study indicate a tendency toward granting one degree for all liberal studies and the elimination of specific requirements in mathematics and foreign languages both for entrance to, and graduation from, American colleges and universities. THE SOCIAL CORE OF THE HIGH-SCHOOL CURRICULUM HERBERT G. LULL Director of Teacher Training, Elementary School, Junior and Senior High Schools, Kansas State Normal School, Emporia Traditionally the purpose of the constants of the secondary- school curriculum has been to meet certain needs thought to be fundamental. Latin with its auxiliary lines of instruction, con¬ stituting the constants of the colonial Latin grammar school, was supposed to meet the professional need of the time by giving boys their foundational training for the ministry. By slow degrees the academies and the early high schools were permitted by the colleges, in response to other social demands, to add to the ancient-language core such constants as mathematics, English, science, and history. The growth of the modern cosmopolitan high school with its increasing and varied functions has made the old plan of curriculum¬ making impracticable. In recent years the reverse movement of eliminating certain constants has taken place, and at the same time there has been a growing recognition of the value of elective subjects. The classics were the first to be dropped from the list of constants. Then followed the withdrawal of the requirement of any foreign language for high-school graduation. Mathematics is now a questionable constant, and science must be a general and highly socialized science to escape criticism as a constant. There seem to be no clearly defined principles guiding the cur¬ ricular changes in the high school. Although there has been a remarkable uniformity of practice, the question of what subjects should be included in the core of constants has been decided by the colleges and universities on the basis of traditional tendencies and present social expediency rather than on that of principles based upon the fundamental needs of high-school students. Sub¬ jects have been made the constants of the curriculum for a variety of alleged reasons. Among the reasons assigned for 7 8 THE SCHOOL REVIEW including subjects in the core of constants were the following: In some cases a subject was included for its professional values, and when these values were not in evidence it was included for its dis¬ ciplinary values or cultural values or college-preparatory values. In recent years much has been made of vocational values, citizen¬ ship values, and physical-development values as reasons for pre¬ scribing certain subjects. As new subjects representing new values have gained recognition their advocates have sought to find a place in the sun for them. At all times the college has been the final arbiter in deciding what values should determine the constants of the high-school curriculum. The constants are usually the prescribed college- admission requirements, and there seems to be no other reason for the present arrangement of constants. In view of the development of our cosmopolitan world-serving high schools turning a very small percentage of their students collegeward, and in view of the increasing needs of the people for collective action guided by common social insights which are not developed by the present core of college requirements or constants, it appears that we need a new theory and practice of high-school curriculum-making. A more rational theory of constants may be stated as follows: The constants of the high-school curriculum should be only those lines of common knowledge and training which individuals of a democracy must have to live together as free and responsible citizens. Stated concretely there should be no subjects prescribed for all students of the high school which do not deal directly with problems of health, citizenship, and the means of communication through the vernacular. We shall appreciate the bearings of our question better by first considering it in relation to the elementary school and the junior high school. Without attempting to define the varied aims of elementary instruction, it is sufficient to state that the children are securing a foundation of common knowledge and training out of which will develop their special lines of work and interests, and which will leave for them, on the other hand, an inner core of common knowledge and training, emphasizing English, health, and citizenship. This differentiated stage of work should begin to emerge in the junior high school. SOCIAL CORE OF THE HIGH-SCHOOL CURRICULUM 9 A large variety of elective offerings should be made in the junior high school in order that pupils of various dominating interests and vocational aptitudes may have ample opportunities for self- discovery under the careful direction of the teachers and of the vocational-guidance director. As the pupil passes through the junior high school, his prescribed subjects, brought forward from the elementary school, should gradually narrow down to English composition, hygiene (including physical training), and citizenship studies, while his opportunities for elections should gradually increase. Such an arrangement of subjects, however, will mean little in helping the pupils discover their special aptitudes and interests unless their studies are used as instruments of social interpretation. When the pupils have finished the work of the first six grades they should have a reasonable mastery of the technique of the common branches in order that the major emphasis in the junior high school may be placed upon the use of the technique. Of course the junior high school, or even the senior high school, or the college for that matter, is not absolved from teaching the tech¬ nique of subjects; this point of emphasis changes gradually. The child in the primary grades is primarily engaged in acquiring the technique of reading, writing, and arithmetic and to a less extent the technique of music and industrial arts, including drawing, painting, etc. In the fifth and sixth grades the pupils have, generally speak¬ ing, a sufficient reading vocabulary to begin reading for thought, a sufficient command of spelling and writing to begin writing original compositions, a sufficient control of number combinations to apply them to practical problems found outside the textbook, a sufficient grasp of musical notation to do simple sight-singing and to work out simple harmonies, and sufficient skill in using pencil, crayon, scissors, and shop tools to work out simple and original designs in drawing and simple projects in manual training. As the pupil passes into the junior high school the emphasis upon the acquisition of the technique of subjects gradually shifts to the use of the technique as tools in securing new ideas and appreciation, solving problems, and executing projects. However, this distinction between the instruction of the elementary grades and that of the junior high school is only a distinction of emphasis, 10 THE SCHOOL REVIEW and it varies in the different kinds of activities. As the pupil goes into the junior high school he will study arithmetic more to solve home, school, and community problems than to solve problems as a preparation for more mathematics, although the latter phase should not be neglected. He will write compositions primarily to express himself fully, freely, and originally to his fellows rather than to learn the technique of punctuation, sentence-structure, etc. By means of the trying-out processes in applying the social test to the pupil’s studies and activities and by other means of vocational guidance he ought to be fairly well prepared to choose the line of work which will meet his special needs. If we have characterized the work of the junior high school correctly, then it is clear that the curriculum of the senior high school as it now stands should be reorganized. The time has nearly arrived when the constants of the high-school curriculum will no longer consist of a core of subjects for disciplinary purposes or general culture purposes or vocational and professional pur¬ poses. Neither the need of training for citizenship nor that of the divergent interests and vocations can be satisfied longer by arranging its courses under the traditional captions of “English Course,” “Classical Course,” “Latin-Scientific Course,” “Scientific Course,” etc. These old disciplinary and knowledge classifications have little meaning for students and teachers alike. There is little in such classifications that indicates definite purposes in the selec¬ tion of branches or in the treatment of subject-matter. Preparation to enter college or university is usually a prepara¬ tion to enter ultimately some one of the professions, as teaching, law, medicine, engineering, or the ministry. In the main the prepara¬ tory course relating to these several professional destinations is fairly well determined. It consists of at least three years of Eng¬ lish, two years of foreign language, one year of ancient, mediaeval, English, American, or modern European history, one and one- half years of mathematics, one year of science (usually physics), and six and one-half years of electives. In case students are plan¬ ning to become engineers they should elect more mathematics and physical and chemical science; to become physicians, more bio¬ logical, chemical, and physical science; to become lawyers, more SOCIAL CORE OF THE HIGH-SCHOOL CURRICULUM II English, history, and language; to become ministers, more English, history, and social science; or, to become teachers, more of the subjects in which they wish to specialize. It ought to be perfectly clear, however, that the fact that universities require eight to nine units of certain subjects for admission constitutes no adequate reason for making these requirements the constants of the high- school curriculum. The decision to go to the university is an elective decision just the same as the decision to elect woodwork when one chooses to become a carpenter is an elective decision. If a student decides to go to the university he should choose the grouping of the subjects which will best prepare him to enter and pursue his university work, or if he desires to become a ma¬ chinist he should choose the grouping of subjects which will best prepare him for that work. Preparing for the university or a vocation at the end of the high-school course is an election, and neither kind of preparation should have any weight in deter¬ mining the prescribed subjects for all high-school boys and girls. Fortunately there is no longer any need of making high-school constants and university-admission requirements synonymous terms. Since 1890 the colleges and universities have steadily increased the number of optional subjects which may be offered for admis¬ sion. A system of “ high-school exemptions” is being introduced in the universities. This system might be called a “high-school- university reciprocity treaty,” because when a student enters with a certain number of credits in science, mathematics, language, etc., he is not required to take these subjects in the university, and when he enters without the required number of credits in these subjects he must take them in the university, for which, however, he receives university credit. He may enter the university in either case without condition, provided he can present fifteen or sixteen units from an accredited high school. The student who plans well for admission under this system increases his opportuni¬ ties for university election. Let us apply the theory of the social core and electives to cur¬ riculum-making (1) of the junior high school and (2) of the senior high school. 12 THE SCHOOL REVIEW JUNIOR HIGH-SCHOOL CURRICULUM CONSTANTS AND ELECTIVES Constants, (i) Primary group including English , United States history , community civics {including community sanitation ), physical training {including personal hygiene). —The study of Eng¬ lish should emphasize oral and written composition and should extend through the three years of the junior high school. United States history should extend through the seventh and the first half of the eighth years, and community civics should be offered during the last of the eighth and the first half of the ninth years. Physi¬ cal training should extend through all three years. Constants. (2) Secondary group. —Certain other branches should be admitted to the junior high-school constants on condition that they be organized in such a way as to make important con¬ tributions to citizenship. This group should include mathematics , elementary and general science , geography , and home economics for girls. A highly socialized form of mathematics should extend through the seventh and eighth years. It should be made a real instrument in solving social and economic problems which are significant in the common life of all junior high-school pupils. Elementary and general science should be highly socialized, and it should include community sanitation. Elementary science should extend through the seventh and eighth years, and general science through at least one-half of the ninth. Geography should be closely connected with elementary science; indeed, so closely con¬ nected that it will be the get-away-from-home part of the elementary- science course. So organized, it should extend through the seventh and eighth years with elementary science. It may be debatable whether home economics should be prescribed for all girls in the junior high school. There is probably a common ground of ex¬ perience within the large field of home economics which contributes to citizenship efficiency sufficiently to warrant its prescription for all girls through the seventh and eighth years. Elective groups. —All other subjects should be placed in the elective list, not to be chosen by any random method, but with certain definite purposes in view, such as: (1) the discovery of the pupil’s vocational or professional aptitudes; (2) his participation in SOCIAL CORE OF THE HIGH-SCHOOL CURRICULUM 13 recreational, avocational, and aesthetic activities and apprecia¬ tions ; and (3) as far as possible to stimulate him to acquire gen¬ eral knowledge and interests of world-significance. Electives are to be excluded from the prescribed list, not be¬ cause they are less important, but because they are not of universal importance. Indeed as instruments in realizing particular pur¬ poses they are of highest importance, but they should be evaluated and taught with the appropriate purposes in mind. Among the controlling purposes of election in the junior high school is that of prevocational instruction. Such instruction is too often interpreted as manual projects in wood or other mate¬ rials having more or less industrial significance, and sewing and cooking for girls, paralleling, with little or no connection, the traditional subjects of the upper elementary grades or of the junior high school. Again, prevocational instruction is frequently con¬ sidered important only for children retarded in the traditional branches or for the children of industrial workers. The course in prevocational instruction should provide (1) a variety of vocational experiences, (2) related technical information and related processes of the vocational experiences, and (3) sup¬ porting subjects treating such topics as the hygiene, the civics, and the economics of the vocations. The first and second groups of activities should be conducted by the same teachers. The third group of activities should be provided in the civic core of the junior high school. These three phases of prevocational instruction should deal with the"three major divisions of vocations—industry, commerce, and agriculture. Prevocational instruction is a part of the larger program of vocational guidance. It is that part which furnishes vocational experience and vocational information. In the first stage of its development vocational guidance was thought to consist in analyzing the vocations and the child’s phys¬ iological and psychological characteristics as the basis of giving ex¬ pert advice regarding the choice of a vocation. While this phase of the work is still important it is now understood to be fundamental that the child should participate in making a choice of the voca¬ tion. Indeed it is not imperative that all pupils should choose their 14 THE SCHOOL REVIEW vocations before finishing the junior high school or even before fin¬ ishing the senior high school. But in this country, where everyone should work, some vocational experience and some study of the great fields of human endeavor should be in the curriculum of the junior high school. What specific vocational experience and what vocational information should be emphasized will depend (i) upon the kind of community in which the school is located and (2) upon the vocational aptitudes of the pupils. TABLE I Junior High-School Curriculum Electives Constants Electives Guidance—Vocational Citizenship Knowledge and Activity Guidance—Professional, A vocational, Cultural Seventh grade: Seventh grade: Seventh grade: Industrial drawing English Foreign languages Woodwork United States history Music (voice and instru¬ Metal-work Physical training mental) Elementary business Elementary science— Dramatics methods geography Art appreciation Elementary agriculture Arithmetic Drawing Eighth grade: Home economics (girls) Painting Industrial drawing Eighth grade: Eighth grade: Woodwork English Foreign languages Metal-work United States history, Music (voice and instru¬ Printing community civics, \ mental) Elementary business Physical training Dramatics methods Elementary science— Art appreciation Elementary agriculture geography Arithmetic Drawing Painting Ninth grade: Industrial drawing Home economics (girls) Clay and pottery Woodwork Ninth grade: Ninth grade: Metal-work English Foreign languages Printing Physical training Music (vocal and instru¬ Cement-work Community civics, §; mental) Bookkeeping Stenography Typewriting Business arithmetic Agriculture Home economics general science, f Dramatics Algebra Debating and oratory Art appreciation Drawing Painting Clay and pottery Botany History In addition to the various prevocational opportunities, the junior high school should offer foreign languages, music, dramatics, SOCIAL CORE OF THE HIGH-SCHOOL CURRICULUM IS drawing and painting of the fine-arts type, as activities calculated to assist in discovering the professional aptitudes of the pupils. These branches also will be important in discovering their avoca- tional and cultural interests. We have suggested three general groupings of studies—the citizenship, the vocational, and the professional and cultural. Of course such group arrangements of studies are not mutually ex¬ clusive, because vocational, citizenship, professional, and cultural values are not mutually exclusive. At best any grouping of sub¬ jects of instruction is only a grouping for emphasis. The problem is to help the boys and girls find themselves. This problem cannot be solved by confining their work to prearranged courses. All of the junior high school is for each pupil as far as he can make profitable use of it. Necessarily in a vocational-guidance program there will be many “zigzag” journeys. The “zigzagging” should be done as intelligently as possible. Tabulated in general outlines the curriculum of a junior high school of a small city might follow the suggestions given in Table I. TABLE II Senior High-School Curriculum Constants and Elective Groups Elective Groups Leading to Vocations Requiring Less than College Preparation Constants Elective Groups Leading to College Courses Civics here should include economics. In each of the three years of the junior high school, pupils could elect from three to four subjects in addition to the required sub¬ jects or constants. i6 THE SCHOOL REVIEW By the time the pupil reaches the senior high school he should be able to elect groups of subjects relating to definite goals of achieve¬ ment in the vocations, professions, etc. The constants of the senior high school should be limited to the “primary group,” including English composition, history, civics, and physical training. In each of the three years of the senior high school the students could carry from two to three units in their elective groups in addition to the required constants. Assuming that the student has discovered his special vocational or professional aptitudes and avocational or cultural interests during the junior high-school period, what would be his senior high- school program ? Supposing he desires to become an agriculturalist, his program might be as follows: Constants: English composition. 3 units History. 2 units Civics. 1 unit Physical training Group Elected—Vocational—Agriculture : Agriculture... 3 units Botany. 1 unit Physics or Zoology. 1 unit Farm accounting.^ unit Farm carpentry. | unit Free Elective—Avocational, Cultural, etc.: One to three units Suppose that a student wishes to enter the university, possibly to study medicine. His program might be as follows: Constants: Same as above: Group Elected—Professional—Preparing to Study Medicine: Physics. 1 unit Chemistry. 1 unit Zoology. 1 unit Mathematics. 1 unit Foreign language. 1 or 2 units Free Electives—Avocational, Cultural, etc.: One to three units Note—I t is assumed that a student preparing to enter college will probably have elected at least one year of algebra and one year of foreign language in the junior high school. SOCIAL CORE OF THE HIGH-SCHOOL CURRICULUM 17 In like manner programs for students of various vocational or professional destinations could be worked out. Relation of the social core to elective groups .—The subjects of the social core strengthen vocational instruction (1) by making it unnecessary for vocational students to pursue the college- preparatory subjects which are unrelated, or at best remotely related, to their vocational preparation, and (2) by furnishing sup¬ porting information and training for their vocational courses. English composition should use the vocational projects as content for themes. Civics should deal with the citizenship problems of the vocations, and United States history should include the more important developments in industrial history. (3) The subjects of the social core strengthen preparatory instruction by providing supporting information and training for branches which lead to the professions. English composition should deal to a considerable extent with the problems of the subjects of the preparatory group. Civics should include a study of the ethics of the professions and the opportunities and needs of professional service. United States history should deal to some extent with the development of the professions. (4) Finally the social core provides a common ground for students of various aptitudes and interests and of different vocational or professional destinations where they may meet and discuss the problems of citizenship. The social core should provide an opportunity for boys engaged in industrial training to associate their labor with its large industrial and social significance. The sons of capitalists and of laborers working to¬ gether on the same task should gather some sane ideas on the history and the present meaning of trade unions and the organiza¬ tion of capital. The desire for a career is fundamental in the life of every boy. This career and the life surrounding it should be idealized before they are actualized. Such is the twofold pur¬ pose of democracy’s high school. ELIMINATION FROM THE PUBLIC SECONDARY SCHOOLS OF THE UNITED STATES A “STUDY OF 11,224 PUBLIC HIGH SCHOOLS,” BASED UPON THE REPORTS OF THE UNITED STATES COMMISSIONER OF EDUCATION FOR THE YEARS 1912, 1913,1914, AND 1915 FRANK G. PICKELL Principal of High School, Lincoln, Nebraska Assisted by B. F. WINKELBLECH Head of Department of Mathematics, Lancaster, Pennsylvania, High School One of the most serious problems in secondary education today is that growing out of the enormous elimination of pupils from our secondary schools. Especially is this a serious matter now, for at this time the high schools of this country must reach in increasingly large numbers the citizenship of tomorrow. This democracy tomorrow will be in more urgent need of safe and sane judgments from all of its constituency than ever before. It is a severe criticism of our administration of secondary educa¬ tion when, the country over, about thirty-six out of every one hun¬ dred who enter the ninth year of our secondary schools remain to graduate. We may well pause to consider this fact alone, but, according to studies made by Dr. George D. Strayer, of Teachers College, Columbia University, and other prominent educators, only about 35 per cent of those who enter the first grade of the elementary school reach the first year of the high school! In other words, from twelve to fourteen out of every one hundred entering the first grade of the elementary school graduate from the high school. Stating the facts somewhat differently, we find that 92 per cent of all per¬ sons enrolled in the public-school system between the ages of six and twenty-one are in the elementary schools, 6 per cent in the high schools, and 2 per cent in colleges and universities. It is time that we pause to give full consideration to the tremen¬ dous fact that for every thirty-six whom we honor on Commence- 18 ELIMINATION FROM PUBLIC SECONDARY SCHOOLS 19 ment night (and they deserve it!) we have left by the wayside within four short school years of thirty-six weeks each nearly twice that number. The accompanying tables might well be distributed in every faculty and every committee meeting in which the problems of secondary education are being discussed. It is not the purpose of this study to propose remedies for these conditions. The tables will have served their purpose if they direct our attention more specifically to the problem of waste in secondary education and suggest, possibly, that we should look more to the conservation of boys and girls and less to the fetish of universal university preparation and “holding-up-the-standards.” METHODS OF DETERMINING THE ELIMINATION 1. The total number of pupils entering in September, 1911, the 11,224 high schools included in this study was taken as the basis upon which to compute the elimination. These same pupils were followed through the Reports of the United States Commissioner until 1915, when normally they were due to graduate—that is, in the 1911-12 Report these were first-year pupils; in the 1912-13 Report they were second-year pupils, etc. 2. The number of schools reporting in 1911 was 11,224, and, although the number of schools reporting varied in each of the suc¬ ceeding years, the number was reduced to the base 11,224. The variation in the number of schools reporting was from 11,224 in 1911 to 11,617 in 1915. SOURCES OF ERROR 1. Retardation due to failures and other reasons. —There was no way to distinguish between retarded pupils and those actually eliminated. However, what happens in practically all cases of serious retardation is quite obvious. 2. Methods of classifying pupils by years. —There is no uniform basis upon which this is done among schools. 3. Failure of some schools to report continuously for the four years. —The same schools may not have made up the total number reporting from year to year. 20 THE SCHOOL REVIEW 4. Effect of rapid development .—In some sections of the country the extremely rapid development of high schools caused a better showing to be made than normal conditions would warrant. PREPARATION OF THE TABLES The accompanying tables were prepared on the basis of one hundred pupils in the first year. The figures given for the second, third, and fourth years indicate respectively the number out of the original one hundred who remained in school up to that time. TABLE I Showing Elimination by States in the North Atlantic Division First Year Second Year Third Year Fourth Year Maine. IOO 72 58 50 New Hampshire. 100 72 57 51 Vermont. IOO 7i 49 47 Massachusetts. IOO 67 5i 46 Rhode Island. IOO 62 42 36 Connecticut. IOO 68 49 45 New York. IOO 62 37 30 New Jersey. IOO 57 45 39 Pennsylvania. IOO 63 48 33 Division. IOO 66 47 39 TABLE II Showing Elimination by States in the North Central Division First Year Second Year Third Year Fourth Year Ohio. IOO 68 55 44 Indiana. IOO 73 61 54 Illinois. IOO 63 44 42 Michigan. IOO 70 56 46 Wisconsin. IOO 73 57 51 Minnesota. IOO 67 50 46 Iowa. IOO 76 59 47 Missouri. IOO 65 43 33 North Dakota. IOO 59 42 33 South Dakota. IOO 70 50 40 Nebraska. IOO 68 49 36 Kansas. IOO 68 48 42 Division. IOO 69 5i 43 In each of the several tables (I-V) the figures for the division are based on the total number of pupils in the division who, accord- ELIMINATION FROM PUBLIC SECONDARY SCHOOLS 21 TABLE III Showing Elimination by States in the South Atlantic Division . First Year Second Year Third Year Fourth Year Delaware. 100 59 38 28 Maryland. 100 65 50 35 Virginia. 100 60 40 22 West Virginia. 100 63 42 34 North Carolina. 100 62 26 17 South Carolina. 100 73 56 17 Georgia. 100 56 35 15 Florida. 100 67 39 28 Division. 100 65 44 28 TABLE IV Showing Elimination by States in South Central Division First Year Second Year Third Year Fourth Year Kentucky. 160 58 38 19 Tennessee. IOO 55 38 21 Alabama. IOO 74 49 33 Mississippi. IOO 75 50 25 Louisiana. IOO 76 50 34 Texas. IOO 68 46 27 Arkansas. IOO 60 38 27 Oklahoma. IOO 58 44 21 Division. IOO 64 43 28 TABLE V Showing Elimination by States in Western Division First Year Second Year Third Year Fourth Year Montana. IOO 70 42 3 1 Wyoming... IOO 60 39 35 Colorado. IOO 68 48 38 New Mexico. IOO 59 37 33 Arizona. IOO 62 52 47 Utah. IOO 64 47 37 Nevada. IOO 60 48 3 1 Idaho. IOO 66 50 37 Washington. IOO 65 46 39 Oregon. IOO 67 50 43 California. IOO 60 44 40 Division. IOO 62 45 37 ing to the Commissioner’s Report , were in the first year in 1911, in the second year in 1912, in the third year in 1913, and in the fourth year in 1914. These figures probably vary from the averages or the 22 THE SCHOOL REVIEW medians of the respective tables since, in computing the elimination by states, slight variations in the number of schools reporting were neglected, i.e., Nebraska may have reported 510 schools in 1911 and 513 schools in 1912. The figures for the divisions are even more accurate than the averages or medians under these circumstances. In Tables III and IV, in some instances, we drew upon a study of elimination based upon state reports made by Dr. William F. Russell, dean of the School of Education, University of Iowa. TABLE VI Showing Elimination by Divisions First Year Second Year Third Year Fourth Year North Atlantic. 100 66 47 39 North Central. IOO 69 51 43 South Atlantic. IOO 65 44 28 South Central. IOO 64 43 28 Western. IOO 62 45 37 United States. IOO 66 48 38 Table VI is a summary. It might be well to note here that in the United States thirty-four pupils out of every one hundred never reach the second year of high school; fifty-two do not reach the third year, and sixty-two do not remain until the fourth year! TABLE Via Showing the Number of Pupils Enrolled in 11,224 Public High Schools of the United States, by Years. Class Entering in 1911 First Year Second Year Third Year Fourth Year Pupils enrolled. 461,228 304,150 221,325 178,624 Base 100. IOO 66 48 38 Probably the best index of the elimination is found in the per¬ centage of graduates. Because of the fact that the schools report¬ ing were not the same in both instances and because in some schools pupils classified as third-year pupils may graduate with the fourth- year class, and, again, some in the fourth year may fail of gradu¬ ation, the figures in Tables VII and VIII ought not to be checked ELIMINATION FROM PUBLIC SECONDARY SCHOOLS 23 against those in Table VI. However, the results may be generally compared. TABLE VII Showing by Divisions the Number of Pupils Who Enrolled in the First Year in 1910 and of This Number Those Who Graduated in 1914 Entered in 1910 Graduated in 1914 Percentage North Atlantic. i 36 , 47 ° 46,331 34 North Central. 156,303 70,824 33 South Atlantic. 30,418 10,226 30 South Central. 44,092 I 3>444 42 Western. 45,052 15,769 35 United States. 421,325 156,591 37 TABLE VIII Same as Table VII, Except Showing the Percentage of Graduates by Divisions in 1915 Entered in 1911 Graduated in 1915 Percentage North Atlantic. 145,598 49,008 22 North Central. 181,171 75,376 41 South Atlantic. 34,384 H,I 95 32 South Central. 51,061 i5,ro6 29 Western. 49,174 18,340 37 United States. 461,228 169,014 36 TABLE IX First Year Second Year Third Year Fourth Year Massachusetts. [Boys. 100 66 40 44 \ Girls. 100 70 58 55 Indiana. /Boys. 100 71 58 5 i \ Girls. 100 75 62 57 Virginia. /Boys. 100 55 36 27 \ Girls. 100 67 49 42 Tennessee. /Boys. 100 cc 21 \ Girls. 100 62 45 26 Colorado. /Boys. 100 63 44 33 \Girls. 100 72 54 44 From each of the five divisions of the United States one state was selected to show the difference in elimination as between boys 24 THE SCHOOL REVIEW and girls. The states selected are representative of the respective divisions, and cover the various factors affecting the elimination of pupils from the public secondary schools of the United States. The results are given in Table IX. TABLE X Showing Elimination in Certain Cities of the United States (The same method was used in making the calculations as in Tables I to VI) First Year Second Year Third Year Fourth Year Boston. IOO 73 61 54 Kansas City. IOO 7 i 54 51 St. Louis. IOO 65 44 37 New York City. IOO 63 4 i 21 Los Angeles. IOO 45 40 41 Baltimore. IOO 72 52 46 Denver. IOO 86 49 48 Detroit. IOO 69 50 46 Philadelphia. IOO 72 52 39 Milwaukee. IOO 75 43 4 i Spokane. IOO 67 46 38 Salt Lake City. IOO 74 55 36 AN EXPERIMENT IN SOCIALIZATION ALEXANDER C. ROBERTS Everett, Washington Whoever remarked that progress in human affairs comes because we are shocked into it uttered a word of wisdom. Perhaps no one ever said it, but it is worth saying. The following came as a dis¬ tinct shock to the faculty of the Everett High School. As the result of the study 1 of the scholarship records for five years ending in June, 1915, we found that of a total of 28,087 pupil-subject schedules 22,381 resulted in earned credits, while 2,185 were failures, 3,088 were drop-outs, and 433 were incompletes. In percentages, 79.68 per cent of all pupil-subject schedules resulted in earned credits, 7.77 per cent were failures, 10.99 P er cent were drop-outs, and 1.54 per cent were incompletes. To discover that more than one-fifth of all the work undertaken resulted in failures, drop-outs, and incompletes was disconcerting enough, but the further revelation that the heavy mortality invariably occurred in the first year brought the sharp realization that vigorous and drastic reorganization in order to modernize and socialize the entire range of high-school activity was essential and highly justifiable. This paper details the reaction of the faculty to the shock which we received. The ideals upon which the socializing of the work has been founded are to adapt the training offered in the school to meet every purposeful community demand, to utilize every available community resource, to provide adequate preparation for every boy and girl of high-school age in the community excepting the men¬ tally and morally unfit, and to arouse the community sentiment that the proper scope of the school covers in a vitally helpful way every relation and interest of the pupils’ lives. J “The Problem of Failures and Dropouts in High School Work/’ American School , November, 1916. 25 26 THE SCHOOL REVIEW I The proper socialization of any high school is in large part a local matter. Here is detailed the effort in one community to solve its problem. The city of Everett is a commercial and industrial port; its arm of labor is a body of 35,000 independent, self-respecting, home-owning white laborers—Americans, Scandinavians, Germans, Irish, and Canadians. Their dominant beliefs are religion and education, as over fifty churches, two Scandinavian schools, a parochial high school, and a public high school of 1,100 students attest. With no hampering traditions, Everett is a city in the making, for it has been hewn from the forest in less than thirty years. Substantial prosperity is founded upon the products of the forests and the sea—lumber, shingles, paper, salmon and other sea foods—and upon the dependent industries of iron and steel, logging and railroading, while many go down to the sea in ships. Such is the community; to meet its broader educational needs constitutes its high-school problem. II Twice each year proud parents and fond friends gather at the Eighth-Grade Central School to witness the closing exercises and presentation of common-school certificates to their' precise, self- possessed, and altogether adorable daughters and to their somewhat awkward, self-conscious, and much less dignified sons. To these graduates three paths appear: the first leads to business college, and a few follow it into office work; the second leads to industry and other work, and a few follow it, mostly into blind-alley jobs; the third leads to the high school, and many there are who enter in; no greater happiness has awaited them there, for through investi¬ gation we discovered that before the close of the first year in high school more than one in four has failed and dropped out. This startling revelation accelerated the movement toward closer adap¬ tation of the high-school work to individual and community needs and the organization of many social agencies designed to interest and hold in school the ill-adjusted and unsocial adolescent youth —all of which constitutes the attempt at the socialization of the high school. AN EXPERIMENT IN SOCIALIZATION 27 III There are four approaches to the problem of socialization: through organization, through the course of study, through super¬ vision and administration, and through the so-called outside activities. The first of these is organization, and by it the type, form, and spirit of the school are largely determined. The segre¬ gation of the boys and girls into separate classes for recitation pur¬ poses through the first two years and in the science work permits wider and freer discussion and allows radical differentiation of subject-matter to meet the special needs of boys and girls. The longer school day affords lesson preparation as well as lesson reci¬ tation under the guidance of the teacher and under proper study conditions. 1 It is a matter of conscious effort to create within the student body the sense of self-direction and self-responsibility for good order in the classroom, in the cafeteria, and in the halls. In the building up of the faculty itself teachers are chosen for their social outlook and their ability to find a place in the extra-classroom activities of the school as well as for their record in scholarship and their technical expertness. Thus through organization some of the very fundamental bases of socialization are sought and in a measure achieved. IV The course of study has been planned to conserve the best and most essential parts of the great masses of human knowledge, tradi¬ tional to be sure, but nevertheless our heritage of culture from the past, and at the same time to offer the newer subjects which careful consideration apparently proves to be helpful and worth while. Three years of English, including one semester of American litera¬ ture and one year of advanced American history and civics, are the only subjects required of all candidates for graduation. The courses offered are classed under four heads: college-entrance, elective, commercial, and vocational. The four college-entrance courses are framed to meet fully the group requirements of the state university, the four major lines of work being Latin, history, science, and modern language. The elective courses are the general 1 “Supervised Study in the Everett High School,” School Review, December, 1916. 28 THE SCHOOL REVIEW and the literary, half, of the former being freely elective. Mathe¬ matics may be deferred but must be taken, and a major consisting of six semesters of work in the department of greatest interest is required. In the latter there is no mathematics requirement, but prescriptions along other lines are somewhat more pronounced, three years of foreign language, two years of descriptive science, and two years of history being necessary. Two commercial courses lead on the one side to thorough drill during the last two years in bookkeeping, and on the other to a solid grounding in stenography and typewriting. Penmanship, commercial arithmetic, rapid drill and spelling, and commercial English are required before the work in bookkeeping and stenography is begun, and half the work in these commercial courses is in other departments. A two-year course is offered, however, for those who cannot remain four years in school, which includes practically all of the commercial work, but which receives no school recognition when completed. A regulation manual-training course is offered covering four years of work, with a major in cabinet, forge, and foundry, machine practice, or electrical construction. Two- and three-year trade courses are provided for boys who are not especially interested in graduation from high school. A substantial home-economics course, with no definitely required mathematics, but with carefully worked-out courses in the chem¬ istry of the home, physiology, health, hygiene and sanitation, milli¬ nery and dressmaking, dietetics, home nursing, and care of children and the sick, provides the corresponding work for the girls. This work is all presented in such a way that all girls scheduled in other courses may take some of it if they desire. As the demand has made itself felt the curriculum has been broadened and enriched, until the following range of work has been provided: five years of English, including a year of college English; four years of mathematics, of which college algebra and trigonome¬ try are a part; four years of history, the high light of which is a year of modern problems, the great world-movements since 1870; in science, first-year science, biology, botany (three semesters), physics, chemistry, both regular and for the home, physiology, health, and hygiene are taught; Latin and German, four years AN EXPERIMENT IN SOCIALIZATION 29 each, with two years each of Spanish, French, and Norse, and with Swedish making a bid for recognition comprise the foreign-language work; the commercial work covers penmanship, commercial arith¬ metic, rapid drill and spelling, commercial English and business forms, commercial law, economics, bookkeeping, shorthand, type¬ writing, and office practice; the work offered in manual training comprises shop, cabinet, forge, foundry, and pattern-making, ele¬ mentary and advanced machine-shop, electricity, mechanical, architectural, and machine drawing, with special trade and prevoca- tional adaptions; in home economics, besides the special courses mentioned above, the usual courses in sewing and cooking are offered; and free electives not required in any course are art and design, lettering and cartooning, public speaking, and reviews of the common branches. Outside music and Bible-study may under prescribed conditions be accepted toward graduation. Special adaptations have been worked out in these respects: no one may open a set of books until he can write and is efficient in commercial arithmetic; no one may schedule for stenography until he can write, spell, and is proficient in business English and letter¬ writing; upon recommendation of the faculty of the Eighth-Grade Central School about 20 per cent of each incoming class is scheduled into second-semester English because of a strong record in the grades; likewise those who have taken elementary Latin at Central go directly into second-semester Latin; and without restriction a student may carry a half-credit of work extra in most vocational and in a considerable part of the commercial work, but no one with¬ out a C record or better may schedule for five full subjects. This statement of the quantity and the range of the work offered indicates the attempt to provide for the individual needs of every student, and there is a standing offer that when twenty students ask for instruction in any legitimate subject an effort will be made to furnish such instruction. The third avenue to socialization is through supervision and administration. The cardinal principle of that supervision is that every teacher is encouraged to be independent in meeting his class¬ room problems. With sufficient direction and detail to co-ordinate the progress of various sections of the same work, the teacher is 30 THE SCHOOL REVIEW left to put his individuality deep into the heart of his problem and work out his own success. It is a conscious school ideal that each teacher be wise and expert enough to meet his particular problems better than his superintendent or his principal can tell him how to meet them. As a faculty we hold that concept of ethical and moral values which has been phrased in a thousand ways and summed up in pithy slang, ‘‘Example has the edge on precept.” It is recognized that any ill-prepared lesson plan, any carelessly conducted recita¬ tion, any revelation to a keenly observant class of needless ignorance or thoughtless error, is immoral as the suggestion to steal or the invitation to lie is immoral. Every earnest effort, every evidence of forethought, every successful recitation founded upon thoughtful preparation and evident, outspoken sincerity is a moral and uplift¬ ing force in the life of every student. In the presence of such example the lines of precept may be graven deep. Three means of keeping alive professional interest are constantly available—the professional library, the men’s club, and the faculty meetings. The first is the joint possession of all the teachers of the city; it numbers four hundred volumes and receives several peri¬ odicals and magazines. It is supported by the voluntary contri¬ butions of books and money of all the teachers and is conveniently located for frequent consultation. Notable new books and maga¬ zine articles are quickly provided, and its influence is widespread. The men’s club is an organization of all the men in the city system which meets once each month during the school year for a dinner, a paper, and a general discussion. Since the rules of dis¬ cussion are that anyone is at liberty to speak out the things that struggle for utterance, nothing so uttered can be considered per¬ sonal, and no arrests may be made after a meeting for opinions expressed therein; this discussion takes a wide and at times a rampant range. Without question the greatest integrating force is the monthly high-school faculty meeting. Despite the public statement of a prominent educator that high-school faculty meetings are for the most part a failure, our experience year after year has been precisely the opposite. The plan of organization of the meetings for the AN EXPERIMENT IN SOCIALIZATION 31 year provides that every member of the faculty shall appear once. At a meeting of the heads of the departments at the beginning of each school year the first general meeting is planned with the prin¬ cipal as leader and the heads of departments as helpers. A general topic is chosen and each head is assigned a subtopic to present and discuss. Lots are drawn to determine in which each head of depart¬ ment shall take charge of the meeting, and all the members of the faculty are chosen by the various heads to assist in choosing, developing, and presenting some topic. These topics vary from psychological and educational problems to the most concrete of our everyday troubles and experiences, and discussion of them is free and unrestricted. It is the aim to secure adequate explanation and discussion of every change in high-school policy of any importance in order to adjust wide differences of opinion among the faculty and to work out a thoroughly understood and approved program. The fourth avenue toward socialization is through the various organizations of the school. Credit toward graduation is given for the satisfactory performance of a specified amount of work in music, gymnasium, including athletics, debate, declamation, dramatics, editorial work, and reporting. One-sixteenth of the requirements for graduation may thus be met. The chief value of giving the credit lies in the fact that it gives to the work certain standards and standing and puts all of it definitely under school direction and control. A thoroughly successful superintendent of the old type used to say often that when the literary society came into the school at the door scholarship went out at the window. Upon that basis the benign shades of academic excellence have ceased to fall upon us, for we have, all told, about thirty distinct and more or less closely organized groups, clubs, and societies. We believe that we recognize certain definite values in the work of these organizations: they provide a testing laboratory and apparatus for classroom information and instruction; they furnish an experimental field where the fledglings may try their wings, and no great harm done if they fail; here the school makes its chief effort to attain in the students muscular, vocal, mental, nervous, and moral control; here the experiments in group living, concerted 32 THE SCHOOL REVIEW action, and social adjustment are carried out; in these organizations conditions are reproduced in miniature into which the students must go and in which they must find their place; and it is here that the interests, ambitions, and energies of the students come first into organized common touch. The musical organizations number eight, the general chorus of two hundred and fifty, the Boys’ Glee Club, the Girls’ Advanced Glee Club, the Girls’ Intermediate Glee Club, the Girls’ Beginning Glee Club, the Double Mixed Quartet, the Boys’ Quartet, and the orchestra. These organizations are in constant demand, furnishing the musical numbers for numerous programs both in and out of the school, leading the assembly singing, and presenting at frequent intervals musical evenings—this year a series of four national eve¬ nings based upon the songs, melodies, and stories of Ireland, Scot¬ land, England, and France. The High-School Athletic Association conducts the athletic affairs of the school with the assistance of the faculty athletic director. The football squad numbers sixty each year. Forty boys turn out for the first basket squad, and over one hundred others find a place on some class, club, or church team, and a long series of games is played through. A track squad of thirty and a baseball squad of as many more are out for the spring athletics. The “Big E” Club is made up of those who have won their letters in inter-high-school athletics and constitute a very important social, athletic, and moral force within the student body. Philomathia is a flourishing literary and debating society, which holds regular weekly afternoon meetings and a series of open meet¬ ings throughout the year. A team is always entered in the state debates. A series of class and in ter class debates and a series of class declamatory recitals culminate in the school championship gold-medal debates and declamatory contests which are held each March as a part of the annual programs. In these programs two hundred students have a part in two evenings of music, debate, declamation, the junior farce, the college-year stunt, and the gym¬ nasium exhibit and folk-dances. The annual senior class play follows in April and closes the active literary work of the year. AN EXPERIMENT IN SOCIALIZATION 33 The foreign-language department maintains three active and influential clubs: Die Deutsche Gesellschaft, the Spanish Club, and the French Club, while the advanced Latin students entertain at a party each year the beginners in Latin. The German Club has pre¬ sented several German plays, and all the clubs hold literary and social meetings. The science department maintains a Science Club, a Camera Club, a Wireless Club—once flourishing, now by order of the War Department in eclipse—a Botany Club, and the trade boys have their Electrical Club. Two publications are issued: the Nesika, the Senior Annual and Review, and the Kodak , a weekly newspaper. The staffs of the Kodak and Nesika are made up from the membership of the High- School Press Club. Spatterinc is a flourishing short-story club, and Tsitra is a sketch and art club, each of which attracts a special group and offers opportunity for individual talent. An idea, borrowed from Morris High School, New York, has led to the formation of an honor High-School Service League founded upon the ideal of service to the school and community. Membership is conditioned upon active service, good scholarship, and satisfactory conduct, and is open to Juniors, Seniors, and college-year students. It is just that substantial recognition be extended to that group of the advanced students who have been ready at all times throughout their high-school career to co-operate in every helpful way. Triangle, the mathematics club, and Sphinx, the history club, complete the list of active clubs and contribute an important edu¬ cational and social opportunity to students interested in their par¬ ticular field. Two groups are now named which are based upon scholarship. Four times each year the high-scholarship list is prepared and pub¬ lished. It contains the names of all who have averaged ninety in their work for the quarter preceding, and before each commence¬ ment the honor roll is prepared and announced. This roll contains the names of those who have maintained an average record of ninety throughout their four years in high school. From this roll 34 THE SCHOOL REVIEW commencement speakers are chosen. Between 15 and 20 per cent of the membership of the school are now named in the high- scholarship roll each quarter, and about 20 per cent of the Seniors reach the honor roll. Shot through the whole extra-classroom organization is the social motive. Technical training is the first object of most of the clubs, but the opportunity for social experience is ever a close second. To each class, club, and society is accorded the privilege of one or two parties each year, several of which start at six or six-thirty with “eats,” after which a program of “stunts,” music, and games is carried on until nine or nine-thirty, when the party breaks up. In the spring numerous beach parties and picnics are held by the smaller groups, and a limited number of all-high-school dances are held throughout the year in the gymnasium, invitations to which are limited to members of the school and faculty. Owing to the long school day and the resulting lesson preparation at school there is little objection to opening the building at night from the standpoint of interference with study. Hence on several evenings of each week throughout the winter months various groups hold their regular meetings with a social hour following, and many basket-ball games, a series of four declamatory recitals, from four to eight debates, numerous club programs and parties, and musical evenings are held. Thus the school, through organization, through supervision and administration, through the curriculum, and through the various social agencies within the school, is attempting to assist its students in meeting and solving the multitude of physical, mental, moral, and social problems which confront them. How well it is succeed¬ ing the Everett citizenship of tomorrow alone will prove. TECHNIQUE OF SUPERVISED STUDY EUGENE D. MERRIMAN Washington, Indiana An efficient program for supervised study should give every teacher the opportunity personally to direct the study of every student, every day, for every class. When the program has been worked out and the opportunity provided for supervising study on such a scale the problem of supervising technique immediately arises. If the proper supervising situation be provided, what will the teacher do to make it effective ? In what manner will she set about to direct the thinking of the students ? There are teachers who will feel inclined to use the whole of the double period in explaining, amplifying, and discussing the topics under considera¬ tion. There are others who will merely sit quietly at their desks, content to preserve order while the students study. It would seem to be of value to formulate a technique or plan of directing students in their study which teachers may consider and follow. It is my hope that this paper may offer helpful sug¬ gestions upon this point, which may at least create discussion and investigation, invention and study, of methods of supervising class and individual study. A. Preliminary Suggestions 1. The discipline of each teacher during the entire period, and particularly during the time of individual study, should be thorough and constant. If indiscriminate talking or careless methods of spending the time are permitted, the entire plan will soon be brought into disrepute. 2. The teacher should have a definite plan for the entire period, which should provide for both group and individual work. The following might be utilized: a) Group resume of fundamental ideas previously learned, in connection with the topic (5 minutes). b) Group recitation upon the previous assignment (30 to 45 minutes). c ) New assignment (5 to 10 minutes). d) Individual study period—teacher should circulate among the students for a part of the time, observing their work and assisting as may be found advisable. 36 THE SCHOOL REVIEW e) Group work again for a brief clearing up of points of common diffi¬ culty. The regular period work should be supplemented by special per¬ sonal work with a few who are particularly obtuse; special interviews should be arranged for this. 3. Student self-effort and self-achievement in thinking is to be the main object of the teacher’s supervising efforts; proper organization of subject- matter the chief line of student effort. 4. Special preparation for the study supervision is as essential for success in this line as it is for successful recitations or assignments. This preparation should enable the teacher to have well in hand: a) The knowledge of details of the particular topic. b) A complete acquaintance with the study helps appropriate and avail¬ able. c) A thorough understanding of the study methods applicable to this particular topic, to the special subject, to the class as a whole, and to the special individuals in the class. 5. There should be a study of “study technique” carried on with the stu¬ dents—hardly a regular class, but frequent, or at least occasional, sug¬ gestions and investigations: a) General directions for efficiency in study (printed and distributed to the entire student body). b ) Special group directions (scan the general directions and make appli¬ cations of particular phases of them to the special subject and topic about to be studied). Discussions of special features of method par¬ ticularly applicable to topics to be studied. B. Class Work 1. Group activity and direction: a) Resummarization of ideas relating to the topics under discussion which have been studied previously. This will involve the recall of facts most pertinent to the general conclusion being worked out, and the relating of these to each other and to new points in such a manner as to bring out their logical bearing in the general scheme of thought being carried on—a general backward-and-forward look upon the road of thought as it leads on, to give the student a conscious recog¬ nition of the significance of the steps in progress. b) The recitation (this is the regular type of recitation with which teachers are familiar. It involves a working over of the work pre¬ viously assigned, by means of questions and answers, topical reci¬ tations, special reports, oral and written). c ) The assignment (this again is a familiar process, but one which is frequently treated carelessly and in which the teacher may easily fail to do effective service). Without going into details with regard to the assignment there are several suggestions which may be of value: (1) The problem to be worked out, or the particular thing to be accomplished or learned, should be made clear to the class as a whole. TECHNIQUE OF SUPERVISED STUDY 37 (2) Definite directions as to text material to be read, reference books, supplementary readings, outlines to be prepared, maps drawn, special topics by individual students, methods most advantageous for study, results expected, and forms of presenting these results should be carefully given and explained as necessary. (3) Features of the assignment involving difficulties known to be beyond the students’ abilities to work out for themselves, or which require more time than is advisable to work them out, should be explained in advance. (4) Personal applications of the topic should be intimated to secure interest. (5) Exercises involving thought and investigation should be assigned, to direct thinking and stimulate interest. (6) Opportunity should be given for the students to ask questions or to offer suggestions. Individual help and guidance: This is to be given immediately after the assignment and during the period of study. It is expected that the student will devote this time to individual effort to accomplish the general work assigned. Some schools restrict all study upon the topic to the school study period, home study being forbidden. I would think it advisable to have certain phases of the study—special topics, supplementary reading, by some— be done at home or outside of school time. During this period the students will occupy themselves in: a) Reading the text. b) Memorizing material as necessary. c ) Copying, underscoring, outlining, notebook-work, solving problems, map-drawing, organizing ideas, drilling—whatever general forms of activity may be necessary to master the assignment. The teacher is occupied in some such method as is most advan¬ tageous to the members of the class. I do not feel that any stereo¬ typed plan for the teacher at this time would be advisable. The situation may introduce a different plan with almost every period of study. Circumstances connected with subject-topics, or student conditions, vary constantly, and these must determine the method of procedure most helpful. However, certain things are likely to be advantageous and necessary for almost every study period, and these are suggested as follows: (1) Inspection of the individual work of the student: (a) Is he clear as to the problem, as indicated by his reading or by the written work he is preparing ? ( b ) Does he use intelligently the study devices which have been introduced to him by the study supervisor? What is he underlining ? Is he taking any kind of notes ? Is he writing out a resume of the facts given? Has he found a good reference and does he seem to be relating its material prop¬ erly to the topic ? (c) Are the expressed results of his work correct ? 38 THE SCHOOL REVIEW (d) Has he presented them in the best form for presentation and explanation ? Are they clear ? Are they objective in form ? (e) What effort is being made to fixate ideas ? This knowledge on the part of the teacher may be acquired by a personal examination of the student’s work. In many instances this can be done without remark or ques¬ tion; in some cases, however, questions will be necessary, directions will have to be given, and the teacher will find it necessary to sit down with the student and help personally. At this time the teacher can quietly make an appointment with the student who seems too hopelessly befuddled to master the problem without special help in large measure. The teacher will observe points of general difficulty, and these can be presented to the class as a whole and explained. It must be remembered that the group method of teaching is extremely valuable as to time economy; individual super¬ vision of study is largely to see if the individual is effectively carrying on group assignments, and to relieve personal con¬ fusion and misconceptions on the part of students who may be slow and stupid. (2) Correct mistakes, check erroneous methods. (Always endeavor to lead the student to self-correction rather than simply to cor¬ rect for him.) (3) Direct the use of study devices. (4) Test understanding of features involved. (5) Guide to correct summarization. (6) Suggest additional devices, methods, references. 3. Second period of group directions: a) Explain (or, better, have some student whom you have observed to have the point intelligently worked out explain) the points upon which there seems to be rather common confusion. b) Devote some forms of drill or exercises to impress and fix the ideas or facts which are to be of greatest future value in the understanding and appreciation of the topic under consideration. I should advise the teacher to keep a careful record of the difficulties manifested by individual students in their study results. A trifling deflection of ideas may cause a student to be ineffective in the whole course of his thinking. A very slight misunderstand¬ ing of a general principle may reflect itself in the entire work based upon it. It will be advantageous, therefore, for a study supervisor to understand the graphical and objective methods of expressing results. THE PLACE OF THE NUMERICAL PROBLEM IN HIGH- SCHOOL PHYSICS D. P. RANDALL.. J. C. CHAPMAN, and C. W. SUTTON Western Reserve University The trend of modern education in the development of high- school curricula has been away from the domination so long exercised by college-entrance requirements, and rightly so. In the subject of physics this tendency has taken form in a so-called “demathematization” of the subject—an expurgation of the more involved mathematical proofs and conceptions, and the substitu¬ tion of a more descriptive, qualitative method of treatment for the earlier, quantitative method. How far this process should be carried, and at what point a proper balance obtains between descriptive and quantitative methods, is still unsettled. In the solution of this question, the first inquiry to be made is the extent to which the present teaching accomplishes its purpose in securing a thorough grasp of the underlying principles of the subject. This paper will attempt to give a solution to this problem as far as the subject of mechanics is concerned, a subject in which of necessity, if it is to be taught at all, the quantitative or simple numerical problem must have a greater emphasis than in any other branch of elementary physics. This paper presents the results of a simple test in mechanics, in which the problems are so chosen that they satisfy the following requirements: (i) they cover the ground of the usual high-school course in mechanics; (2) they range from simple to fairly complex problems; (3) they require only the very simplest arithmetical calculations, thus reducing mechanical errors to the minimum. The test blanks with the instructions given to the subjects are shown below. Physics Test. Mechanics Name. . .Date. School.Class. Age.Sex.How many weeks have you studied mechanics ? Fill out the above blanks first. 39 40 THE SCHOOL REVIEW You will be allowed exactly 40 minutes for this test. Do as many of the problems as possible in that time; do them in any order. When you have the final answer, write it in the space provided, being careful to state not only the numerical answer, but also the proper unit (e.g., 15 lbs., 15 ft. per sec., or whatever the unit may be). All calculations should be done on loose sheets. No questions may be asked regarding any of the problems. Answer 1. A grocer has a platform balance, the ratio of the arms of it being as 9 is to 10. If he weighs out 20 lbs. of sugar to one man, putting it on the right pan, and 20 lbs. to another, putting it on the left pan, how much sugar will he save or lose in the two transactions ? 1. 2. A man weighing 150 lbs. stands on one end of a railroad rail 30 ft. long, which then balances over a fulcrum at a point 3 ft. from its middle. What is the weight of the rail ? 2. 3. How many lbs. of water can be pumped per minute from a mine 500 ft. deep by an engine expending 20 horse¬ power? (1 h.p. = 55o ft. lbs. per sec.) 3. 4. A dam is 50 ft. long and 20 ft. high, and the water just reaches the top. What is the total force against the dam ? (1 cu. ft. of water weighs 62.4 lbs.) 4. 5. The water-level in a tank on top of a building is 150 ft. above the ground. What is the pressure in lbs. per sq. in. at a faucet 6 ft. above the ground ? (1 cu. ft. of water weighs 62.4 lbs.) 5. 6. A motor-boat weighs 9,000 kg. What must be the volume in cubic meters of the underwater portion of its hull? 6. 7. How deep must an inverted open bottle be sunk in water in order to reduce the contained air to one-third its initial volume? (Take barometric height = 75 cm. and density of mercury =13.6.) 7. 8 . The density of oxygen at o degrees and 1 atmosphere pressure is 0.00143 gm. per cc. A 100-liter tank con¬ tains 715 gm. of oxygen; under what pressure is it at o degrees? 8. 9. A stream 1 mile wide is flowing 4 miles per hr. A man rows 5 miles per hr. How long will it take him to row straight across? 9. 10. A boy is able to exert a force of 75 lbs. How long a plank (inclined plane) must he have in order to push a 350-lb. truck up to a doorway 3 ft. above the ground ? 10. THE NUMERICAL PROBLEM IN HIGH-SCHOOL PHYSICS 41 Answer 11. A train starts from rest. At the end of 5 min. its velocity is 45 ft. per sec. What is its average acceleration in ft. per sec. ? n. 12. A bullet is fired vertically upward from a gun. What must be its muzzle velocity in order that it shall rise 10,000 ft. ? (g. = 32 ft. per sec.) 12. 13. A 3,200-lb. automobile starting from rest attains a speed of 90 ft. per sec. in 30 sec. What is the average force in lbs. exerted by the engine ? 13. 14. A pile is to be driven into ground which resists penetra¬ tion with a force of 15,000 lbs. How far will it be driven at each blow of the 320-lb. ram of a pile-driver moving with a velocity of 30 ft. per sec. ? 14. The foregoing test was applied to 238 pupils in four typical high schools in a city system representative of distinctly progressive educational methods. Any conclusions drawn as a result of this study may therefore be taken as representative of the general con¬ dition. Of the 238 subjects, 165 were boys and 73 were girls. The average age was sixteen and one-half years. All had studied mechan¬ ics within the year, devoting on the average 60 periods to class work and 48 periods to laboratory (a period representing 40 minutes of work). The test was administered without previous warning in a single 40-minute period, no questions being permitted. The results are shown in Table I. When we examine the combined results of the four schools, taking the whole body of pupils, it will be seen that on the average each problem is successfully solved by only 15 per cent of the pupils; no problem is solved by more than 69 per cent, while two straight¬ forward problems are out of the range of every pupil. This reveals a condition truly surprising. The extent of the lack of comprehension shown therein of the numerical relations of the sim¬ plest and most fundamental principles of physics is certainly star¬ tling, and lends support to the criticism often heard that the average high-school student of physics acquires merely a mass of disconnected facts, with little notion of the underlying and unifying principles. It is clear that the present method of teaching physics fails in its object in so far as it attempts to give the pupil any knowledge of the principles which lie back of common numerical problems. 42 THE SCHOOL REVIEW Number of Problem Mean Percentage H VO CO H CS W W W to sjduia^v VO VO00 CS \0 lO'+lO 55 Tf iqs^ s;dui9iiy O On O -NO VO VO