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a UNITED STATES DEPARTMENT OF THE INTERIOR

HAROLD L. ICKES : SECRETARY

OFFICE OF EDUCATION : WILLIAM JOHN COOPER

COMMISSIONER

THE PROGRAM OF

STUDIES

IN TWO PkRTS

BY

A. K. LOOMIS

EDWIN S. LIDE

B. LAMAR JOHNSON

BULLETIN, 1932, NO. 17

NATIONAL SURVEY OF SECONDARY EDUCATION

MONOGRAPH NO. 1 '9

A UNITED STATE8

GOVERNMENT PRINTING OFFICE

WASHINGTON : 1933

FOr Bale by the Superiptendent of Dotuments, Wuhington, D. C. - - Price 15 tuts

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NO TE

A. K. Loomis and Edwin S. Lick, authors of

.Part I of this monograph, are specialists in curriculum of the NATIONAL SURVEY OF

SECONDARY EDUCATION, B. Lamar

Johnson, aulhor of Part II, is specialist in

secondary-school administration on the Survey

staff. During the time of the Survey Doctor

Loomis in addition hekl positions as Director

of Research for the Denver Public Schools and

later as principal of University High School, the

University of Chicago. William John Cooper,

United Stales Commissioner of Education, is

director of the Survey; Leonard V. K008, professor of secondary education al the University of

Chicago, is associate director; and Carl A.

Jensen, specialist in secondary education jol the

Office of Education, is coordinator.

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CONTENTS

Page LETTER OF TRANSMITTAL . . PART: I THE PROGRAM OF STUDIES IN JUNIOR AND

SENIOR HIGH SCHOOLS

CHAPTER I : THE NEED OF THE STUDIES REPORTED 1

1. The organization of Part I of the monograph . . 1

2. Research in the field . 2

DIVISION I : THE JUNIOR HIGH SCHOOL PROGRAM OF STUDIES

CHAPTER II : TRENDS IN 60 PROGRAMSPLAN OF

THE STUDY . . Purpose of this investigation . 2. Method of collecting data . . . 7

3. The peculiar functions of the junior high school . 8

4. Order of presenting data . . 13

CHAPTER III : TRENDS IN 60 PROGRAMSTHE GENERAL PLAN OF ORGANIZATION 14

1. Outline of the chapter . . . . . 14

2. The administrative grouping of school grades . . 14

8. The administrative arrangement of programs according to types . . . . . . . . 15

4. The organization of courses into curriculums . 17

CHAPTER IV : TRENDS IN 60 PROGRAMSTHE MAJOR FIELDS OFFERED AND REQUIRED . . . 21

1. Purpose of the chapter . . . . 21

2. The total offering . . . . . . 21

3. The required work . . . . CHAPTER V : TRENDS IN 60 PROGRAMSTHE SPECIFIC COURSES OFFERED AND RE28

QUIRED . s 36

1. Scope of the clter . . . . . 36

2. Number of separate courses offered . 36

3. Courses in the academic fields . . . 38

4. Courses in the special fields , . 44

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Page CHAPTER VI : TRENDS IN 60 PROGRAMSA SUMMARY . .

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1. Purpose of the chapter . . . 4 51

. 2. Degree to which special purposes are realized . . 51 3. Examples of typical programs of studies . . . 54

CHAPTER VII : TRENDS IN 14 COMMONWEALTH

FUND SCHOOLS . 61

1. Nature of the study . . . . .

. . 61 2. The general plan of organization . . 62 3. The required work .

. a 64 4. The elective work . 72 5. Summary of findings . .

. . 74

CHAPTER VIII : TRENDS IN 39 RECENTLY REVISED

PROGRAMS . . . . . . 76

1. Statement of thesiroblem . 6 76 2. The general plan of organization . . . 77 3. The major fields offered and required . . . 79 4. The specific courses offered and required . . 83 5. Summary of findings . e 85

CHAPTER IX : PROGRAMS BEFORE AND AFTER JUNIOR HIGH SCHOOL REORGANIZATION 87

1. Nature of the in.vestigation . .

. 87 2. The general plan of organization . . . . . 88 3. The major fields offered and required . . . . 89 4. The specific courses offered and required . . 92 5. Summary of findings . . . . . 96

CHAPTER X : PROGRAMS IN REORGANIZED AND

UNREORGANIZED SCHOOLS . . . 98

1. Plan of the study . . 6 98 2. General plan of organization of programs of studies . 99 3. The major fields offered and required .. . . . 102 4. The specific courses offered and required . . . 106 5. Summary of findings . . . . . 111

DIVISION II : THE SENIOR OR 4-YEAR HIGH SCHOOL PROGRAM

OF STUDIES

CHAPTER XI : RECENT TRENDS IN 152 PROGRAMS

THE NATURE OF THE PROJECT . . 113

1. Reasons for this study . . . . . 113 2. Sources'of the data . . . . . 113 8. Order of presenting the data . . . 115

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CHAPTElk XII : RECENT TRENDS IN 152 PROGRAMS

THE GENERAL ILAN OF ORGANIZATION . . . . 117

1. Purpose of the chapter . . . . 117

2. The administrative grouping of schoc4 grades . . 117

3. The administrative arrangement ot programs according to type . . 118

4. The organizatiqn of courses into curriculums . 121

CHAPTER XIII : RECENT TRENDS IN 152 PROGRAMSTHE TOTAL OFFERI NG . 125

1. Plan of the chapter . . . . . . 125

2. The gross number of units offered . . . 125

3. The total offering in the major fields . . 126

4. Courses offered in the academic fields . . . 133

5. Courses offered in the special fields . . . . 137

CHAPTER XIV : RECENT TRENDS IN 152 PROGRAMS

THE REQUIRED WORK . . . . 141

1. Purpose of the chapter . . . . . 141

2. Number of units required for graduation . 142

8. Requirements in the major subject fields . . 143

4. Specific courses required . . . . . . . 149

CHAPTER XV : RECENT TRENDS IN 152 PRQGRAMS

A SUMMARY . . 9 153

1. The general plan of organization .10 : . . . 153

2. The total offering . . 0 9 . 154

3. The required work . . . .

. 155

CHAPTER XVI : TRENDS IN 35 PROGRAMS OVER A

. QUARTER CENTURY . . . 157

1. Purpose and conditions of the study . . 157

2. The curriculums offered . . . 158

3. The required work . . . 160

4. The total offering . . . . 160

5. Summary . 166

CHAPTER XVII : TUNAS IN 16 COMMONWEALTH

FUND SCHOOLS e 168

1. Preliminary statements . . . . 168

2. The general plan of organization . . . 169

8. The total offering . . . . 172

4. The required work . . .

. 175

5. The subjects of study . . . . . 179

6. Summary . . . . . 186

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Page CHAPTER XVIII : TRENDS IN 39 RECENTLY R& VISED PROGRAMS . . . . 188 1. Purpose and method of the study . . . . . 188 2. The general plan of organization .

. 189 3. The total offering . .

* 190 4. The required work . . . . . . . 196 5. Summary . .

. . . . 200

CHAPTER XIX : TRENDS IN 26 PRIVATE SCHOOL& 202 1. Preliminary statements . 202 2. The general plan of organization . 203 3. The required work . . . . 204 4. The elective work . .

4 a 208 5. Summary . . 212

DIVISION III : How THZ PROGRAM OF STUDIZS WORKS OUT

CHAPTER XX : PURPOSE AND METHOD OF THE STUDY . . . . . . 214 1. The purpose of the study. .

. . 214 2. The source of the data . . . . . 214 3. The method' . . . . . 215

CHAPTER XXI : THE PRESENT HIGH-SCHOOL CURRICULUM AS IT WORKS OUT . 216

1. The scope of the chapter . . . . . . . 216 2. Percentage distribution of the work completed by the graduates of the high schools in nine cities . . 217 3. Differences among cities in percentage distribution of work. . . . . . . . . 219

. 4. Differences among specialized high schools within the same city. . . . . 224 5. Comparison of percentage distribution of work com- pleted by high-school graduates with percentage distribution of work being taken by all pupils. . 226 6. Relationship between scholarship rank and percentage distribution of work completed . . . . 227 7. Summary . .

1 231

CHAPTER XXII : WORK TAKEN IN FOREIGN LANGUAGES, SCIENCE, AND MATHEMATICS . . 233

1. The problem . . . ,

.. . 233 2. Foreign languages .

. 234 3. Science. . . . .

. 237 4. Mathematics . . . 240 5. Summary .

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CHAPTER XXIII : TRENDS IN WORK TAKEN, BY

HIGH-SCHOOL GRADUATES, 1890

TO 1930 . . . . 244

1. The problem . . . . 244

2. General changes in percentage distribution of work

since 1890 . . . . . . 245

3. Summary . .. . . . . 248

CHAPTER XXIV : WORK TAKEN BY COLLEGE GRADUATES . . . . . . . 250

1. Purpose of the study. . . . 250

2. Changes in percentage distribution of high-school work

taken by college graduates . . . . 251

3. Changes in percentage distribution of college work

taken by college graduates . . . . 252

4. Variations among colleges in percentage distribution

of work taken in high school by the 1930 college

graduate& 254

255

5. Variations among colleges in riercentage distribution of

college work taken by the 1930 graduate& . 6. Percentage distribution of work taken by college graduates in high school compared with percentage

distribution of their work in college . . 257

7. Summary 9 260

CHAPTER XXV : SUMMARY AND CONCLUSIONS OF

DIVISION III . . 262

CHAPTER XXVI : A SUMMARY AND CONSIDERATION OF TRENDS . . . . . ". 266

1. Purpose of the chapter . . . . 266

2. The junior high school program of studies . . . 266

3. The senior high school program of studies . . 271

4. Work actually completed by graduates. . . . 274

5. Probable lines of future revision . . . . . . 277

PART II : REGISTRATION AND SCHEDULE MAKING

CHAPTER I : PURPOSE AND METHOD OP THE STUDY .281

1. The purpose . . . . 281

2. Sources of information used . . . 282

8. Recent studies of registration and schedule making . 284

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t Page CHAPTER II : PRELIMINARY REGISTRATION . . 287

1. The practice in schools of different enrollments . . 287 2. Time of preliminary registration. .

. 288 3. Positions of persons conducting preliminary registration 289 4. Forms used in preliminary registration . . . . 289 5. Tabulation of pileliminary registration data . . . 293 6. Use made of data obtained in preliminary registration 295 7. Guidance given pupils in selecting their subjects . . 296

CHAPTER III : FINAL REGISTRATION . . . . . 304

1. Procedures in final registration . . . . . . 304 ,2. Equalizing class sections . . . . . 305

CHAPTER IV : MAKING THE CLASS SCHEDULE. . 307

1. The time of completing the class schedule . . . . 307 2. Positions of persons making the schedule . . . . 308 3. Methods of schedule making. . . . . .

. 310 4. Bases for determining membership in classes . . 312 5. Devices used in making schedules . . . A), . . 313

CHAPTER V : CHARACTERISTICS OF THE SCHED- ULE . . . 9 818

1. The lunch period . .

. 318 2. Activity periods . . . . .

.. 319 3. Length and number of class periods. . . 323 4. Intermission between perioda .. . . . . 325 5. Warning bell before close of du* periods . . . . 325 6. Rooms where pupils spend vacant periods . . . "Pr. 327 7. Rotation of classes. .

. . . 328

CHAPTER VI : THE PUPILS' WORKING DAY . . 329

1. The time the school day begifis and ends . . . 329 2. Characteristics of the school day . . . . . . 330 3. Pupils' working day as related to sex and length of class period.

o a 332 4. Time pupils spend on various courses . . 334

CHAPTER VII : SELECTED PRACTICES REPORTED BY COOPERATING SCHOOLS . . . 838

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LETTER OF TRANSMITTAL

DEPARTMENT OF THE INTERIOR,

OFFICE OF EDUCATION,

Washington, D. C., June, 1933.

Snt: Within a period of 30 years the high-school enrollment has increased from a little over 10 per cent of the

population of high-school age to more than 50 per cent of that

population. This enrollment is so unusual for a secondary

school that it has attracted the attention of Europe, where

only 8 to 10 per cent attend secondary schools. Many

European educators have said that we are educating too

many people. I believe, however, that the people of the

United States are now getting a new conception of education.

They are coming to look upon education as a prepadition for

citizenship and for daily life rather than for the money re-*

turn which comes from it. They are looking upon the high

school as a place for their boys and girls to profit at a period

when they are not yet acceptable to industry.

In order that we may know where we stand in secondary

education, the membership M the North Central Asiociation'

of Colleges and Secondary Schools four years ago took the

lead in urging a study. It seemed to them that it was wise

for such a study to be made by the Government of the United

States rather than by a private foundation; for if such an

agency studied secondary education, it might be accused

either tightly or wrongly of a bias toward a special interest.

When the members of a committee of this association appeared before the Bureau of the Budget in 1928, they received

a very courteous hearing. It was impossible, so the Chief of

the Budget Bureau thought, to obtain all the money which

the commission felt desirable ; with the money which was

obtained, $225,000, to be expended over h 3-year period, it

was found impossible to do all fig- things that the committee

had in mind. It was possible, however, to study those

things which pertained strictly to secondary education, that

is, its organization; its curriculum, including some of the

more fundamental subjects, and particularly those subjects on

which a -comparison çQuid be-imade between the present and

earlier periods; ita extracurriculum, which is almost entirely

(ix)

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LETTER OF TRANSMITTAL

new in the past 30 years; the pupil population and administrative and supervisory problems, personnel, and activities.

The handling of this Survey was intrusted to Dr. Leonard

V. Koos, of the University of Chicago. With great skill he has, working on a full-time basis during his free quarters from

the University of Chicago and part time during other

quarters, brought it to a conclusion.

This manuscript in two parts is one of the larger ones of

the secondary Survey. Part I was prepared by A. K. Loomis

and Edwin S. lide. It deals with the program of studies

in junior and senior high schools; the purpose, principally, is to trace the trends. For instance, the programs of studies

in 60 junior high schools were studied for a 10-year period. The 14 programs investigated by the CommonwealthFund

in 1923 were also investigated in 1930-31. Certain trends

revealed in recent revisions of the curriculum and the comparison of programs before and after junior high school reorganization were studied. A comparison was made of the

programs of studies in reorganized and unreorganized schools.

Similarly the programs of studies in 152 senior high schools

were studied through a 6-year period, in 54 -schools through

a 16-year period, and in 35 schools over a 25-year perio4. The programs investigated by the Commonwealth Fund in

1924 were likewise brought up to date. The trends revealed

through recént revisions and the trends in private school

curriculums recently revised were also studied.

In Part II of this manuscript B. Lamar Johnson gives atteniion to registration and schedule making. The importance of a pupil making a good start through a clean-cut

registration each fall is emphasized, and the schedules

adopted for the use of pupils and teachers together with the

best time of opening and closing the school day are given

attention.

The manuscript is most suggestive, but limitation of space prevents any further treatment here.

I respectfully rec9mmend that it be published as a monograph of the National Survey of Secondary Education.

Respectfully submitted,

WM. JOHN COOPER,

Commissioner. The SECRETARY OF THE INTERIOR.

[ X ]
A R

THE PROG» OF STUDIES

PART I : THE PROGRAM OF STUDIES IN JUNIOR

AND SENIOR HIGH SCHOOLS

By A. K. Looms AND EDWIN S. LIDZ

CHAPTER I : THE NEED OF THE STUDIES REPORTED

1. THE ORGANIZATION OF PART I OF THE MONOGRAPH

Junior high school invegigations.It is the purpose of

Part I of the present monograph to report characteristics of

junior and of senior high school programs of studies of

American secondary schools as they are revealed through 11

independent, but related, investigations. In the first division will be presented reports of five projects which relate to

the programs of studies in grades 7, 8, and 9, or as termed

here, the junior high school. They are as follows: (1) Trends in 60 programs of studies over a 10-year period; (2) trends in 14 proirams investigated through the Commonwealth Fund in 1923; (3) trends in programs revealed

through recent revisions', (4) a comparison of programs before

and after reorganization on the junior high school plan; (5) a comparison of programs of studies in grades 7, 8, and 9 in

reorganized and in unreorganized schools.

Senior high school investigations.In the second division

five projects which relate to characteristics of the senior or

4-year high school program of studies are reported. They

are as follows: (1) Trends in 152 programs of studies over

a 6-year period and of 54 programs over a 16-year period, (2) trends in 35 programs over a 25-year period; (3) trends in

15 programs investigated through the CommÒnwealth Fund in 1924; (4) trends in programs revealed through recent revisions; (5) trendii in programs of studies of private schools

revealed through recent revisions. /

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NATIONAL SURVEY OF SECONDARY EDUCATION

How the program of studies works oia. In ihe 'third division of this monograph a project is reported which is concerned with the actual operation of the program of studies

for grades 9 to 12 as measured by the work completed by

graduates. For this and for the other studies here %reported

the methods used in securing and analyzing the data will be

indicated in connection with each study.

R. RESEARCH IN THE FIELD

Inve8tigation8 of junior high school programs. The need

for the types of investigations reported for the junior high

school field may be gathered from a consideration of other

investigations which have bgen made in this field since 1925.

An examination of the "scope" and "problems treated" in

the 11 studies summarized in Table 1 indicates that in a

majority of cases the field was limited to a single State, in

one case, only rural schools 4were considered; and in most of the others, only limited phases were investigated. In no

case did the studies involve, as does the present report, a

study of changes within the same schools over a period of

years, or of a comparison of programs in the same grades administered under distinct types of organization.

Investigations in the senior ,or 4-year high school field.A

similar summarization, in Table 2, of 15 studies made in the

senior or 4-year high school' field indicates the appropriateness of the studies included under this title. .Although two

studies report trends in graduation requirements and one

reports trends in two distinct groups of schools, none reports

trends in the same groups of schools over a period of years,

or within private schools.

.41 a [21

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alb
"MIN, 1111 TABLE 1.A summary of certain investigations of the junior high school program of studies reported since 1925 Autbor

' Title ,

, bate Publication Scope Problems treated

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. . 1 Ass kin., JohnP Bergman, Frank V Buster, N. E ,

.

. Counts, Geo: 8 Ferriss, Emery N ,__ Montgomery, T. T Simons, Donald D Stingley, Clarence L Tryon, Smith, and Rood___ Waterpool, William F_ ____ Wiley and Van Cott The articulation of junl and senior high cbooIa in Cali- fornia. Jqpior high schools of Kansas. Time allotments in the junior high school.

. Current practices in currio-

- ulum-making in public high. schools. Thd rural junior high school__ The junior high scboojs in Oklahoma_ The 8-year high school in In- diana. Curriculum practices in liti jun. ior high schools of Ohio. The program or of studies in 78

j high school centers. 1925 1929 1929 1925 1928 1928 19Z3 1923 1927 1928 1928

. M.A. thesis, Stanford Uni- varsity, unpublished. M.A. thesis, University of Colorado, =published. M.A. thesis, State Teach- ers College, Greeley, Colo. Twenty -` sixth Yearbook, Part I, National Society for the Study of Educa- tion. United States Bureau of Education Bulletin 1928, No. 23. M.A. thesis, University of Oklahoma, unpublished. M.A. thesis, University of Chicago, unpublished. t M.A. \t,hesis, Ohio State University, unpublished. School Review, 35:96-107, February, 1927. M.A. th s Wisconsin, University of unpublished. The University of the State of New York. 65 junior high schOols in Caj- ifornia, varying in site. 48_ Junior high schools in Klanalut, varyg in size. 36 junior high cbooIs from 22 States. Cities from 14,000 to 5,000,000 popals- tion represented. 67 junior and 90 seniorlanhiagh and schools, large 11, scattered over the United States. 135 junior high schools in cities of fewer than 2,500 distributed over 30 States. 55 junior high schools, vary- ing in size, scattered over oma. 258 schools, mostly rural, in oommunitiee from 500 to 40,000 population in In- diana. 96 schools, scattered over Ohio.

. 78 schools from leading cen- tars in 27 States. 32 schools, varying in size, scattered over United States; 18 schools from 10 Wisconsin cities. Progressive schools in 23 vil- lages and 21 cities in New York State. Work offered and required, time allotments. Work offered and required. Work offered and required; time allotments. Subjects added and drop - from curriculum wit 8 the past 5 years. Organization of curriculums,

4 subjects required and eleo- tive. Several problems treated, including subjects required and Among otherve. problems, the subjects offered are con- sidered. Organisation of curriculums, subjects required and eleo- tive. Subjects required an4 eleo- tive; time allotments. Comparison of subjects of- fered and required and time allotments in Wis.. amain with other schools. Subjects required and eleo- tive; time allotments. Junior high school The junior high school in New York State.

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SURVEY OF SECONDARY EDUCATION 

TABU') 2.A summary of certain investigations of the senior and 4-year high:school program of studies reported since 1985 

Author Date Publication Scope 

3 

Ba lyeat, Y. A Base, Wm. A Burns, Andrew L 

Coffins, Karl At... 

Good, Carter 

howl 

Good and Raymond_ 

4 

Komi, Leonard V 

Loomis, A. k 

Mary 

3 

Ibiberts, rdward D., chairman. 

Sawn, Theodore, chairman_ Scott, Shirley Zana_ 

Treacle in college entrance offerings. A survey of the county high schools of Tennessee. Senior high school curricuia in Southern States. . Survey of township and com- munity high schools in II- finds. 

Ths variables of the senior 

high school curriculum and the college entrance problem. 

Titles of curriculums offered 

in secondary 

ttreated in textbook ",The American .8econd'ary Etchool." 

Some results of the elective 

system in the high schools a Denver. 

A study of the curricula of the townShip high school of Il- linois. Curriculum found in Amecican seoondarY SchoolsTitles of curriculum offered in 200 small high schools. Curriculum tendencies u shown by radu&Uon credits of apted high schools of Nob 

1929 19213 

1923 

1cm 

1027 

1927 

1927 

1929 

1926 

1928 1928 

1906 

School Review, 87: 451-66, June, 1939. M.A. thesis, University of 

M.A. unpub pled. George Pee- body College for unpublished. Sixth Yearbook, Depart- ment of Superintendence. 

School Review, 25: 03641, November, 1927. 

School Review, Ms: 503409, September, ,192 7 . Ginn & Co , Boston_ 

School Review, 87: 510--18 September, 192?. 

M.A. thesis, Univeristy of Chicago, unpublished. 

Sixth Yearbook, Depart- ment of Superintendence. 

MA. thesis, University of Nebraska, unpublished. 

Freshmen entering kla- horns University. 304 county high schools in Tennessee; an sins83 schools of the Southern 

States, varying in size and location. 

259 township and commu- nity high scLools in Il- linois. 

29 . 1s, mostly in cities of se. - than 75,000 popula- tion, scattered over the United States. 55 city school programs scat- tered over the United States. 

150 schools, in cities 2,500 to 

100,000, scattered over the United States. 

Graduates in classes of 1926 and 1927 at Denver. 

M schools in Illinois, vary- ing in size. 170 cities scattered over 

United States with popu- lation over 30,000. 200 schools enrolling 100 or lees, in 44 States. 

660 schools in Nebraska, varying in size. 

Problems treated 

6 

High-school work offered, 1907, 1917, 1f7. Total offering of subjects. 

Work offered and required. 

Do. 

Do. 

Namber and kind of curricu- lums offered. 

Do. 

Work taken by graduates. 

Work offered and required. 

Curriculums offered, subjects offered and required. 

Number and kind of curricu- lums offered. Credits offered at 10-year periods, 1903 to 1923. 

I 

* 

V _ . ..... Newlin, or - It: e . 4 

-do 

s 

o e4 

'el 

0 
411? Upton, S. R Unreported_ Do comparative study of Stout- Offer- Van Dyke "Subject ings" study, with a similar study of the 36 largest Mich- igan high schools and 35 selected Class C Miphigan high schools. Trends in the development of the high-school curriculum. Some problems suggested by a study of curricula in 239 California high schools. 1030 1927 Not re- port - ed. Term Report, University o Michigan, unpublished. School Review, 35: 250-61, April, 1927. Unpublished 70 schools in Michigan, vary- ing in size. 10 schools suburban to Chi- cago. 239 schoot in California, varying in size. Number and kinds of oourses offered. Units of work in various fields added and with- drawn over a period of Vioerr offered in various fields. cm121/1 - . A *to A a
DIVISION I : THE JUNIOR HIGH SCHOOL PROGRAM OF

STUDIES

CHAPTER II : TRENDS IN 60 PROGRAMS

PLAN OF THE STUDY

1. PURPOSE OF THIS INVESTIGATION

Extent to which functions of the junior high 8chool are being realized.By 1915 the junior high school movement may be

considered as out of the embryonic stage for the United States

as a whole. The Fifteenth Yearbook of the National Society for the Study of Education reports for the year 1915-16 the

establishment of junior high schools to some extent in 40 of

the 48 States. The basic principles which led to the establishment of this new type of organization, essentially as such

principles are agreed upon to-day, had been emphasized at that time. Judging from the analyses of junior high school

programs, of studies which have appeared ufto the present

time, however, the curriculum reforms which have been

achieved still leave much to be desired if the theories advocated

for the establishment of this new type of administrative unit

are to be put into actual practice. It is attempted in the present study, through comparison of junior MO "tchool programs of studies for the period

1 915-1 920, with those in operation in identical schools during

the years 1929-1931, to ascertain those changes which have

taken place within this approximate 10-year period, and to

determine in some measure the extent to which programs of studies of the junior high school of to-day give recognition

to the meaning of the junior high school movemen.t.

Changes represented are actual.Because the comparisons made represent differences in programs of studies within the

same schools at different periods of time the changes revealed

may be considered is the results of normal processes rather than as the resalt of other influences which might enter into

a comparison of programs in different schools. For this

[6]

.
PROGRAM OF STUDIES

reason, the extra effort necessary to insure direct comparisons

is felt to be justified.

How criteria are determined.Leaders who have been instrumental in bringing about the junior high school movement have given expression to the purposes or functions

which they believe this organization should realize. Summaries of their views as presented later in this chapter will

therefore afford a basis of judging the direction in which the

changes represented are tending.

I. METHOD OF COLLECT* DATA

Requests to, superintendents.In May, 1930, a letter was

sent to more .than 500 superintendents of public schools in

cities reported in the literature of the period as having had

a junior high school organization previously to 1920. Each

of these superintendents was requested to send a printed or

mimeographed copy of the junior high school program of

studies in use in that city during the earlier period, together

with a copy of the present program. Replies were received

representing approximately 185 cities. Of this number more

than 100 schools furnished information concerning programs

of studies in operation at the periods requested. From the

early programs received through this source, and from others

gathered by individuals making such collections at other

times, the 60 programs of studies were selected which were

most complete in the information desired.

As far as possible the data appearing on the printed programs were relied upon exclusively, but in some instances

superintendents.were asked to furnish, where they could do

so with assurance, information which was lacking or indefinite

on these materials. For example, in the case of 11 schools,

information was supplied by letter concerning the length in

minutes of classroom periods undehe early junior high

school organization. Information concerning progfams of

studies in use during the late period could, of course, readily

be furnished by the superintendent of schools, even though

not in printed or mimeographed form. In most instances,

however, it had been reduced to such form. In addition to

programs of studies, schedules of recitations, courses of

study, and handbooks or manuals of administration were

available for several cities.

128409*-33-2 71
NATIONAL SURVEY OF SECONDARY EDUCATION

Location and size of cities. The 60 cities included in this investigation represent 21 States. Eight cities are located in the New England States, 11 in Eastern States, 29 in Middle Western States, 8 in the far West, and 4 in the South and Southwest. Grouped according to population, for which the figures of the 1920 census are used, 14 cities are of less than 10,000 population, 16 are in a population range of 10,000 to 30,000, 25 are between 30,000 and 500,000, and 5 had a population of more than 500,000.

On the basis of these tabulations, it is evident that the cities included in the investigation are fairly well distributed, considered from both standpoints of geographical location and size. In all cases the same cities are represented in the two periods, and in all but two cases the same individual schools within the cities are represented.

3. THE PECULIAR FUNCTIONS OF THE JUNIOR HIGH SCHOOL

Summary by Koos. It is the purpose, in this section of the chapter, to arrive at a list of special functions or purposes of the junior high school which may be used as a basis for judging the degree to which changes in programs of studies

may tend to realize those principles which a large number of educational leaders agree sho'uld motivate the work of this

TABLE 3.Frequency of appearance of peculiar 1u-idiom proposed in educational literature for the junior hsgh school

Peculiar functions of the junior high school Number

Per

cent

a demoastio sebool system through A. tention of pupils_ B. nomy of dme C. Lion of individual differences D. E and guidanos E. of vocational education n. nature of the child at ad imam& III. Pro ding conditions for better teaching IV. bettor eoholarship

VI. Effecting V. Lmiwuving the diseiplinary situation and socializing opportunities._ nsndaI mammy VII. Relieving the building situation VIII. Continuing tike influence of the home IX. H reform in grades above and below X. Normalising tbe size of clams XL Reliving teschen

40

se

36

7726

31

1328

8

72a organization. At least two significant summaries of the

pronouncements of educational leaders regarding the func- tions of the junior high school have been made. Koos

[ 8 ]

,

: %on

1.1 .

. !_ising AI

the

. - .

2

92

3
PROGRAM OF STUDIES

reports frequencies with which certain purposes or functions

were expressed previously to 1920, 30 of these statements

appearing in public-school documents and 20 in articles or

chapters in books by educational leaders. This summary is

reproduced in Table 3, except that the distinction is statements from school documents and those from other literature

is not maintained.'

Summary by Department of Superintendence Committee.

Repiesentative of a later period of thought is a canvas of

statements appearing between 1920 and 1927 as made by a

committee for the Department of Superintendente Yearbook

on the Junior High School Curriculum.2 In thgcase, statements of 79 public-school administrators and college specialists

are represented. A reproduction of the summary made by

this committee is shown in Table 4. The distinction made

in the yearbook, however,in the statements made by publicschool administrators and in those by college specialists is

not indicated.

TABLz 4.Analysis of statements of the special purposes of the junior

high school published since 1900 by 59 public-school administrators

and BO college specialists

Purpose Number

1. Meeting individual differences of pupilsenabling pupils to follow the

lines of their interest and ability

2. Prevocational training and exploration resulting in wise choice of later

school courses and life work

3. Counseling or guidancebringing pupils into contact with influences

that should give direction and purpose to their lives

4. Meeting the needs of the rI7 adolesoent group

5. Bridging the gap between and secondary schoolsproper

coordination between lower and schools

& Development of qualities of good (44. ppreparation of pupils lip

play a larger part in the lib of the community

7. Proving opportunity for profitable self-activityearly development

of I ership, individuality, and initiatin

.& Rasa of pupils beyond compulsory school age

9. Contin on of common education or regular scholastic or academic

la Round* out a complete unit of training beyond the elementary grades

for those who must leave school early

11. Introduction of new subjects into the curriculum

it: Effecting economy of time in education

l& Stimulation of educational advancement

14. Beginning of definite occupatIonal training

15. Giving opportunity for earlier preparation for college

Per

cent

73 92. 4

66 83. 5

42 53. 2

36 4& 5

34 43. 0

31 39. 2

26 32, 9

21 2& 5

11 13. 9

10 12. 7

5 6. 3

8. 8

2 2. 5

1 1. 3

1 1. 3

I Koos, Leonard V. The Junior High School. Enlarged Edition. Boston, Ginn é Co.,

1927, p. 17.

Fifth Yearbook, Department of Superintendence, pp. 2041. The National Education

Associatiak

[ 9

4mmtv

s'on

3

1927,

. to
NATIONAL SURVEY OF SECONDARY EDUCATION

# Recognition of individual differenees.Judging from recog- nizing the Percentages represented in the literiture of both periods, and meeting individual differences of pupils seems to be the special function uppermost in the minds of practically all educational leaders whose statements were considered.

Opportunity for judging from the present report the extent to which this purpose has been kept in mind in arranging programs of studies may be had from data showing types of organization under which the programs are administered, the proportion of pupils' programs which are elective, and the extent and nature of the subject fields and specific courses within subject fields which are represented in the total offering.

Prevocational training, exploration, and guidance.The futility of attempting complete harmony in the classifications of the two summaries is well illustrated in the overlapping of terminology expressing such functions as prevocational training, exploration, and guidance. The national committee considers prevocational training and exploration as one and the same function. Koos, under the heading "Exploration and guidance," includes provisions for educational and Iroca- tional guidance and . . . prevocational education in the

sense of a curriculum organization which allows the pupil to sample a number of activities with a view to a more intelligent choice of occupation.' Education of a general vocational nature, however; he classifies under "Beginnings of a voca- tional education," which, under the classification of the national committee, includes only definite or specific occupa- tional training.

It is evident from the frequencies shown that a large pro- portion of educational leaders are agreed that prevocational or general vocational education, exploration, and guidance should constitute a special function of the junior high school. Although it will be of interest to note the number of programs of studies providing for specific vocational education, few educational leaders seem to consider it as a peculiar function of the junior high school. Data presented in this report which may be expected to throw some light on the extent

1927,

Koos,

pp. 51-52.

Leonard V. The Junior High School. Enlarged Edition, Boston, Oinn & Co.
PROGRAM OF STUDIES

to which programs of studies contribute to the realization

of prevocational education, exploration, and guidance are of

the nature of those indicated under recognition of individual

differences. The prevalence of "try-out" and general or

introductory courses attempting to give a preview of the

whole subject field, and of provisions in the regular school

day for certain extracurriculum, or, as designated in this

report, "socializing-integrative" activities, are also of special

significance.

Training foi social responsibility. .The types of social

development suggested by the function designated by Koos

as "Improving the disciplinary situation and socializing

opportunities" and bir: the two4functions designated by the

national committee as "Providing opportunity for desirable

self-activity " and "Development of qualities of good citizenship" have seemed to juSify their inclusion, for the purposes

of this study, under the one designation, "Training for

social responsibility." These purposes were posited by a

majority of educational leaders in each of the investigations.

The degree to which trends in programs of studies reflect

this function will be judged from changes shown in the

field of social studies and in the prevalence of such activities

as clubs, guidance, assembly, and home room.

Retention of pupil,R.Retention of pupils was recorded as

a peculiar function of the junior high school in 80 per cent

of the statements summarized by Koos and in 25.6 per cent

of those summarized by the national committee. Since

Koos includes bridging the gap between elementary and

high school under retention of pupils, we may, for the purposes of this study, combine these two functions which were

distinguished by the national committee. This gives the

functioh, retention of pupils, a rank second in importance to

recognition of individual differencei3. Many features of the

junior high school organization may contribute to the retention of pupils; for example, each of those designated under

the special purposes already considered. It may also aid in

interpreting shifts in subject-matter fields . which.' render

smoother the transition between elementary and secondary

school.
NATIONAL SURVEY OF SECONDARY EDUCATION

Recognizing the nature of the child at adolescence. statement of purpose was attributed to approximately 45 per cent of educational leaders in each summary, and is therefore in fifth place in frequency of purposes. Studies of characteristics of the adolescent child indicate the import- ance of adapting physical and social activities to his life at this period. Greater prominence of such opportunities in programs of studies will therefore be indicative of greater efforts to realize this purpose.

Economy of time.Differences in respective percentages in the two tabulations are greatest with regard to economy of time. Koos indicates that the most common statements classified under this heading relate to emichment. The dif- ference between 72 and 3.8 per cent in the two tabulations is due much more to the plan of classification followed than to a decrease of emphasis on emichment at the later period. The frequency with which traditional high-school subjects or new materials have been introduced into junior high school or with which two or more specific courses have been integrated with one course will indicate whether this purpose has been kept in mind.

Other functiona.For each of the six purposes considered up to this point the frequencies with which they have been found present in the summaries warrant their acceptance as basic principles on which to interpret the trend in junior high school programs of studies over the approximate 10- year period represented. Only two of the remaining pur- poses were stated by as many as 20 per cent of all leaders and in each of these instances changes in the program of studies would throw little light on the efforts being made to bring about their realization.

Deeirable characteristics of organizdion.It will also be of interest in this connection to note the extent to which the junior high school program of studies reflects certain charac- teristics of organization considered desirable by more than 50 per cent of 60 administrators approached by Glass in 1922.4 At least half were in agreement on the following particulars:

Central

O Glass,

AssociaUon

James M., Report of a oommittee on Junk* high schools. Proceedinp of North of Colleges and Secondary Schools, Pt. I, 1922, pp. 66-69.

[ 12 ]

4

.
PROGRAM OF STUDIES

1. A background of experience with high-school subjects in their

simpler aspects (general mathematics, general science, pre-vocation

courses, etc.) was considered desirable for junior high school pupils

before the initial choice of electives was permitted.

2. Sixty minutes was favored as the length of the junior high school

period.

3. Choice of such curriculums as the academic, general, commercial,

technical, vocational, etc., should be permitted in the ninth grade in

preference to offering only one curriculum of required subjects with

variables for all pupils.

4. The junior high school program of studies should, in a gradually

diminishing degree, continue the single curriculum of the elementary

school so that seventh grade pupils may adjust themselves to the

initial stages of secondary education.

5. It should in a gradually increasing degree be modified into an

enriched and varied curriculum, required of all pupils, so that each

child may explore its own aptitudes and may receive a background of

experience in making provisional choice of electives.

6. It should offer differentiated courses, with constants, so that

each child may be stimulated, by means of electives of his own choosing,

to continue upon the educational or vocational career for which by

aptitude he is best fitted.

7. The home room should be a continuous type of organization

through the junior high school.

8. School activities, granted that they can become a constructive

educational program in training for citizenship and social cooperation,

should be included in the program of studies.

9. A definite time allotmait within a school day is recommended

for such activities.

4. ORDER OF PRESENTING DATA

The data presented in subsequent chapters will thermore

be considered with respect to the degree to which they conform to the char4cteristics of àrganization enumerated and

with respect to the following six functions: Recognition of

individual differences, pre-vocational training, exploration,

and guidance; training for social responsibility; retention of

pupils; recognition of the nature of the child at adolescence;

and effecting economy of time in education.

Three additional chapters are devoted to trends over a 10-

year period. In Chapter Ïii are presented those data which

indicate the administrative organization through which

pupils are guided into courses best suited to their needs; in

Chapter Iv, the major fields of work offered and required;

and in Chapter V, die specific courses offered and required.

13 j

.

[
CHAPTER III: TRENDS IN 60 PROGRAMS-THE GENERAL

PLAN OF ORGANIZATION

1. OUTLINE OF THE CHAPTER

The extent to which the junior high school organization has broken with the traditional organization and has incorporated plans through which flexible administration of programs of studies is made possible may be revealed through (1) the administrative grouping of school grades; (2) the administra- tive arrangement of programs according to types, (3) the number and types of curriculums provided (where the offeririg is organized into separate curriculums). The treatment of data included within this chapter will follow the plan of organization outlined.

I. THE ADMINISTRATIVE GROUPING OF SCHOOL GRADES

In 1915-1920, 8 of the 60 schools represented in the mate- rials to be reported in Chapters III to VI, inclusive, were

Nritll organized on the 6-6 plan and 29 e organized on the 6-3-3 plait By 1929-1931, there were s 8 schools on the 6-6 plan, but the number organized on the 6-3-3 plan had increased to 42. This gain is largely at the expense of the 6-2-4 type of organization which decreased from 16 in 1915-1920 to 7 in 1929-1931. 'Although even in the early period, therefore, the 6-6 and the 6-3-3 types largely pre- dominated, in 1929-1931 they constituted five-sixths of all types. The showing made by the 6-2-4 type of orgailization seems to indicate that organization on this plan is sometimes merely preparatory to organization on the 6-313 plan. Although, on the whole the 6-3-3 type is most favored, var- iations in the plans employed in 1929-1931 point to the fact that administrators are not yet ready to agree on any one type of organization as satisfactory for all conditions. At this later period 50 schools were organized on the 6-6 or 6-3-3 plan, 7 on the 6-2-4 plan, 1 on the.6-3-2-2 plan, 1 on the 6-2-3 and 1 on the 5-3-3 plan,

14]

.

r

Jr r

.dr
PROGRAM OF STUDIES

For the most part, the classification of types is made from

reports by schools. In all other instances, sufficient information was at hand to make classification possible. For

example, a school was classified on the 6-3-3 plan where

grades 7, 8, and 9 were administered as a unit under a

separate administrative head.

8. THE ADMINISTRATIVE AARANGEMENT OF PROGRAMS

ACCORDING TO TYPES

Classification employed.The currency of different types of

programs of studies, considered from the standpoint of the

administrative characteristics, were in 1915-1920, as follows:

Single-curriculum type, 7, pure multiple-curriculum type, 3

constants-with-variables type, 28 combination type, 22. By

1929-1931, however', there were only four of the singlecurriculum type and one of the pure multiple-curriculum

type, but the constants-with-variables type had increased to

34, while the combination type was employed by 21 schools.

The four types follow the classification made by Koos' which

is as follows:

1. The single-curriculum type, in which all pupils take identical

subjects.

2. The pure multiple-curriculum type, providing for two or more curriculum to be pursued by as many groups of pupils, and which, once

being elected, are fully prescribed.

3. The constants-with-variables type, in which, without formal classification into curriculums, are listed certain requiredoubjects to be pursued by each pupil enrolled in a grade, and certain additional elective

subjects which he may choose under guidance.

4. The combination type, which is a combination of two or more of the

preceding types. For example, a program would be considered of this

type when it had the single-curriculum type in grade 7, the constants-,

with-variables type in grade 8, and the pure multiple-curriculum type

in grade 9. Various other combinations are current, which are noted

later.

The advantages and disadvantages of the specific type8.

Consideration of the specific functions and principles of

organization reviewed in Chapter II will give some indication

of the advantages 'and disadvantages Of the various types.

If it is accepted as a special function of the junior high school

program of studies to provide for individual differences

Koos, Leonard V. The Junior High EiolaooL Boston, (iir & Co., 1927. Pp. 146 ff.

[ 15 1

6,

,r

;
NATIONAL SURVEY OF SECONDARY EDUCATION

through enriched and flexible curriculums, and if the principle is accepted as subscribed to by the respondents to Glass'

inquiry that after a period of a0justment in the seventh

grade, the program of studies should, in a gradually increasing

degree, offer opportunities for exploration and individual

election, then the single and pure multiple curriculum types

seem ill adapted to furthering genuine reorganization. The

abandonment of the former type by three schools, and of the

latter type by two schools over the 19-year period, seems

therefore, to be indicative of efforts towards more genuine

reorganization.

It should be pointed out in this connection that 14 of the

15 schools which are shown for the two periods to have employed one or the other of these types of programs were

organized on the 6-2-4 plan. In each instance the special function of the junior high school to bridge the gap between

elementary and secondary schools seems not to have been

c9riiidered. In five schools, alltRupils were required to take

exactly the same work in grades 7 and 8, but with the beginning of the ninth grade they were offered the choice of two

or more curriculums, each of which was also entirely pre- scribed. In other words, pupils in these five schools, two% of

which represent the 1929-1931 period, are not offered the

opportunity afforded through electives to explore their

interests during grades. 7 and 8, but with the beginning of

grade 9 they must choose the curriculum which is also entirely

prescribed, along which their major interest lies.

Pupils in the four schools in whicfi the pure multiple- curriculum types prevail have the -opportunity to make a

choice between two or more curriculums, but since each is

entirely prescribed, they must commit themselves early to

their field of interest, without opportunity to explore fields not included in their major choice.

Type8 most favored.Returns from the study by Glass, referred to in Chapter II indicate that 58 per cent of the

respondents prefer the combination type of program as

against 42 per cent showing preference for the _constantswith-variables type. This rather close division of opinion

between the two is also confirmed by data from this study, although the constants-with-variables type is shown to

[ 16 ]

4

s

A

.4
PROGRAM OF STUDIES

greater advantage in the latter instance. Because these two

types appear in five-sixths crf all schools for 1915-1920 and in

eleven-twelfths of all schools for 1929-1931, the general impression obtains that trends in the administrative arrangement of programs are in accordance with accepted

theory.

Such impression must be suspended, however, until the

specific grades are examined, for tho type of program employed

in the ninth grade only was the determining factor in the

classification of junior high schools under these two types. When grades r and 8 are also considered, trends in the

administrate organization of programs are not so conducive

to curriculum reform as first appears. Considering first the

cónstants-with-variables type, of the 28 schools in 1915-

1920 and 34 schools in 1929-1931 in which it is shown to be

employed, in the case of six schools for the former period the

program was entirely prescribed in grades 7 and. 8 while

during the 10-year interval the number of such schools had

increased to nine.

In like manner, a consideration of shifts in the composites of the combination type of program in individual schools

reveals that schools classified under this type which employed

the single type of curriculum for all of grades 7 and 8 increased from one in 1915-1920 to seven for 1929-1931.

These data do not include schools in which the program was

entirely prescribed in grade 7 only. With the program

entirely prescribed as traditionally up to the ninth grade,

the organization lacks the fle.xibility under which such purposes as meeting individual differences, exploration, and

bridging the gap between elementfkry and secondary schools

are best realizal.

4. THE ORGANIZATION OF COURSES INTO CURRICULUM

Number of curriculums offered in the average school.In

the case of 31 schools for 1915-1920 and of 27 schools for

1929-1931, the subjects or courses offered were organized

into curriculums, presumed to care for the major life purposes

of certain groups of pupils within the school. There was

little change in the average number of curriculums offered

for the late period over the average number offered 10 or

[ 17 ]

4

.

4.
NATIONAL SURVEY OF SECONDARY EDUCATION

more years earlier, the average being 4.4 for the former as

compared with 4.1 for the latter. At each period the range

was between two and eight curriculums.

TABLE 5.The number of schools offering indicated kinds of ciirriculums in grades 7A, 7B, 8A, 8B, and 9, for 191,5-1920 and 1929-1981

1915-1920

Curtail= Grades

e. 7A

Academic 7 Commercial 12 Home economics 2

Industrial 8

s41 Technical

Gentral

Preparnory EnglishScience

Normal

Prevocational

Latin

Modern languages History Manual arts

Classical

College preparatov German

Language Practical ant

Engineering Agriculture Scientific - Trade

Total

2

1

7B

7

122

8

8A 8B

All

grades

1929-1931

Grades

7A

7 8169 8

-15

7

10

49

.2

49

a

2

62

2

1

WO

13

12

13

3

43

1 5 7 2 6

1 6

1 1

13 28

1313211

3

22 7B

2

1

1

1 8A

le

88

11 5 4 6 5 4 3

1 1.2 All

grades

13 8

22

1310

1 18 10

22

1310

1 18 3

43

1 1 7661

3 2 1

22

3

4

12

2

3

4 es 119 1 127

1. 1 13

O. Alp ar 8

112

2

11

129

2 2 3

3

32

2

1 32 27

1

12

43

1

1

129

3

3

3

2

116 120

The 'wanes employed to designate the different kinds of

curriculums

. .---These names, prpsented in Table 5, are of

interest in this connection. The most promihent designations, judging from the frequehpy with which they are listed

in the table, are the "commercial," "general," "academic,"

"home ecohomire," "industrial." "college preparafory," and

"manual arts" curriculums. The appearance of 19 additional kinds of curriculums in the table, none of which is

offered in more than (foil* schoóls, is one instance of the lack

of accepted nomenclature in the field of education. Other

names in Addition, but similar to those included in the table, I. (18

it

e e

.. ....... . .

9

9 102

11 8

1

13

41. 1-4. eo

411.- , 01. ...P. 2

1

_

4.- ^m

9

. 1 A

.

,

1%, 13 6 6 7

1 1 1 1

1 1

1 1

1 1

1 1

1

1

. - -

,46 7 \

,s
PROGRAM OF STUDIES

a -were employed but not tabulated. For example, where

curriculums were listed as "mechanic arts" they were classified undet "manual irts," and "home-making" curriculums

were considered the same as "home economics." Many

curriciilums seem to be named to indicate the subject most

emphasized rather than the future purpose of a definite

group of pupils. If n'amed on the latter basis, it is likely

that five or six types of curriculums could be designated

under which all- 26 of those appearing in the table could begrouped. Careftil, differentiation of subject; matter iii

courses included in the separate 'types of curriculums will

most likely engble many schools offering four or five curriculums .to care for the ultimate needs of the major groups

represented in the pupil body. The general impression

gathered, however, by one tabulating the data is that many

of the curriculums are diÉferentiated in rtime only.

Average number of curriculum offered.Furthei evidence

of lack of differen4tion in the early junior high school

grades is revealed Wild?) the frequencies of the average

number of curriculums offered in the separate giades are

noted. During the early period there were 49, 67, and 119

curriculums offered, respectively, in grades 7, 8, and 9.

The corresponding figures for the later period fire 10%, 29%,

and 116 curriculums. A half curriculum is indicated whére

offered for only one semester of the grade. The sharp

decline in the number of curriculums offered, especially in

grades 7 and. 8 in the late period, is significant. This is in

keeping, however, with the teildency, noted earlier, towards

the greater employment of the single-type of pmgram for

grades 7 and 8 in the láter period.

Chahges in kinds of ourriculums may best be shown by

grouping all curriculums-into general types sand comPuting

the percentage for each type represented at the two periods.

On' this basis, curriculums grouped as college preparatory

constituted 37 per cent of all curriculum§ at the eairy period,

decreasing to 34 per cent for the late period; commercial

curiiculums decreiksed from 22 to 18 per cent from early to

late period; practical art's curriculums show little change,

constituting 32 and 33 per cent of- the total at the 'respective

[19]

e. 1rn

o

ON.

.

ftt 4
s.

NATIONAL SURVEY OF SECONDARY EDUCATION

periods. A significant increment, however, and one indica- tive of a tendency to care more adequately for the pupil not going to college is shown for the general curriculum with percentages of 9 and 15, respectively, for early and late periods. It is also significant that no curriculum was spe- cificálly designated at either period for pupils interested in the fine arts.

r4[20]

I

Tf

ta,

V*

(1P
CHAPTER IV : TRENDS IN 60 PROGRAMS-THE MAJOR

FIELDS OFFERED AND REQUIRED

1. PURPOSE OF THE CHAPTER

Attention is directed in the present chapter to a comparison

for the two periods, of major aspects of junior high school

programs in the 60 schools represented. First is considered

the extent of the total offering which is revealed through (1)

the total periods scheduled in each grade; (2) the number of

major subject groups, such as English, social studies, and the

like, represented in the grade offering of the different schools,'

(3) the percentage of total periods by which each major

subject group is represented in the total offering; (4) the

average number of periods of work offered in each subject

group. Second, treatment is given to the extent of the

required work which is represented through (1) the perk% centage of the pupil load which consists of required subjects

(2) the requirement in the different subject groups; (3) the

percentage of all periods of required work by which each

subject group is represented; (4) the average numbei of

minutes required in each subject field. These data will be

presented in the order just indicated.

I. THE TOTAL OFFERING

Total periods scheduled.The two periods, 1915-1920 and

1929-1931, are contrasted as to the gross extent of the total

offering, through representation in Figure 1, separkaely for

grades 7, 8, and 9, of the total number of periods scheduled

by the median and range of the nxi4dle 50 per cent of schools,

all subjects considered together. Attention may be directed

to four important characteristics revealpd through the data

representing the median school: (1) Tlie total periods of

work scheduled in gradei3 7 and 8 do not appear sufficient to

allow for much differentiation in the individual pupil's

For the purposes of this study all subject-matter materials to which the junior high school

pupil is exposed are considered as being comprehended withhr the following major groups: English, social studies, mathematks. science, physical education, tine arts, manual arts,

domestic arts, foteign laiguage, and commerce. 21 j

il

I

1. _
11. sft

NATIONAL SURVEY OF SECONDARY EDUCATION

program; (2) a large incremerit in the fullness of the offering

of grade 9 as contrasted with grade 8 is revealed; (3) a great variation among schools is shown for each grade, in the

total number of periods of work offered; (4) proportioned on

a number-of-periods and length-of-periods basis there is

little difference in the total amount of work scheduled for

1915-1920 and the amount scheduled for 1929-1931.

For 1929-1931, the number of periods of work offered in

the median school was 36.1 for grade 7, 40 for grade 8, and

60.6 for grade 9. On the basis of a pupil load of 30 periods

per week, there is a margin of choice of only 6.1 periods of

GRADE

SEVEN

Date 191510

192931

I 40.0 36 I Range 23.4-43 5

31_9-41.8 CLASSROOM PERIODS

0

A 0

i EIGHT

191520

1929-31 46.4 40 0 36.3-583

34.0-522 0

0

e

, NINE

r 191510

1929-31

A 623

60.6 4&&73 8

6 -694 a

_ rIOITRIC The number of classroom periods scheduled by the median school and the range of

the middle SO per cent of schools, grades 7, S and 9, 1915-1920 and 1929-1931

work for pupils in grade 7 and of 10 periods for those in

grade 8. The influence of the traditional 4-year high school is still seen in grade 9, however, ip which the margin of

choice has increased to 30.6 periods. It seems hardly likely

that the special purposes of the junior high school to explore

individual capacities and to provide for the different aptitudes and interests revealed through exploration can be Adequately

realized in the first two grades of the junior high school

organization through the average number of periods shown

to be scheduled for these grades. Nor does it seem that the

gap is satisfactorily bridged and articulation of the work of

the separate junior high school grades completely achieved

.

.111 22 )

Medan

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.

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.

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In 41Ib
PROGRAM OF STUDIES

where the sharp increment from grade 8 to 9 in the total

periods offered continues to exist.

The complete range is not shown in .Figure 1 but for the

1929-1931 period there is a variation in the number of

classroom periods scheduled by different schools of from 20

to 80 in grade 7, 20 to 90 in grade 8, 30 to 100 in grade 9,

and 90 to 250 for all grades. In other words, there is a

difference of approximately 70 periods between the .school

with the most restricted and the school with the fullest

offering for each grade. Some schools evidently are offering

a wide choice of subject matter, but the reduced amount for

the median school is brought about by the equally large

number which schedule few if any periods of work in addition

to those required of all.

Computed on a number-of-periods and length-of-period

basis, the difference over the 10-year interval is not so great.

Actual computation of the average length of the classroom

period shows an increase of from 46.8 minutes in 1915-1920

to 52 minute-s in 1929-1931. A decrease of 11 per cent in

the number of periods allotted to each subject in 1929-1931

over the number allotted to that subject in 1915-1920 would

therefore be possible without consequent loss in the time

consumed. Even with this allowance, however, except for a

slight trend in grade 9, the passing years have seen no

tendency toward increasing the total amount of work schedule4 in the different grades.

Combinations of subject groups in each grade.The fullness

of the total offering is revealed from another angle through

consideration of the number of subject groups which:are

represented in the total offering of each grade. That is to

say, even though, as the preceding tabulations seem to

indicate, the pupil in grades 7 and 8 is allowed little choice

outside of the work all are 4Tequired to take, some opportunity for exproiation and differentiation is afforded if the

limited numbers of periods scheduled are distributed over all

the different subject fields. While such evidence does not

permit absoluto conclusions as to the sufficiency of .opportunities for differentiation, some light is thrown on the

situation by the data. in Table 6, showing the extent to which

128441P-33-4 [ 23]

4,.
NATIONAL SURVEY OF SECONDARY EDUCATION

the major subject groups are represented in grades 7, 8, and 9,

for 1915-1920 and 1929-1931.

TABLE 6.The number of subject groups included by different schools in the offerings of grades 7, 8, and 9, 1915-1920 and 1929-1981

Number of schools offering

1915-1920 192-1931

Grade

7 Grade

8

All 10 subject groups 9 subject groups 8 subject groups 7 subject groups 6 subject groups 5 subject groups _ Total schools 1

Average number of subject groups offered

7

1222

14

1258

3 4 Grade

7

1419

17

54

1 R. 1 20

18

133o

2

12 24

152

0

60 55 8. 5 9. 0

so

7. 9

Grade

8

Grade

9

7

14 39

12 15 25 8

7 0 2 0

0 0 60 60 8. 5 9. 6

The total number of schools from which programs in these grades were received.

For 1929-1931 it will be noted that an4average of 7.9

subjects is offered in grade 7, 8.5 subjects& grade 8, and

9.6 subjects in grade 9. It is only in the ninth grade, therefore, that there is an approximation of the representation of

all subject divisions in the program of studies. Here again

appears the oft-noted sharp increment from the eighth-grade

to the ninth-grade offering. In the average school 2.1 subject

groups aie not represented at all in grade 7, and 1.5 subject

groups are not represented in grade 8. The variation as

between schools is not so wide: For grade 7, the concentration is around 7, 8, and 9 subjects; for grade 8-8, 9, and 10

subjects, and for grade 9-9 and 10 subject groups.

When 1915-1920 is compared with 1929-1931, it is only

in the ninth grade that a trend tbward a more representative

offering is §eeil to oblain. The eighth-grade average over the

10-year period has not changed, and the seventh grade shows

a small loss for 1929-1931 as compared with 1915-1920.

These data tend to support those of Chapter III in which the

increase shown in the number of schools employing the singletyPe curriculum for grade 7 and 8 gave rise to the question

as to whether trends are in the direction of more complete

provisions for individual cafterences and for prevocational

" 4ersr. r 24 1(

a:

()Aide

9

_ _ _ .... _ . ____._

.. _ _ ..... _ ______ _ _ _ _ _ _. _ _

l'

1 6

I

.

411.

1

5
PROGRAM OF STUDIES

training and etloration in schools providing such limited

election in grades 7 and 8.

All grades considered, however, the 1929-1931 programs

represent a greater variety of subject groups than do those of

1915-1920. For 1915-1920 physical education and commerce

are the subjects which were most, commonly neglected, the

former not appearing at till in the Programs of 19 schools and

the latter not at all in the programs of 6 schools. Foreign

language, science, and manual arts were also not offered in

a few schools during the early period. For 1929-1931, however, the only subject fields not represented in at least

one of the junior high school grades are physical education in the case of two schools and commerce in the case of one

school. A decided tendency during late years to place more

emphasis on physical education isindicated by these figures. Percentage of total periods by which each subject is repre- sented.The percentage which each subject constitutes of the

total periods of work offered in grades 7, 8, and 9 and in all

three grades together is shown comparatively for 1915-1920

and 1929-1931 in Figure 2. Considering first the averages

for all three grades together, it will be noted that for 1929-

1931 the greatest emilliasis is placed on English, then bollow

social studies, foreign language, mathematics, and manual

arts in the order named.

The subject fields can not be sharply divided into those

which contribute to the needs of all pupils and those offered

to care for needs of differentiated groups of pupils. If, however, we consider English, the social studies, mathematics, science, physfcal education, an e arts ds contributing mostly to needs on a common- basis and manual

and domestic arts, commerce, and foreign languages as

contributing mostly to the needs of special groups of pupils, the totals would indicate 61 per cent of the junior high school

work as devoted to needs on ti common-to-all basis and 39

per cent to needs of individual groups. For 1915-1920, however, the former group constitutes only 66 instead of 61

per cent of the total offering, which seems to indicate a trend

toward greater emphasis on needs common to all. . I 25 ]

I 07,7.74

4
NATIONAL SURVEY OF SECONDARY EDUCATION

For 1929-1931, as the proportion of periods allotted to the

subject fields for the separate grades is compared with the

average for all grades, it appears that in the seventh grade

more emphasis is placed on English, social studies, mathematics, physical education, and fine arts, the three first

named consuming 67 per cent of all periods of work offered.

It will be noted that all these are subjects listed as needed on

a common-to-all basis. As contrasted with the 1915-1920

period, the social studies and physical education are shown to

receive more emphasis during the late period, seemingly at

°IMP eK..!?'

t ENG L I SH I 5

1 ///111/ WW1. 1(1111114m A

SOC IAL 1 I 4 . . STUDIES 14 4//111/111/1/ ,11111/111111 f/IIIIII

MATH [MAT I CS /1/1/1/1//4

IS I I IfflZ111 P 1 11 . SC I ENCE

I IMO W/f '1111111111 FORE ION% IMMID I LANGUAGE 4 7/,/////,'/// S /////111/////11 1 ///////M11/1//11/ PHYSICAL INN PEI [DUCAT ION 11/1, We

IZ FINE ARTS 1 /////11, 711/1/1/ - WPM MANUAL ARTS II .01/. /I/ I & DOMESTIC . . ARTS t o 11/1/1/11. WWII///, //mu.

. . COMMERCE 11/i .W/1/1 II enuonit

r7:1vosio-so

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1 3

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1 09 FIGURE 2.The percentages of the total periods of work offered by which each of the major subject groups is represented in grades 7, 8, and 9 for the years 1915-1920 and 1929-1931

the expense of science, cammerce, and foreign language, in

the order named.

In the eigblh grade for 1929-1931, as compared with the

seventh, there is a decrease in the proportion of periods

devoted to such subjects needed on a daimon-to-all basis

as English, social studies, physical education, and fine arts,

with more emphasis on science, commerce, and foreign

language, the latter two being more calculated to serve

special groups. As contrasted with the 1915-1920 offering

there is shown for the eighth grade of the later- period an

increase of emphasis on mathematics, social studies, and

physical education, awompanied by reductions in the

01.

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.

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:bw

loo

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ir:: 3a

!I 7/.

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at. I 7 .j0

1

a .11111 t

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pc. i , -1111-INM =MN st.

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I a .1111111111111t II .,/y/w///////,

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PROGRAM OF STUDIES

proportion of periods devoted to English, commerce, and

foreign language. Although, as compared with grade 7,

there is a greater proportion of time devoted to subjects

calculated to serve differentiated groups, over the 10-year

period, the trend has been toward a diminution of this

emphasis in favor of emphasis on subjects needed on a

conarnon-to-all basis.

The characteristics of the ninth-grade offering for 1929-

1931 are similar to those of the eighth grade, except that a

considerably greater proportion of periods is allotted to

science, commerce, and foreign language. As compared with

1915-1920, the 10-year interval hag resulted in increased

emphasis on4 social studies, physical education, domestic

arts, and fine arts, with a diminution of the emphasis on

science, comnerce, and foreign language.

In general, it will be noted that for all grades there is shown

for social studies, physical education, and fine arts, a consistent and in pome instances a marked percentage bf increase

in the late over the early period. Contrariwise, for foreigri

language and commerce, although less marked in grade 9,

there are shown consistent reductions for all grades over the

10-year period.

While Figure 2 indicates averages for all schools, it does

not reveal the large amount of variation in the .percentage

each subject constitutes of tile total periods scheduled by

*individual schools. There appears to 'be more unanimity

.with respect to physical education, manual arts, and domestic

arts the percentages which include the range of the middle

50 per bent of schools show a difference of less than eight for

these subjects. For the most part,' there is as little agreement

for 1 929-1 931 as for 1915-1920.

Average number of periods allotted to the major subject

groups.The relative emphasis placed on the major subject

groups is revealed from another angle through the data

presented in Table 7, in whigh is shown the average number

of periods allotted to each of the major subject groups for

grades 7, 8, and 9. When allowance is made for an 11 per cent

increase in the length of the 1929-1931 period, the most

significant shifts to be noted are in conformity with trends

(27)

;
NATIONAL SPRVEY OF SECONDARy EDUCATION

noted in the preceding section, namely, (1) increments again

for all grades in the fields of sócial studies, physical education, and fine arts (except for a slight decrease in eighth-grade

fine arts) and (2) reductions in all grades in the fields of

foreign language, commerce, and science.

It is also noteworthy, in view of the traditional offerings

to which the ninth grade was committed before its inclusion

o within the junior high school organization, dot increments

are shown in this grade in the fields of manual arts andk

home economics.

qt.

TABLE 7. The average number of periods offered in the various subject groups for grades 7, 8, and 9, 1915-1920 and 1929-1951

Subject

1915-19W

Grade 7 Grade

English Social studies

Mathematics

Science

Physical education Fine arts

Manual arts

Home economics

Foreign language._ Commerce

2

8. 1 5.9

5. 0

1. 9 2.0

3. 9

4. 6

4. 2

5. 8

2. 0

Grade

4 Total

1929-1931

Grade 7

8. 2 5. 4 7. 3

5. 5 5. 0 5. 5

5.2 6. g 5. 6 2.5 6.3 3. 5

L6 1. 5 L 7

4. 4 4. 8 4. 4 5.0 7.4 6.8

4. 7 4.9 4.6

7.1 11.4 8.0

3. 1 6.8 3. 9

6. 7

6.4

4. 9

1.4

2. 3

4. 1

3. 5

3. 7

2. 0

. 6

Grade 8

7 Grade 9

8 6. 6

5. 8

4. 9

2. 4 2. 2

4. 2

4. 8

4. 2

4. 7

1. 3 5. 7 6. 2

6. 4 5. 2

2. 1 5. 5 7. 5 5.9

9. 5

6. 3 Total

6. 3

6.1

5. 4

3. 0

2. 2

4. 6

5. 3

4.6

2.8

3. THE REQUIRED WORK

Percentage of pupil load required.-The extent to 4hich the

pupil may exercise choice among subjects offered is revealed

in Table A, in which is indicated the proportion of the pupil's

total classroom time which is devoted to those subjects which

are required of alit pupils. The percentages have been computed by dividing the week's total of classroom periods which

are allotted to required subjects (and activities, where included in the time of the regular school day) by the week's

total of classroom periods which the pupil is ordinarily allowed to take, or by what is commonly termed the "pupil

load."

drt. [ 281 ,s1

I.

41.

O.

9

...... _ _ _ ...... _ _ ..... _ _ ... _ - & 4

a

_ _ _ _____ _

o NATIONAL SURVEY OF SECONDARY EDUCATION

ences and exploration in grades 7 and 8 and of bridging the ° gap between elementary ánd secondary schools are not receiving the proper amount of emphasis in the modern junior high school program.

When practices in individual schools are noted, for grade 7 in 1915-1920, the range is found to be from 35 per cent of the total pupil load as required in one school, to 100 per cent required in others; for grade 8, from 30 to 100 per cent;

foi- grade 9, from 20 to 100 per cent. The respective variations in percentage for 1929-1931 are 70 to 100, 50 to 100, and 25 to 85 for grades 7, 8, end 9. For the later period

there'is somewhat greater concentration,4but at the upper end of the scale. As the averages have revealed, such,

tendency does not reflect a greater effort toward the realization of the peculiar function of the junior high school to care

more adequately for individutddifferences.

Nmber of subject groups required.Those subjects which

the administration considers to e needed on a commonto-all basis, and hence requires of all pupils in the various

grades, are considerea as constituting the core curriculum for

,that school. An idea or the qxtent to which the various

schools have attempted to provide a core curriculum for . all three junior high school grades may be obtained from a

consideration of the number of schools requiring a certain

number of subject's in each grade. For 1915-1920, 6.4, 5.9, and 3.8 subjects constitute the core curriculum in the

median school for grates 7, 8, and 9, respectively. From

the number of subjects requill6d there would seem to be

little opportunity for *election in grades 7 and 8. There is

a difference of more than two, however, in the number of

subjects require-. 'n grades 8 and 9 by the median school.

Average; for 1 1931 indicate that 7.2, 7.2, and 3.5 are

the number of subjects required in grades 7, 8, and 9 by the median school. The tendency already observed toward

restricting tö an even greater degree for the late period the

amount of election allowed in grades 7 and 8 is revealed from

another angle. Instead of adhering to the principle that

variability should increase from grade ,to grade, the same

number of subjects are required in grade 8 as in gitde 7.

This seems more in accordance with traditional practices in

30 I

4.

6

aw

do

14
PROGRAM OF STUDIES

the eighth grade under the elementary-school organization

than with the purposes of reorganization.

A program that is well balanced in the subjeCts required

. on a common-to-all basis and in the amount of electidn

allowed for .each grade would be possible, did not the average

school aattempt to require the same subjects for the core

curriculum in all grades. The consequence is that at the

beginning of the ninth grade the traditions of the 4-year high school aasert themselves, with a resulting lack of continuity between grades 8 and 9. In 1915-1920, 12 schools

required the same 3 subjects, r5 schools the same 4 subjects, 5 schools the same 5 subjects, and 2 schools the same 6

subjects in each of grades 7, 8, and 9. The later tendency to

require more subjects in all 3 grades is shown for 1929-1931, data, indicating 14 schòols requiring the same 'subjects, 16

schools the same 4 subjects, 7 schools the same "(subjects, 4 schools the same 6 subjects, 2 schools the same 7 subjects, and 3 schools the same 8 subjects in all 3 of these grades. In the case of the remaining 20 schools not represented in

these figures, no more than the wine 2 subjects were required' In all 3 grades. Englis4, the s'ocial studies, and mathe-

. matics wpear most often in the combination of subjects

r. in all 3 grades.

required, "while science is most commonly not

Percentage of required periods by which each subject is repreT, senied.The percentage . each subject toök of the total

required periods has been computed for grades 7, 8, and 9

for the two periods 1915-1920 and 1929-1931 by dividing '1

, the gross number of periods for which the subject is required

in that grade in all schools,. by the gross number of periods *scheduled for all required subjects in that grade. These ,) data are shown in Tabre 9. Since it is likely that manwid arts

is taken exclusively by 1;loys and home ecónomics exclusively by girls, these subjeotrgroups lyere not computed separátely, but the average of the total Oeriods deyoted to both was

considerid as the average for i industrial arts as a whole; from this figure the cbmputations were made as for the other

subject groups.

(31 1

. the ubject,

.

F. . 4110

Or.
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE The percentage of the total periods required which are devoted to the separate subject. groups for grades 7, 8, and 9, 1915-1920 and 1929-1951

4. Subject

1915-1920

Grades

E nglish

Social studies

Mathematics

Science

Physical education._ Fine arts__

Industrial arts _ Foreign language Commerce

Total

72 3

29. 3 32.. 4 22. 0 20. 4 18. 3 19. 0

. C 7 6. 1

7. 0 8. 2 9. & 4 9. 0 7. 3

1 . 2

MI 0 100. 0

9

43&

12. 8

20. & 8

9. 7

6. 8

2.4

. All 3

grades

32. 1

19. 4

19. 1 6. 2

7. 3

& 6

7.0

3

1929-1931

724. 6

24. 3

l& 4

4. 8

& 9 la 1 9. 1

boa o 1 100. 0 100. Grades

All 3

grades 8 9

7 8

24. 6 36. 1 27. 1 21. 9 15. 3 21. 4

19. 0 17. 5 18. 4 & 1 9. 9 7. 1 8. 9 14. 8 10. 1 8. 7 4. 3 8. 3

8. 3 2. 3 7. 4

6 . 2

fr 100. 0 10Ó. 0 100.0

For 1929-1931, 66.9 per cent of .the total tequired period

_ are devoted to English, social §tudies2 and mathematics, leaving slightly less than one-third of the total required

periods which may be devMed to all the remaining subject

groups required. English alone constitutes 27.1 per cent of the total required periods, followed by the social studiés to

;Oxich 21.4 per cent of the periods are devoted, and mathe- matics third with a percentage of 18.4. e other subject groups vary between 10.1 per cent d oted to physical education and 0.2 per cent devoted to commerce. The

evidence is convincing, therefore, that English, the social studies, and mathematics are the subjects most stressed in the more recent junior high school 'program with physical education fourth in importance.

Comparing the averages of 1915-1920 with those for 1929- 1931 just considered, an even greater proportion of the total periods required, i. e., 70.6 per cent, were devoted during the early period to the three subjects to which most attention

was given during the late period. Although therevas a decrease from the early to the late period in the percentages 'shown for English and mathematics, considerable increase is shown for the social studies, indicative of a late tendency to place more emphasis on the civic-social aim of education. A comparison of the averages shown for'physical education

likewise reflects a modern tendency to Rlace more stress on

[321

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_
PROGRAM OF STUDIES

the health oAective. No,considerable difference for the two periods is shown in the averages for the other required sub- ject.§. A 'slight increase is shown for the late period in the

case of science and the industrial arts, while a slight decrease is shown for the fine arts.

Considering now the degree to which the subject groups are stressed in individual grades for both 1915-1920 and 1929- 1931, in the case of all subjects except science, there is little difference in the averages shown as between grades 7 and 8. As between grades 8 and 9, hoviever, the variation which we have been led to expect is once more apparent. A consider- able increment is shown in thé case of English and physical education and a no less significant reduction for social studies, industrial arts, and fine arts.

Average number of minutes &voted to required subjects.- When considered on the basis of the average number of minutes devoted to, them, the various subject groups rank about the same as when considered on the basis of the per- centage of the total periods which they occupy. Data are presented in Table 10, showing the average number of min- utes per week devoted to each of the required subjects in the separate junidr high school grades. The avérages have been computed by dividing the gross number of minutes by the total number of schools, even though the subject may not have been required at all in some schools.

---TABLE 10.- The average number of minutes per week devoted to required subjects for gr 7, 8, and 9, 1915-1900 and 1929-1931

Subject groups

1915-1920

Grade 7

(68)

English

Social studies

Mathematics

Science

. Physical education

Fine arts_

Home oonomits

Other

Grade &Grade 9

(60) (66)

Aver- age

190-1981

Grade

(59)

Grade Grade 9

(60) 4 Average

9

843. 9

262. 3

33& 9 289. 0 306. 6 332. 5 31o. 2 286. 5 299. 7 22a 1

217. 7 MS 188 9 320. 6 4. 1 108. 2 2E. 0

M.8

201 2 131 0 186 1 24& 7 MI 8 125 4 201 6 68.5 83.7 57.7 e2.5 108.3 80.2 76.7

12L 2 o at 9 86. 0 120. 6 111. 8 9a. 8 110. 4

1114

90. 2

84.7

41. 6 84. 3 139. 8 100. 3 20. 5 91 9

109.2 92.0

17.5 71.5 121.9 99.1 14.7 78.8

9.0 10.7

11 3 7L2 122.9 Klato 1&9 712 & 0 & 6 MA 65.6 1&7 453

NOTS.--The numbers In parentheses are the numbers of schools represented.

9

(SO

6 1 T Oa 1

Manual arts

1831

1
NATIONAL SURVEY OF SECONDARY EDUCATION

For 1929-1931 , considering the averages for all three grades, English again ranks ahead of all other subjects, followed by the social studies and mathematics. Physical education and fine arts rank fourth and fifth, but on averages of approxi- mately a half of those shown for the_ three subjects n'amed in the first group. Home economics, manual arts, and science constitute a group ranking sixth, seventh, and eighth, respec- tively, on percentages about three-fourths of those shown for the second group. Subjects classified as "other," in wliich are represented commerce, foreign language, and such activi- ttes as clubs, home room, assembly, and the like, designated as "socializing-integrative activities," rank last with an average of 45.3 minute per week.

Considering the averages by grade for 1929-1931, social studies in grade 7 with an average of 320.9 minutes almost equals the average of English, with mathematics a poor third. Physical education, fine arts, home economics, and manual arts constitute a secotid group of subjects with averages around two clock hours per week. To scietice and subjects classed as "other" are devoted only about one hour per week.

In grade 8, the social studies do not rank so close to Eng- lish, and the average for science approaches two clock hours, but in general the subjects rank the same, with averages of about 20 minutes less than for grade 7. In the ninth grade, English stands alone with an average of four and one-quarter clock hours per week. Mathematics, social studies, and phys- ical education are again next in rank, but with less than half the average for English. Sci:ence ranks fifth in grade 9, but with less than an hour devoted to it. Averages of less than 30 minutes are shown for the other subjects in grade 9. Despite the fact that English ranks far ahead of all other subjects, when trends over the 10-year period are examined, it is the only subject, averages for all grades considered, which shows a loss in the) number of minutes devoted to it. The increases for other subjects are not great, it is true, being most marked in the case of social studies and physical edu-- cation, bute they run true to the trends revealed in Chapter III in the direction of requiring more work in grades 7 and'Si' As Oght be expected, grade 9 in the table being considered,

[84]

L
PROGRAM OF STUDIES

does not ran true to the averages shown for all grades and for grades 7 and 8. Instead of a decrease as in all other averages, English shows an increase in this grade. On the other hand, three of the subject groups for which there are increments in the other averages (mathematics and, to a lesser degree, fine arts and manual arts) have suffered a loss over the 10-year period in the averages for grade 9. It is of some significance, in view of the place occupied by mathematics in the tradi- tional school curriculum, that it js not required to the same extent in the ninth grade of the reorganized school.

1.

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CHAPTER V : TRENDS IN 60 PROGRAMS-THE SPECIFIC

COURSES ÓFFERED AND REQUIRED

9 I. SCOPE OF THE CHAPTER

Through presentation of branches of subject matter, designated as "courses," which are offered within each subject

field, the present chapter affords additional opportunity for

considering the degree to which trends are in the direction

of realizing the peculiar functions of the junior high school.

Data are presented (1) for English, social studies, mathematics, science, and foreign language, designated as the

academic fields, and (2) for physical education, fine arts,

commerce, manual arts, and home economics, designated as

special fields.

I. NUMBER OF SEPARATE COURSES OFFERED

Before considering the subject fields septrately it will be

of inteiest to note the number of different. comes which

were offered in each of the subject-matter fields in 1915-1920

and in 1929-1931. The median and the range of the middle

50 per cent of the courses offered in each field are shown in

Figure 3. In addition io the 10 major subject fields considered up to this point, there is also represented in the figure

under the title "solalizing-integrative activities" the number of activities such as auditorium, clubs, home room, and

the like which were scheduled as a part of the regular daily

program during the two periods represented.

The diagram is to be read as follows: For 1915-1920, in

all three grades of English, the average number of courises

(such as grammar, spelling, literature, and the like) given a

distinct place in the program of studies is 7.4; the range in

number scheduled by the middle 50 per cent of schools is

from 5.2 to 9.5 courses. For 1929-1931, the median school

scheduled 5.9 courses. The diagrams representing mathematics, social studies, and the remaining groups are to be

read in like manner.

Seven of the 11 groups represented show a reduction in the

median and in the range of the middle 50 per cent of courses

[ 36

a
PROGRAM OF STUDIES

offered. The reduction, while only slight in the field of

mathematics, social studies, science, and home economics,

is more noteworthy in English, foreign language, and comw

merce. Increments are again shown for physical educaSUBJECT 61° DATE MEDIAN RANGE o

191520 7.4 5293

ENGUSH

1929-31 5.3 NUMBER OF COURSES

10 SOCIAL 191520 5.4 4345

STUDIES 1929.31 52 19.61

1915-20 4 6 15.9

MATHEMATICS

1929-31 4 1 3-54-9 NATURAL 191520 3.3 2.3-4.6 SCIENCE 1929-31 3.1 2.4.3.9 PHYSICAL 195-20 3.2 0.83.6 EDUCATION 192931 3.4 3.13.7

4 191520 5.4 4.97.8 FINE ARTS

1929-31 6-6 5 64-8

INDUSTRIAL 1915'20 4.7 15-1 5 ARTS 192431 5,7 3.911 HOME 191520 4 6 3 465

ECONOMICS 1929.31 45 15.6 1 191520 3.4 1340

COMMERCIAL

1929-31 2.5 1 4-3.9 FOREIGN 191520 4.8 3415

LANGUAGE 192931 3.0 1348

191520 0.6 010.9 SÓCIALIZINGINTEGRATIVE 1929-31 1.3 0.6-17 noun ft.The median and range of the middle ISO per oent of courses offered in the various

subject-matter fields, 1915-1920 and 1920-1931

tion, fine arts, manual arts. and "socializing-integrative

activities."

The increments last named, that is, for physical education, fine arts, minual arts, and socializing-integrative activities, may no doubt be considered as an attertpt to offer a

[ 87

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NATIONAL SURVEY OF SECONDARY EDUCATION

more varied program in these fields. Whether the reductions shown for the other fields is indicative of a narrower choice of subject matter afforded or whether it means an attempt at

economy of time and greater integration through the fusion of two or more courses may be gathered from the succeeding sections in which the nature of the courses offered in each subject field are considered.

3. COURSES IN THE ACADEMIC FIELDS

English. The idea that English is regarded as the most important subject in the junior high sChool program of studies has been gathered from previous tabulations show- ing the relative emphasis given to it. It is of considerable significance that, as shown in Table 11, English was both offered and required in each grade by all schools, both for the 1915-1920 and the 1929-1931 period. The table also reveals that there is little distinction in the specific courses offered and required in this field.

For 1915-1920, many schools offered and- required sepa- rate courses in each grade in composition, grtimmar, liters- ture, pelimanship, and spelling. No one will dispute the value of such courses in providing training in the funda- mental processes and in the worthy use of leisure time. However, for 1929-1931, instead of organizing septirate

courses of this nature, more than half the schools for grades 7 and 8, and almost three-fourths for grade 9 during this period, scheduled only one course, designated simply as English, but described in many instances as including train- ing of each of these specific types. The extent of getiulne fusion can not be ascertained from an examination of the program of studies alone. However, in this, af4 in other subject fields noted latereinch correlation does indicate a

clarificati9n of the functioiröf the courses. It is noticeable that the separate courses of the nature described are sched- uled more often in grades 7 and 8 than in grade 9, which is the *probable cause of the greater number of minutes being assigned to the former two grades than to the lattg, as was shown in Chapter IV..

[88i

4. 4111
PROGRAM OF STUDIES

TABLE 11.The number of schools in which specific courses are offered

and required in the academic fields. (Numbers with required courses

are shown in parentheses)

Subject field and courses

1

INGLISH

English Literature

Grammar

Composition Penmanship and spelling Penmanship Spelling Extra English All other courses The whole field

SOCIAL 8TIIDULS

1 9 1 5- 1 wo Grade 7 Grade

33(33)

23(23)

20(20)

16(16)

17(17)

14(14)

14(14)

9(0)

14(12)

158(58)

, Geography ..,....w 49(48) United States history 23(22) History 22(22)

Civics 7(8) Ancient history 0(0) Social studies 2(2) Vocations 1(0) Community civics 1(1) All other courses 9(8) . The whole field 57(56) MATHZIdATICS Arithmetic_

Mathematics or general mathematics__ Algebra Commercial arithmetic

All other courses The whole field

SCIENCE General science

Hygiene Science

Physiology Elementary scienoe Agriculture

Physical geography Biology Botany . All other courses

'The whole field

TORILIGN LANGUAGI

Latin

French

German

Spanish

language other mums

The whole Mid

8Grade 9

35(35)

23(23)

22(22)

17(17)

15(15)

12(12)

17(17)

9(0)

15(13)

1 60(60)

4 43(43)

12(12)

4(4)

10(10)

3(1)

1(1)

7(3)

2(0)

13(5)

1 55(55)

1929-1931

Grade 7 Grade 8

5 Grade 9

7 45(45) 46(46) 47(47)

18(18) 18(18) 11(11)

9(9) 8(8) 2(2)

11(11) 11(11) 8(8)

11(11) 9(9) 1(1)

14(14) 8(8) 0(0)

9(9) 7(6) 3(3)

3(0) 5(0) 4(0)

10(7) 19(9) 15(5)

1 59(59) 1 00(60) I 60(60)

24411)- 3(1) 36(36)

28(213) 2(2) 18(18)

26(24) 6(2) 19(19)

25(24) 11(6) 7(7)

0(0) 21(2) 0(0)

2(2) 17(17)

1(0) 3(0 2(2)

3(3) 4 (4 0(0)

9(4) 15(4) 3(3)

58(57) 47(20) 1 59(59)

12(11)

17(17)

21(21)

20(20)

0(0)

17(17)

6(6)

3(3)

8(8) 60(60)

4(3)

0(0)

3(2)

13(9)

18(4)

13(11)

10(3)

6(3)

21(8)

55(31)

51(50) 43(42) 3(0) 27(26) 23(23) 1(0)

6(6) 14(12) 10(5) 34(34) 39(36) 24(14)

1(1) 18(14) 45(26) 1(0) 3(1) 39(17)

1(0) 7(4) 28(7) 2(1) 1(1) 20(7)

2(1) 6(5) 14(6) 0(0) b 1(0) 12(6)

58(57) 59(57) 54(31) 159(59) 50(60) 50(30)

4(3) 13(7) 30(10) 7(6) 23(19)" 33(15)

11(7) 7(5) 2(1) 14(13) 6(6) 3(2)

3(2) 7(7) 3 3) 6(5) 8(7) 7(5) 13(12) 11 (11) 0 0) 2(2) 3(3) 4(2)

5(3) 6(2) - 4 3(3) 6(6) 4(0) 4(0) 6(2) 6 0 1(0) 2(1) 8(0)

0

1(1) 9(0 1(1) 4(4) 0 0) 0(0) 10) ittl

0) 0(0 6(0 0(0) 0(0) 1(0

5(4) 6(3 9(2 1(1) 2(2) 2(1)

34(27) 41(30) 47(14) 32(29) 48(42) 54(23)

23(0) 36(0) 52(0) 8(0) 22(0)

16(0) 19(0)- 26(0) 10(0) 20 0)

19(0) 25(0) 25(0) 4(0) 4 0)

13(0) 16(0)- 19(0) 7(0) 10 0)

0(0)

1(0) 1(0) 2(0) 4 0)

0(0 1(0) 2(0) 4 0)

32(0) 45(0 55(0) 11(0) 30(0)

52(0

34(0

11(0

12(0

6(0

2(0

60(0)

Represent, total number of schools from which programs were secured in this grade.

1211441P-4115---4 [391

.

. _ _ _ ___ _ ___ _ _

. Foreign

411

1(1)

I

'711

0

1 1 5 1

2 0

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. . .41C-r kf---, , O

A

_

3

1 2(0)

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-
NATIONAL SURVEY OF SECONDARY. VEDUÇATION

Indications of greater efforts toward genuine reorganiza- tion are to be seen in the fact that by 1929-1931, there had been an increase of courses in cOrrelated English with a con- sequent decrease in, the number of separate courses which were frequently offered in 1915-1920. Of special significance is the fact that the number of schools offering separate courses in grammar decreased by 50 per cent or more in each grade over the 10-year period. It seems that two of the peculiar func- tions of the junior high school, namely, the retention of pupils and recognition of the nature of the adolescent child, have been brought to the forefront in such schools. Furthermore, the significance of such correlation in the economy of time is not tone discounted. Provided there has been no si}crifice of essential subject matter, the reduction shown in _Chapter IV in the average number of minutes devoted to English in grades 7 and 8 may be considered as meeting the

purposes of genuine reorganization rather than a diminu- tion of efforts to provide for individual differences.

While the distinction between the courses offered and required in English is not great, there is observable in a some- what limited number of schools an increased tendency to offer elective courses in English which are calculated to pro- vide opportunities for exploration and the beginnings of special training. Of the former type, shRwn in the table under "&other courses," the course in exploratory language offered in five schools in 1929-1931, is worthy of note. Of the latter type, courses which are being offered in a few schools in debating, dramatics, journalism, and vocational English may perhaps be considered as indicative of a tendency. Enrichment of a general nature seems to be afforded in only

a few schools 'for 1915-1920, and in an even smaller number for 1929-1931, j udging from the frequencieswith which courses designated as "Extra English" are offered.

Social 8tudie8.The social studies were offered in grades 7 and 8 of almost all schools for both periods, but were omitted from the offering of grade 9 in eight schools for 1915-1920 and in five schools for 1929-1931. For 1915-1020, the usual seventh grade offering appears to be United States history and geography, appearing, respectively, in 45 and 49 schools, with 10 schools offering civics or citize,hip for the eighth

[ 40 I

at
PROGRAM OF STUDIES

grade, the offering is commonly a còntinuation of history,

with citizenship or civics ranking ahead of geography in the

ratio of 34 schools to 21,, the courses most commonly offered

in the ninth grade are ancient history and civics.

For 1929-1931, United States history and geography

continue to be the subjects most commonly offered in the

seventh grade but there is a decided tendency, as evidenced

by its appearance in 17 schools, to substitute a correlated

course in social studies for separate courses in -history, geography, and civics. The same tendency is to be observed in

the eighth-grade offering. In the ,ninth grade there have been

few changes in the number of schools offering ancient histor3i,

but 7 more schools have added courses in civics by the end of

the 10-year period. Only 13 schools are shown as offering

correlated courses in the social studies for. the ninth grade.

The question immediately arises as to why the same schools

have not carried the correlated.courses through all junior high

school grades. Perhaps this was owing to the dependence of

courses on textbooks and the fact that no cohaplete series of

textbooks was available at the date represented by the

,programs of studies analyzed.

Certain other changes over the 10-year period, which are

of considerable significance to curriculum reform, are indicated in the table. For the later period, courses in vocations

were offered in the eighth grade of 6 school's while in the ninth

grade the same courses were offered in. 10 schools. In view

of the function of the junior high school to provide opportunities for exploration and the beginnings of vocational

training, it seems that such courses would be offered in even

more schools, but the fact that they were scarcely offered at

all during the early period seems to iiiaicate a late tendency

toward a more practical recognition of this special function of

the junior high school. In general it will be noted that in

grades 7 and 8, the courses offered are also in most cases

required. In grade 9, less than one-half for 1915-1920, but

slightly more than one-half for 1929-1931, of the courses

which are offered are also required.

4 Mathematics " mathematics, it will be recalled,

ranks third in the proportion of t 11 periods devoted to it, it

falls a little short of being offered in all grades of all schools,

[41]

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NATIONAL SURVEY OF SECONDARY EDUCATION

there being one school in which it was not offered for 1915

1920 in either grade 8 or grade 9, and one school in which it was not offered in grade 9 for 1929-1931. For

1915-1920, practically the only courses offered in grade 7

were arithmetic and general mathematics in the ratio of 51

schools to 6. In grade 8, arithmetic is still the most promi- nent offering, being listed in 43 schools. Algebra is more

frequently offered in this grade than general mathematic's, however, th7 number of schools in which each is offered bei4

18 and 14,/respec,tively. Commercial arithmetic is the ()lily other subject which appears frequently in the table, being

listed in 7 schools. In grade 9, the choice is fqr the most part between algebra, commercial arithmetic, anti- general mathe- matics, which appear in 45, 28, and 10 scaols, respectively. The most striking changes over the 10-year period are in

the increasing popularity of general mathematics in all three

grades. In grades 7 and 8, it has displaced arithmetic as the

coune of 'first importance and is no doubt responsible for almost the entire elimination of algebra from the eighth

4 grade. Although not displacing algebra, it has shown considerable increase at the expense of this subject in grade 9 and is more frequently offered than commercial arithmetic

during the late period. The frequency with which courses in

general mathematics are offered during the late period seems

to indicate a growing tendency towards better articulation, greater opportunities for exploration, and a more enriched

offering in this field, since such courses usually niake possible

a more gradual transition from grade to grade through the

early introdUction of certain aspects of senior high school

mathematics.

The offering of such courses as commercial arithmetic, ap- plied mathematics, industrial arithmetic, correlated arithmetic and bookkeeping, and vocational algebra is evidence

of some attempt to provide for individual differences and the

be.7, ',sings of vocational education. Such attempts, however, are very infrequent except in the case of commercial

arithmetic and are more so in the late than in the early period. For grades 7 and 8, there is practically no distinction in the number if schools offering and requiring arithmetic and

[42]

es... . r

okig,
PROGRAM OF STUDIES

general mathematics, which are the courses most commonly

scheduled in these grades. For grade 9, only about half the

schools which offer algebra or general mathematics require

them of all pupils, while the schools requiring commercial

arithmetic constitute only about a fourth of those in which

it is scheduled. No other coursfs in grades 8 or 9 are required

in more than 1 or 2 schools.

Science.Only about half the schools offer courses in

science in the seventh grade for either period. About twothirds of the schools offer this subject in grade 8 and fivesixths of the schools in grade 9 for the early period, but for

the late period this field is represented in five-sixths and ninetenths Qf all schools for grades 8 and 9, respectively.

For bóth periods, the course most commonly offered in

each grade is variously designated as elementary science,

science, or general science, with the latter term used most

frequently, especially in grades 8 and 9: For the late period,

the titles, elementary science, and science do not appear often

in any grade. The practice of offering correlated courses

in the field of science seems to have begun earlier and to

have become more widespread than in any other of the

major subject fields.

In grades 7 and 8 for 1915-1920, the only other courses

with which general science had to compete were those iji

physiology and hygiene, but in 1929, such courses had been

correlated to a s nsiderable extent with physical education.

In the ninth ade, it is true, more strenuous competition

was offered, but for 1929-1931, the latter course had probably

been absorbed by the social studies. In case of the former

course, there has been no complete absorption, but correlition is to be observed in the increased number of schools

in which biology courses were offered.

The increased tendency to offer courses in general science

has no doubt been a contributing cause to the decrease in

the average number of periods shown for science in 1929-1931

over those allotted to the wholeteld in 1915-1920. Economy of time, better opportunities for exptoration, and increased

articulation are made posithi through the correlation of

courses in the major subject fields. It is .probably only

through such correlations that the realization of all functions

[ 43

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f

NATIONAL SURVEY OF SECONDARY EDUCATION

of the junior school is possible. Although there is a tendency

toward such correlation to be observed in late programs, it

would make possible the introduction of additional fields

of subject matter in those schools which have varied little

from traditional practices, if the econow,ies incident to such

correlation were effected. 1!

In 1915-1920, in the whole field of. §cience, the ratio

between schools in which this subject is offered and required

is 34 63 27 in grade 7, 41 to 30 in grade 8, and 47 to 14 in grade

9. Over the 10-year period, however, there is a tendency

for this subject to become required in most schools for grades

7 and 8, the respective ratios between the number of schools

in which it is required and offered being 32 to 29 and 48 to 42.

Science is required in less than a third of the schools in grade

9 for 1915-1920, but the requirement has been increased to

include almost half the schools for 1929-1931. The situation

with respect to grade placement of courses included in the

total offering is practically the same for the required courses.

Foreign language8.In the field of foreign languages there

is a decided tendency over the 10-year period for the offering

to be restricted to the pupils of grade 9. Between 19154920

and 1929-1931, the total of all, courses offered has decreased

from 74 to 34 in grade 7, and from 100 to 65 in grade 8. The

ninth grade also shows a decrease, but only a small one.

These decreases are shown for all languages in one or more

grades, but they are borne to the greatest extent by German.

Spanish has also shown a slight decrease in all grades, while

French has made small gains in grades 8 and 9. Latin shows

no change in the ninth grade but has decreased in grades

7 and 8. Courses were required in this field by two schools

in 1916-1920, but by no schools in 1929-1931.

4. COURSES IN THE SPECIAL FIELDS

Physical education.Details concerning physical education and other specialiaubjects, similar ih nature to those

presented for the five subject fields already considered, are

shown in Table 12. Data presented in another connection

in this chaptir have revealed the late tendency toward

increased emphasis in this field. The figures summarized

at the end of the table now being considered show that while

[44]

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PROGRAM OF STUDIES

this subject was offered in only two-thirds of the schools in

the early period, at the end--trff 10 years it was being offered

in practically all of the 60 schools. It is also significant

that there is little variation as between grades in the number

of schools offering this subject.

TABLE 12.The number of schools in which specific courses are offered

and required in the special fields. (Numbers with required courses are

shown in parenlheses)

Subject field and courses

1915-1920 1929-1931

Grade TGrade

2 3 PHYSICAL EDUCATION

Physical education 29(28)

Health 2(2)

Physical education and hygiene 6(6)

All other courses 3(3)

The whole field 41(39)

FINE A RTS

Music -. 58(45)

Drawing 47(38)

Chorus and vocal 8(3)

Freehand drawing

Art Orchestra._ ____,t -4, 4 (1

4

1(1

Design `..- ., 2(1

Instrumental malt 0(0)

All other courses 4(1)

The whole field 57(49) CO kl 111 VICE Typewriting 11(0)

Commercial arithmetic 1 (0

Penmanship 7(0

Bookkeeping 6(0

8 tenomgreagg Com

8(0

geography

The whole field

All other courses 8 0)

21 0)

III ANTI AL ARTS Manual arta 34(25

Mechanical drawing 12(5

Shop. 14(10

Woodwork 16(9

Printing 10(4

Metals 5(3

Cabinet 0

All other courses 7 5

0 Electricity

The whole aeld 52(46 HOME IWO NO It 1C3

33(34)

3(3

4(3

41(39)

41(28

8(5

8(4

4(1

1 0

6 2)

0 0) 12 2)

54(46)

7(0

5(0)

10(0

13(0)

4 (0)

12(0)

83(0)

38(21

23 8

12 9

11 4

144 1 5 1 5(0

10(3

58(39)

Grade 9

4 32(30)

1(1)

1(1)

2(2)

36(32)

33(18)

27(10)

10(5)

15(1)

1(0)

2(0)

5(0)

0(0)

6(1)

45(23)

21 0

14(0

8(0

18(0

88(0

82 2

12 3

50 6

14 0

164 (0

4(0

7(0

Grade 7 Grade

38(37)

11(11)

3(3) 1(1)

3(3)

57(56)

52(47)

6(2

4(3

7(0)

3(3)

11(8

5(1

57(53)

43(42)

11(11)

2(2)

5807)

54(42)

40(30)

8(3)

4(2)

7(0)

5(2)

2(2)

6(1)

13(4)

58(48)

3(0) 8(0)

1(0) 1 (0)

4(0) 3(0

0(0) 0(0

1(0

0(0

2(0 4(0

7(0 18(0

2)(23 30(23

9(6 18(8

12(11 24(12

18(13 11(6

6(4 16(5

6(3

7 4 7(3

58(49 58(43

0 0(0

8 6 11(6

Home economics_ 27(22 83(22 17 3) 21 29(19

Clothing 27(18 24(12 24 1) 25 21 25(18

Foods 20(12 29(16 21 2 23 1 25(19

Household management All other omits 10 5 13(3 17 0 8 2

0 0 3(1 1 0 5 4 7 4 Houeebold arts 5(2 8 0

_ot 1

The whole field 53(46 59(42 50 6 57(49 WU4

Grade 9

7 39(38)

53(31

2(2

1(1

40(15)

30(8)

14(3)

54(19

14(0

8(0

6(0

7(0

2(1

51(0

13(0

11(0

9(0

3(0

9(0

22(5

33(0

19(2

16(0

12 0

8 1

6 0

7 0

14 0

58 7

22

24

Xi 1

4 0

8 0

22

13 0

59 9

[45 I

1

_ w ....

u. ........... _ _

,;

.......

..... _ ..... .. ....

1P, 41_th.

6 5

00

4 2

52(40

48(39

4(0

0 0)

2i1811C81 21

1 6

0

4(3

)

r

ere"

.

6

9(8

o
NATIONAL SURVEY OF SECONDARY EDUCATION

While a large variety of titles do not appear in the list of

courses offered, a comparison of those listed for the two

periods shows a trend away from emphasis on formal gym- nastics with increased attention to the correlation of health

with physical education. The courses appearing as gym- nasium : d physical training and hygiene are .offered less

often in 1929-1931 than in 1915-1920, while those bearing

the title health or health and physical training Iappear with

considerably more frequency during the late period. What was found to be the common situation in the agree- ' menttof courses offered and required in grades 7 and ,8 in the

fieldsV English, mathematics, and social studies is true for

grades 7, 8, and 9 in the field of physical education. But

physical education, more than any other subject in the junior high school, if scheduled at all, is almost always required. Fine art8.Details with respect to the fine arts indicate

that some courses in this field are offered in grades 7 and 8 in

practically all schools for both periods.. The field is hardly

represented so frequently in grade 9, although a decided

increase is shown over the 10-year period. In all grades, the

courses offered most often, judging from the titles listed, are

general courses in the field of music and graphic art, which

appear in the table as "music" and "drawing."

In the seventh grade, for either period, there are very few

courses of a specialized nature listed. In the field of music a

few schools list separate courses in chorus and vocal and for

1929-1931as many as 15 schools offer courses in instrumental

music. In the field of art, no specialized course is listed for

the seventh grade in more than two schools. The characteristics of the music offering in .the eighth grade are very

similar to those of the. seventh. In the field of art, h.owever, additional courses in applied art, arts and crafts, and

design are offered in the eighth grade of a few schools for

1915-1920, although these courses had decreased in number

by the end of the 10-year period.

decre.: ; is shown for the ninth grade as compared with

grades 7 and 8, in the number of schools in which general

courses are listed, but there has been very little consequent increase in the number of specialized courses offered. No

specialized courses in addition to those already mentioned

461
PROGRAM OF STUDIES

appear in the offering of more than two schools, although

there is a slight increase in the number of schools offering

chorus and vocal.

Mthough a slightly greater number of schools appear to

offer courses in music than in art, a summary of averages

indicates that the latter is scheduled for averages of 3 and 2.9

periods for 1915-1920 and 1929-1931, respectively, and niagic

is scheduled for con-esponding averages pf only 3.1 and 2.6

periods. In each instance a greater number of periods of

work is offered in grade 9 than in grades 7 and 8.

It appears that for 1929-1931, the fine arts were offered in

almost all schools in grades 7 and 8 and in nine-tenths of the

schools in grade 9. They were required in about nine-tenths

of the schools in grade 7, four-fifths of thë schools in grade 8,

and a third of the schools in grade 9. The proportion of

schools requiring the work in grades 7 and 8 (during the early

period is about the same as that for the late period, but over

the 10-year period there has been a decrease in the number

of schools making requirements in this field in grade 9.

Cornmerce.Probably there has been more change in the

offering in the field of commerce than in any other subject

group of the junior high scpool. During the early period,

commerce was introduced into the seventh and eighth grades

in 21 and 33 schools, respectively, but during the late period

in only 7 and 18 schools. On the other hand, whereas only

38 schools offered commerce in the ninth grade in 1915-1920,

it was being offered in 51 schools 10 years later. It is likely

that many schools abandoned courses in this field on account

of such a large number of periods beigg required for eich

Course.

The seventh ana eighth grade offerings during the early

period consisted for the most part of bookkeeping, typewriting

artd penmanship. At the end of 10 years, bookkeeping continued to be offered more than any other course, but it

appeared in the program of only 7 and 18 schools, 'teepee,-

tively, for grades 7 and 8.

To the subjects offered in the seventh and eighth grades,

commercial arithmetic and stenography are to be added to

represent the common ninth-grade offering. Considerable

change has taken place in the offerings of this grade during

[47]
NATIONAL SURVEY OF SECÓNDARY EDUCATION

the 10-year period. Whereas junior business training was

offered in only one school during the early period, for 1929-

1931 it ranks third in the courses appearing most frequently,

being represented in 22 schools. The number of schools

offering bookkeeping has increased from 38 to 51; typewriting from 22 to 26; and stenography has decreased from

14 in 1915-1920 to only 3 schools for the 1929-1931 period.

Fifteen courses, in addition to those mentioned, are listed,

but they appear in only a small number of schools. Although no requirements in this field are shown in the table,

junior btisiness training was required in the eight grade of

four schools for 1929-1931.

Manual art8.Manual arts is offered in all grades of almost

all schools. A large variety of courses in this field are listed,

but the course appearing most frequently is probably a

general one since it is designated simply as manual arts.

Other courses of frequent appearance Are mechanical drawing, shop, woodwork, and printing. A great deal of variation, either in the grade placement of the respective offerings

or in Ole frequencies with which specific courses are offered

over the 10-year period is not observ,able. The greatest

variation is in the offering of shop courses which are listed

with considerably more frequency in grades 8 and 9 in

1929-1931 than in 1915-1920. The titles of the courses

offered seem to indicate emphasis on exploration and enrichment rather than on specific vocational training.

Courses appearing in 1915-1920 whig are not listed at all

on, the 1929-1931 programs are bookbinding, concrete, and

painting and decorating. On the other hand, plumbing is

the only course offered in 1929-1931 which was not also

offered in 1915-1920.

Manual arta is required in about five-sixths of the schools

in grade 7, two-thirds of the schools in grade 8, and one-ninth

of the schools in grade 9. The tendency over the 10-year

'interval is for this subject to enter the required group in

grades 7 and 8, but more frequently to be elective in grade 9.

The courses offered with most frequency are also the ones

most often required.

Home economic status of home eciwomics in the

various schools is very similan. to that just' described for

I 48

.;

.
PROGRAM OF EYhTDIES

manual arts, not only with regard to the number of schools in

which offered, but also in the type of courses listed in the

various grades. While 19 different courses are listed in this

field, in most instances the offerings appear under the titles,

"Foods," " Clothing," or . simply as "Home economics."

Again, one would judge that the aim sought is general rather

than specialized.. The titles of the courses do not indigate,

however whether there is progressive development from

grade to grade or considerable overlapping in the materials

pffered.

Two courses, somewhat more specialized, appear more often

than others. Household arts are offered with some freTiency

during both periods, while household management shows an

increase for the later period. The other 14 courses are offered

in only one or two schools. Courses in embroidery and household chenlistry were offered in the early but not in the late

period. On the other hand, courses in child care, health and

nutrition, and household sanitation were offered in 1929-1931,

but not in 1915-1920. Otherwise there is little change in the

offerings of the two periqds.

Practically the same relationship between the work offered

and required in the separate grades for manual arts is seen to

exist also for home economics. It seems that the a4ministration has tried to keep balance- in the program by paralleling

the courses scheduled specifically for boys and for girls.

SocializingdiMegrative actiritie8.--The analysis of the specific courses offered in the various schools would be incomplete without smile reference to the growing tendency in

certain junior high schools to set aaide periods in the regular

schedule to be devoted to what are here termed "Sociah

izing Integrative Activities." As shown in Table 13, the

activities most often listed are "Clubs," " Guidance, "

"Assembly, " and "Home Room." The titles appear in the

table 'as they were indicated on the programs, but when the

combinations are broken up, it is noted that clubs, guidance,

and assembly are scheduled in about a fourth of all schools

for the late period, whereas they were scheduled in only one

or two schools during the early period. In almost all schools

these activities are required.

[ 49]

s.

,r1x:3-'`

..,

r- 4

-
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 1 3. The number of schools in which specific courses in socializingintegrative activities are offered and required in grades 7, 8, and 9, 1915-1920 and 1929-1931. (Numbers with required courses are

shown in parentheses)

Course

OW Activities

Auditorium or assembly Clubs

Clubs, guidance, and assembly____

Gu !anoe

Guidance and assembly Heine room Manners and conduct___._ _ __.____ The whole field of socialising-integrative

activities

1915-1920 1929-1931

Grade 7 Grade 8 Grade 9

I(0) 2 (2)

00 1:10 0(0)

0 0) .10)

4 (2)

2(1)

2 (2) 0(0)

O(0)

0 (0) 10 (0 1(0

Grade 7 Grade 8

4 (3)

7(7)

4(4) 8(8)

2(2 2(2

2 Cl 8 8)

Grade 9

7

811 6(6

6(6)

3

1 (0

4(3) 4(i) 19(18) 22(19) 19(15)

v. -

4

1 4

02&11 0 (0) 0(0)

8

45 5

.

...s _. .

, . ., .io i

..- I _.,,,...4 4 ***kA,-',., . 4,....11 -,,..,., :-.'1 . -0C-L.a144-____Lt,fi -0- -4:

= : , '0' ..: . . , ....s .,.4. 6 ,.

. -4-,..-Iii-,-4, --- .% -.--:-: -Cli=4,- 'thi-7::::51,,,..:t- :..t.:t.' .f.'.t..-11,!, .'ai.:_-,,_:, ..1.,-,:. I, ...._ .i.:.1-_:,

.i 4

50

1 I

1,

t 0

% _ 2 3 s e

1 4

1 1 3

1 1)

-

,

I. i

,
CHAPTER VI : TRENDS IN 60 PROGRAMS

A SUMMARY

1. PURPOSE OF THE CHAPTER

While certain trends have been pointed out as data kave

been presented in the preceding chapters, it is attempted in

this chapter to focus the evidence distributed 'throughout'

the several preceding chapters around th9se'purposes which

educational leaders seem in effect -to agree should underlie a

reorganization of the grades concerned.

The whole junior hijil school movement is intimately

connected with a new conception of the general function of

secondary education. The idea that the secondary school

should begin earlier than the traditional 4-year high school

was partly the result of the conception bf the secondary

school as not merely an institution to train a single body of

pupils for the sole purpose of entering college, but one that

will provide training needed by pupils who expect to enter

the vocations or who are undetermined on their future plans

during their stay in the secondary school.

I. DEGREE TO WHICH SPECIAL PURPOSES ARE REALIZED

Provisions for noncolltge pupil.A review of the data for

the 1915-1920 and 1929-1931 periods reveals a number of

specific changes over the interval which may be marshaled

to indicate an abandonment of the traditional conception of

the secondary school. It has been seen that the most significant shift in the kinds of curriculums offered is the increment

in the number of schools offering a "general" curriculum for

the noncollege-going pupil. A consideration of the general

nature of the total offering reveals that while in 1915-1920 a

large number of schools had no place in their offering for such

special subjects as physical education and commerce, all but

one or two had introduced them by the end of the period.

Grade 9, which was moved from its place in the traditional

high-school organizatjon, shows the influence of ita new

[51]

1-

e

, . .

. , t. ....- t 4.,

. . 4 -- 1' ,P. -r .,i,.-'''': ;t,..: f .i: . .. .. %, li, I.' .t ,: .-r; -I -.12:.:1T4 -)!;,., -b 1:-u:. '''

,

...

.

I b...44 '4.

,..:i;,.%- ,:, 4.z.. ), . .,- i,.... 1.-.7"_ -:,..)., ---1 . ..k.`_ .9 .-........ _ -...... .:. ,..: 1.- s' .---i A-. ''''7-, 4.- /9 .7-10. ! -ilta."...;- 144.94s :-.4tg49.4,Aesi- 4,.,,,,-.-1"1.-' -2-r-::-.,' .-."-.--- ..-'-:*44.U. PatIZallitAA.
NATIONAL SURVEY OF SECONDARY EDUCATION

company by an increment of froit 8 to 8.6 in the average number of subject. Ae16 represented in its offering.

Treiag revealed by subjects most emphasized.Further evidence may be assembled from the two chapters dealing with

the total offering and requirements in the major subject fields and the specific courses within such fields. An increment in the percentage which the special subjects as a group

(physical education, fine z, manual arts, home economics, and commerce) absorb of o e total periods is sliown for both

total offering and required work. The comparisons indicate

the 'increasing importance attained by physical education, social studies, and fine arts, consistent in nearly all cases for

all three 'junior high school grades. Such subjects are no

doubt provided for the specific purpose of caring for needs

common to all: Civic and social responsibility, health,

testhetic appreciations, needs which have not been recog- nized in college entrance requirements. The increasing

importance attained by manual arts and home economics in

the ninth-grade program of studies is also indicative of the

abandonment of traditional aims. Finally, within the acaOemic fields the retreat of such traditionally college prepara- 6ry offerings as grammar, algebra, ancient history, and

physical geography in favor of correlated English, general mathematics, correlated social studies, and general science

may be attributed to a reformulated conception of secondary

education as a whole.

Functions itot realized.On the other hand, the facts that

over the 10-year period there has been no appreciable gain

in- the liverage number of differentiated curriculums offered, that in grades 7 and 8 the total number of periods of work

offered stood about the same, that there was no increase in

the number of subject groups represented, but a decrease in

the margin of election permitted the pupil in these grades do not point to such efforts toward exploration and meeting

individual differences as tavocates of thorough-going rb'eor- ganization may desire. In the same connection the fact that,

as contrasted with grades 7 and 8, increments are shown for

grade 9 in the total periods of work and the average number

of subject groups offered (increments accompanied by a

decrease in the number of subject groups required in this

[ 521 4. 0.,
PROGRAM OF STUDIES

grade) seems to point to an abrupt change rather than a

continuity of p9licy pursued with respect to the program of

studies of the traditional final year of the elementary school

and initial year of the older high-schoól organization.

Meeting individual difference s.The junior high school

curriculum has sonie responsibility tor serving two kiiids of

individual differences. In the first place, it should seek

to care for individual differences in the ability of pupils to

acquire those habits, skills, and attitudes which are needed

by all. In the second plac,e, it has some responsibility to

provide for individual differences of certain major groups of

pupils whose life purposes iary. In general, the latter are

of two types: Those preparing for college and those looking

forward to vocations not requiring college training. Educational leaders seem fairly well agreed that the junior high

school should provide prevocational training, but only a

small pocentage shoulder it with the responsibility of providing the beginning of definitive occupational training.

The evidence presented in Chapters IV and V. is somewhat

conflicting in its implications for more adequate provision

for the two types of individual differences noted. Considering English, social studies, mathematics, science, physical

education, and fine arts as the fields which provide most for

needs common to all, we note that the trend has been toward

devoting a greater proportion of time to this group than to the

group composed of manual arts, home economics, commerce,\

and foreign language, which in some respects are considered . as contributing more directly to training of a specialized

nature. Especially in grades 7 and 8, has there been a marked

decrease in the percentage of total periods devoted to commerce and foreign language. Work required of all pupils is

obviously that calculated to care for needs common to all.

An increase is shown in the average number of periods

required in all fields and in all grades except for mathematics,

manual arts, and fine arts in grade 9.

Expkwation and prevocational training. As evidenced by the

reductions shown for foreign language and commtfce in grades

$7 and 8, the ten4ency is definitely in the direction of postponing specific training for coll and for business until the

final year of the junior high school. However, the increase

[53)

111 11. ; .

. 1-%

.

4
NATIONAL SURVEY OF SECONDARY EDUCATION

in the number of schools offering courses in junior business

training And manual arts, and possibly the small increment

in the number of courses in general language, indicaies greater

effort toward exploration and prevocational training.

Health, leisure., and social responsibility.As to provisions

for individual differences in abilities and interests in fields

offered on a common-to-all basis, increments in the number

of separate courses offered in the fields of physical education

and fine arts point to more adequate provisions for individual

differences in these fields. Furthermore, the greater number

ofschools requiring socializing-integrative activities indicates

a tendency toward providing greater opportunity foir desirable self-activity calculated to develop social responsibility,

initiative, and self-government.

Gitater integration of academic fields .The incréase in the

number of scho :%q )I ering general or integrated courses in 4, A English, mathemrl cs, social studies, and science, how*ever,

clearly indicates a tendency toward greater économy of time,

and in case the theory for such fusion is carried out in practice,

acquainting of pupils with the elements of more advanced

courses in these fields wiltbring about better articulation and

help to bridge the gap between the traditiontil elemeiataryschool and high-school grades.

3. EXAMPLES OF TYPICAL PROGRAMS OF STUDIES

Types shown. In order to illustrate the trends revealed

in the present study, programs for both the early and late

periods are presented from two schools. The program indicated as Type I is considered as typical hi many ways of the

general situation. The one labeled Type II is representative

in many ways of practices in schools considered as embracing

to a greater extent theories advanced by educational leaders.

[54]

t

-

es
PROGRAM OF STUDIES

TYPE I

GRADE 7

Required work

1919-26

(Length of period, VS minutes)

Periods

Course per week

Grammar, composition, literature, penmanship, and

spelling 8

Mathematics

Geography 5

Citizenship and civics

Hygiene

Physical education 2

Music

Industrial work and related

arts

1929-30

(Length of period, 60 minutes)

Periods

Course per week

English, literature, penmanship, and spelling

Mathematics

Social studies

Physical education 2

Chorus 2

Art 2

Manual 'training or home

econAmics 5

MID 8

5

5

Total 30

Elective work 6

. None. None.

l. GRADE 8

Required work

Grammar, composition, literature, penmanship, ánd

spelling

Mathematics

American history

Citizenship and civids

Physical education

Music

8

5

5

12

Total 24

12340e-41---15

TOtal 29

English, literature, penman-

*ship, and spelling__ ___ _ 8

Mathematics 5

Social studies 5

Physical education 2

Art 2

Chorus 2

Manual training or home

'economics 5

[551

Total 29

1110r.

010 =o IM 4ND M IM V. MI NO GM .1. Mr

IM MP

,111 ME. MO ME. MD . 111 aw MI. v.. ........

5 _

11 eV C

ro a. am om .6 im

an. r =. law ow -- ...... OW 4Mb _ _................ _

4).

---------

- - _

a

4m. .

Art_ . .. VD VI. aim ant _

V. ...... e e 11; M. OW

. gap,

AND .1111 ME AID 14

_

us
NATIONAL SURVEY OF SECONDARY EDUCATION

191920

Elective work

(Length of period, 45 minutes)

Periods

Course per week

Industrial work and related

arts 741

Design

Pottery

Printing (for girls)

Gas engine

Art metal 5

Penmanship and business

forms

Machine operating 1%

Latin 34

French 3

Spanish 1%

Total _ _______

1920-30

(Length of period, 80 minutes)

Periods

Course per week None.

41 _ _ _ 49%

GRADE 9

Required work

Grammar, composition and

literature, penmanship, e and spelling

Physical education 2

Ch.orus

Total

Mathematics

World history

General science

Art

Music

Industrial work

Commercial geography

Machine operating and book-.

keeping

Latin

French

Spanish

11

Composition and literature_

Social studies_

Physical education

Chorus

Elective work

____ .111 .111 MI 5

5

2

2

Total 14

5 Mathematics

5 Elementary science

5 Art

7S Music

7% Manual training or home economics

5 Còmmercial geography_ _ Commercial arithmetic

7% Commercial penmanship

5 Typewriting

5 Latin

5

Total

65

[ 56

411.

5

5

5

5

5

5

5

46

... ..

1%

..... _ _______ MO OM __

MP .........

__ aim 110 WO _______ _ MO ONO AM. ____ _ _____ - MO. Mi am ow MD

arm IND

-1

_ _

_ MI MI- e _ ___ _ ________ ________

____________ _ _ 7S _

._ a .om. 2%

234 _ _____ 5

-.

._ 7%

7%

73'

2i

.

7%

1-%

_ _ _ _____ _ _

, Total_ IMP .11

_

_

]
PROGRAM OF STUDIES

°Trends illustrated by Type I.Certain trends revealed in

the study as a whole which are illustrated by changes in the

single school are as follows: In grades 7 and 8 over the 10-

year period grammar and composition have merged with

English; courses dffered as geography, history, citizenship,

and civics in 1919-20 were scheduled in 1929-30 as a singt6

course in the social studies; hygiene, which was offered as a

separate course in 1919-20, has merged with physical education during the 10-year interval ; separate couises in art are

required at the later period. Of especial significance is the

fact that while approximately 50 periods of work were offered

as elective in grade 8 in 1919-20, the entire curriculum was

required in this grade in 1919-30. Training in the industrial

arts has not been sacrificed on this account, since it is in

the required 'work of 1929-30, but the elimination of electives

in commerce and foreign language has postponed entirely

opportunities in these fields until the ninth grade.

The most typical changes in the ninth-grade program in

addition to the fusion of courses noted irf grades 7 and 8 have

been the inclusion of social studies in the required work, a

reduction in the time allotted to commercial geography, and

the elimination of certain electives in foreign language. In

grades 8 and 9 the reduction in the number of periods of

work offered is somewhat compensated for by an increment

of 10 minuteadn the length of the period.

Trends illustrated by Type II.To illustrate trends considered as more typical of special purposes advocated, changes

in the program of another sc,hool are shown.

s [57]

A,
NATIONAL SURVEY OF SECONDARY EDUCATION

TYPE II

GRADE 7

Required work

1919-20

(Lengtb of period, 00 minutes)

Periods

Course per week

English 3

Spelling and penmanship_ _ _ Arithmetic

History and geography_._

Drawing

Music

Household arts or manual

training_ _ Total_

Latin

French

Household arta

training._

_ =0, =1,. ME, MP 410 MID 41. or manual

1929-80

(Length of period, W minutes)

Periods

Course per week

English ..... 4=0 ME WP ..... 5

2 English enrichment, library

3 and remedial, general lan3 guage (second semester for

1 pupils looking to college) _ _ 4

1 Mathematics 5

Social studies 4

2 General science 1 Physical education 2

15 Drawing 1 Music a 1 Practical arta 2

Assembly and club activities_ 2

Guidance 3

Electives

5 None.

5

5

15

English

Spelling and penmanship_

Arithmetic

History and geography__ _ M usic _ Household

training__

GRADE 8

Required work

3 English

2 Mathematics

8 Social studies

General science

1 Physical education

1 Drawing

MEP OM,

Total J _ ..........

arta or manual

Total

Music

2 Practical arta

Assembly and club activities_

15 Guidance

30

5

5

4

12

1

12

2

3

Total 26

alo M _ ..

iffia AMP *EMI M so !am . --- Total

. Drawistg_

_ _ __ .. .... 3

..... =1

a. aR. ------- _

.

I, a L2- .

'

...... ..n .MP

411

( 58 r

ge. _

AM.

saw 4=,

- - - ..... - r -

gl

1

=1. AIM MO .........
PROGRAM OF STUDIES

Elective work

1919-20

(Length ot period. 60 minutes)

Periods

Course Per week

Latin 5

French 5

Household arts or manual

training_ _ _ ___ __ Total_ sow ,m e m. English

Community civics_

General science______``

M_ ___

r- - -

Am OD mm. I taw alM Algebra I .... . Business snit tic 2 OD M. Penmanship an

Latin or

French or

Spanish

Household arts or manual

arta

Mechanical or free hand drawAi e 4=1. e alb

11.

192940

(Length of perio10150 minutes)

Periods

Per week

Latin 4

-French

Course

Junior business training_ _ 41M 4

4

5 Additional practical arts_ _ _ __ 4

15 Total 16

GRAD& 9

Required work

4 to 5

2

2

.1=1. 41M 1

11,. 9 to 10

English 5

Communify civics 3

General science 2

Physical education 1 Music

Assembly 90 clubs__ .. 2

Guidance 3

Elective work

IN ing

Total 17

5 Algebra 1 5

5 General mathematics 4 - _ _ - - - 4

1 Ancient history i 4

5 Bookkeeping 2 5

5 Penmanshliand spelling 3 - - - 2

5 Latin ' or 4

Frencb 3 or 4

5 Practical arts 14 2 to 8

Total 36

Total_ _ 32

Ceitain changes in the programs of Type II are of the same

nature as those of Type Ithe postponement of electives in

the special fields until the later junior high school years, increased requirements in grades 7 and 8, and correlation of

courses in mathematics and social studies. There are certain

I Required for mama preparatory ourrioulana.

Required far ocanzarreial curriculum.

Required for seisstilio ounientum.

4 Required for industrial aarriouluna.

59 1

.mr fpo am. e m

MO MI ono MI nb MEP IM. alb mb __.y

Music

Total...

_

11M0

1t

O

MP MD alb I e a 410 40

=1..

4. g 2

MID 11 iMo

________ _ _ _ _ _ ___

O 1

_ Io AM MO

s .. ano Mb I S mb

_ 1 _______ . _ _

MN.

e MO MD .aso 11 _

_

. _ _

s
NATIONAL SURVEY OF SECONDARY EDUCATION

featuivs of the 1929-30 program of Type II, not appearing in

the other programs, however, to which especial attention is

called.

Attainment of additional purposes soughtIn the first place

it will be noted that in grade 7 of the 1929-30 progrim, a

course designated as " Englisia enrichment" is required of all

pupils. During the first semester they are given libritry and

remedial work, indicative of special efforts to inculcate habits

of leisure-time enjoyment and to bring all pupils up to the

level needed in the use of the mother tongue. During the

second semester, however, those pupils intending to go to

college are given an exploratory course in general language with a view to determining their intkiTests and abilities in the

field of foreign languages. An exploratory course is likewise

offered in this grade in the field of praaical arts. With their

interests explored in these two fields in grade 7, opportunities

for their development are provided in the electives in grades 8 and 9. Likewise among the electives in grade 8 is an explor- atory course provided for those interested in commerce,

which is followed by electives offering further opportunities

for ping these iRterests in grade 9.

Another indication of the better articulation of the 1929-30

program is seen in the requirement of general science and in

the provision for guidance in all three grades. The require- ment of assembly and club activities for each grade may be

taken as indicative of an attempt to develop social activities and group responsibilities of the junior high school pupil.

General concluzion.Although the number of elective

courses provided in this program is not great, the introduction of exploratory courses, provisions for guidance, and

opportunities foLeontinuing work in the fields explored may

assist in attaining such special purposes as meeting individual

differences, exploration and prevocational training, gradual transition between traditional elementary-school and high- school grades, and economy-of time.
CHAPTER VII : TRENDS IN 14 COMMONWEALTH FUND

SCHOOLS

1. NATURE OP THE STUDY

Plan of this chapter.In 1924, Glass published a study of

"Curriculum Practices in the Junieir High School and Grades

5 and 6" ' in which was presented a detailed examination of

the curriculum in 14 centers which were "representative of

the country's best practices." Through a subvention from

the commonwealth fund it was tossible for Glass to visit each

of the cities included. Because of t t widespread interest in

e this study and in keeping with th.. sky in the National

Survey of Secondary Education to undertake a report of

practices considered outstandingf a comparison is presented

in this chapter of certain of the practices reported by Glass

for the second semester of the school year 1922-23 with practices in the same schools for the second semester of the year

1930-31.

Method of the study.Insofar as it was possible, the exact

plans followed by Glass were repeated in conducting this

study.' A letter was addressed, requesting cooperation, to

the suverintendents of schools in the 14 cities following:

Atlanta, Berkeley, Birmingham, Cleveland, Decatur (111.),

Denver, Detroit, Kansas City (Mo.), Los Angeles, Okmulgee,

Pittsburgh, Rochester (N. Y.), St. Louis, and Somerville

(Mass.). In each case, cooperation was assured and names

given of officials to whom forms could be sent. Copies of

the forms as originally used were secured from Glass. Since

not all items were to be repeated, an.adaptation of these

forms was devised and sent to officials in each of the cities.

The information assembled for this study is that reported on

these forms.

Limitations of this study.Although funds were insufficient

to allow a repetition of all the details included by Glass, many of the major items which he studied are included in this

report. No attempt was made to gather any information

Gawk Jews M. Supplementary Educational Monograph No. St the University at Chicago, Chicago, IL

c [611
NATIONAL SURVEY OF SECONDARY EDUCATION

relative to grades 5 and 6. For grades 7, 8, and 9 data were

not collected as to the units of teaching comprising each

course, and, due to tack of space, some of the tablesrepresenting subject divisions of the constants and electives of the

programs of studies are omitted. It is the purpose of this

report, however, to indicate important comparisons with

respect to the time devoted to major divisions of subject

matter at the two periods, and to show in some measure the

degree to which recommendations made by Glass have been

carried out. The study is presented under the following chief

headings: (1) The general plan of organization ; (2) the required work; (3) the elective work.

O. THE GENERAL PLAN OF ORGANIZATION

Organization of 8chool grades. In the year 1922-23, 10 of

the 14 systems are reported as organized on the 64-3 plan,

that is, with the first six grades administered as elementary

schools, grades 7 to 9 administered as junior high schools, and

grades 10 to 12 as senior high schools. In the same year

3 systems had 7 years in the elementary school and 4 in the

high school, while the fourteenth school had 6 years in the

elementary organization and 6 years under an organization

designated as the junior-senior high school. In 1930-31,

only 9 systems followed the 644 plan; none was organized

on the 7-4 plan, but 2 followed the A-4 plan; 1 followed the

6-6 plan and 1 was divided between the 636 and 6-3-3 plans;

the fourteenth school was in transition to the 6-24 plan of

organization.

Length of 8chool day .In 1930-31 there was more uniformity in the length of the school day than in 1922-23. For each

of grades 7, 8, and 9, the lowest school provided 270 minutes

and the highest 400 minutes in 1922-23, as against 300 and

375 minutes, respectively, for the lowest and the highest in

1930-31. The average school in 1922-23 provided 325, 339,

and 329 minutes, respectively, in grades 7, 8, and 9 compared

to 350, 348, and 347 minutes, respecti*ely, for these same

grades in 1930-31. The tendency over the 8-year perital is

for a longer school day. Noon recesses or lunch peziods are

not included in these figures. Only 12 schools are represented

in the 1930-31 averages.

[62) is

.
PROGRAM OF STUDIES

Types of programs. The administrative arrangement of

programs according to types was not shown in Glass' study.

Practices among the 14 schools in 1930-31, classified according to the definition of Boos reported in Chapter III, section

3, of this report, are presented in Table 14. The table shows

that from grade 7 to grade 9 there is a decrease in the number -1 of the single-curriculum type with a resulting increase in the

constants-with-variables and the combination types. The

multiple-curriculum type was employed very seldom.

Mums: 14.The number of schools having certain administrative arrange- ments of programs of studies in 1930-81

TYPe of Program Grade 7 Grade 8 Grade 9

1 3 8 4 Single-curriculum Multipie-curriculum

Constants-with-variables

Combination

Total a 834

144

, 4

2

131' 2

7

5

14 113 14 sln souse oases the type of program indicated prevails during only 1 semester of the year's work.

Moos Yams City was orpnised o the 74 and 8-24 plans, no eighth grade is represented for this system.

Kinds of curriculums.---The seven schools which employ

the multiple-curriculum or the combination type of program

offered an average of 5.6 curriculums in 1930-31. In this,

as well as in other particulars, it will be noted that averages

for the 14 schools here considered are greater than those

shown in the study of trends for 60 schools in Chapters III to

V. The kinds of curriculums as offered in 1930-31 are classified under six headings and presented In Table 15. The

Tuna: H. The number of certain kinds of curriculum offered in seven

schools in 1930-31

Kind of curriculum Grade 7 Grade 8 Grade

Industrial arts_

Household arts

Fins arts_

Total2

11

1

1 O

4

1 13)4

In some mess Wino of anTiculum Wagged prevails in only ow semester of the year's work.

(631

.

,

I

000.0.11010"-- a College pro *cry

Gensraf..

4: e

,

9

10

7e
NATIONAL SURVEY OF SECONDARY EDUCATION

college preparatory curriculum is offered most often and the

fine arts curriculum is offered least often. There is little

variation in the frequency with which the commercial, general industrial arts, or household arts curriculums are offered.

Only a few curriculums are offered in grades 7 and 8.

8. THE REQUIRED WORK'

Program suggested by Cat,AfThe number of periods to be

allotted to constants, or subjects required of all pupils, in a

30-period week was recommended by Glass for the junior high school program. This suggested arrangement, together with the average number of periods of work actually

required by the 14 schools in six major subject fields in 1922- 23 and in 1930-31 is shown in Table 16. Prior to initial

elective, which Glass thinks should be grade 7 and the first

half of grade 8, English and social studies are required by the

average school for a greater number of periods, and mathematics and fine arts are required for a less number of periods than that recommended, both in 1922-23 and in 1930-31.

Natural science and geography and health were required less

in 1922-23, but the former is ,required more in 1930-31 and the latter is required for the same number of periods, in

1930-31 as was recommented by Glass. Although averages

for social activities and guidance were not reported for 1922- 23, they were required to less extent than recommended in

1930-31. Averages for health, mathematics, and fine and practical arts have tended, over the 8-year period, to approach

the recommended allotments, but those for English, social

studies, and natural science and geography seem to move in

the opposite direction. In all cases, here and in subsequent tabulations, averages are obtained by dividing the total

periods of work by the number of schools offering rather than by all 14 schools.

[64]
PROGRAM OF STUDIES

TABU; 16.--A comparison of the number of periods per week suggested by Glass as time allotments far constants of the junior high school pro- ram, with the averages computed for 1921-28 and for 1930-31

Subject field or activity

English Social studies

General mathematks

Natural science and geography Health

Fine and practical arts_ _ Social activities

Guidance

Elective

lk

Prior to initial elective I /following initial elective

Number

of periods

by O1ia

Number

of periods

found by Glass,

1922-23

A verage number

of periods

for 1930- 31 Number

of periods

gbuyg igli ta

Number

of periods

found by Glass,

1923-23

Average number

of periods

for 193°-

31

3 & 0 4.0

6. 0

4. 0 & 0 & 0 & 0 1 0

None.

& 2

4. 3

4. 2

& 8

2. 7 4. 3 & 4 4. 0

4. 5 4. 0

4. 5 4. 0

4. 7 & 0 3. 0 & 0

4. 1 4.0

1. 2 3. 0

0 1 None

& 0

4. 8

& 4

4. 9

8. 2

1 7

& 0

(I)

(1)

7 & 5 4. 5

4. 4 & 5 & 5 4. 3 L 4 Glass suggests the second semester of grade 8 as the time for the initial elective. Included under " prior to initial elective," therefore, are averages for grade 7 and the first half ISf grade IL These items are not reported for 1922-23.

Following initial elective, English and social studies in

1930-31 again exceed the- 'recommendation, together with

excesses for health and natural science and geography.

Although mathematics and fine and practical arts also exceed

the recommendation, their tendency during the 8-year period

has been to approach the recommended number of periods.

The greatest variance from the recommended allotment,

both prior to and following the initial elective, is in the case of

the social activities and guidance. They are required in only

a few schools.

Number of 8chool8 requiring major 8ubjecifeld8.Although

Glass recommended that the first six constants indicated in

the table be included in the *program for each grade, data

assembled in Table 17, showing the number of schools which

require each subject field in each grade, indicate that in grade

9 the majority of schools do not require science, fine arts, or

industrial arta at either period, and in 1930-31 mathematics

was also not required by half of all schools. English and

L health are required in all three grades in practically all

schools, while in grades 7 and 8 social studies, mathematics,

fine arts, and industrial arts are also required in practically

[ 65 I

.4- ..... .... . G. Mar OP ...... 11. 0
NATIONAL SURVEY OF SECONDARY EDUCATION

all schools. There is still a lack of integration in the junior high school grogram, judging from the differences m the

requirements .of grades 7 and 8 from those of grade 9.

TABLE 17.The number of centers in which the major subject fields are required

. Grade 7 Grade 8 l Grade 9

8ubJect field , 1922-23 1930-31 1922-M 1930-31 ran-23 1930-31

1 I a 4 5 e 7

, IBE0%lish L 14 14 11 13 14 14 studies 14 14 11 13 7 7

alrPhy 10 9 3 2

ematios

Science 14 14 11 12 9 a Health ---r 8 8 7 9 3 El Made_ 14 14 11 13 12 13 Art la 13 11 10 9 3 12 12 10 7 4

Industrial arts_

Home economies 12 12 10 10 5 1 q

11 13 9 11 a 2 1 Since rar Vrootorageilog_lbeondinazi:011071plaAttracterghwr for 1.93041 Is

Number of minutes per week allotted to the congants. A

comparison of the number of minutes per week allotted to

English, social studies, geography, mathematics, and science, designated as the slademic fields, is offered in Figure 4.

The figure represents the range and the average number of minutes included in each grade. To English, mathematics, and science a less number of minutes is devoted in all three wades in 1930-31 than in 1922-23. A less number is also

devoted at the late period to social studies in grades 7 and 8, but in grade 9 a considerable increment is shown for 1930-31.

Geography shows a slight increase for grade 7, but a considerable decrease for grade 8. Althopgh the changes shown,

exCept in the field of science, are not very great, they indicate

a trend toward less attention to the academic subjects in

late years.

Similar' data to those just reported are shown for health, art, music, industrial arts, and home economics, designated

as the spegial fields, in Figure -5. Again the changes shown

are in most cases small. Health shows a greater number of minutes for 1930-31 in all three grades. There is very little

change in music and art for grades 7 and 8, but a considerable

(66 I

, ,

, " .

: I. ... , ... ___ .... : _______ .... ..... ......

. not included for t,a).. school. In 1!"-- -23 only 11 schools reported for tre eighth grade.

,rV.,.

, ftt.: fv;,;

i+ ; ;. . , 4

sfet ,
PROGRAM OF STUDIES

decrease for each in grade 9. In the industrial arts a decrease

from the early to the late period is indicated in grades 7 and

SUBJECT UNITS

Cade Dote Aosile kw or too 2oo 390

1923 303.6 110.400 D

Sao

1931 281.0 175.500 1.. 0

1923 269.5 200-435 0

ENGLISO Debt 1931 2623 180485 0 6 _ 1923 SU 200-420 0 II Nine

1931 238.1 110.300 o

1923 245.0 180.305 0

Stoat 1931 2143 69.560 SOCIAL

STUDIES itlit 1923

1931 233215.0 110.305

90-300 0 . 43

1923 172.1 55.300 Nine

1931 223.3 150.300 0

v

1923 1554 56150 Semi 159A 48.300 0

GEOGRAPHY

1923 120.3 56.180 :0

fr 1931 763 ea El

1923 7311 150.3M . 0

Sevea 1931 734.6 110.300 0

1923 24L4 180.300 o MATHEMATICS DgAt 1931 WS 180.300 o

line

1923 2913 200.450 0

1931 23S.0 225.240

t i 49

1121 .1.32A in o

Slow

1931 1133 45.260 0 , NATURAL 1923 1713 120 260 GI SCIENCE

1931 1113 45.240 c

1923 19SA 120-240 j

r 1931 ISO 90.240 0

Fromm 4.--Tbeirenge and the average number of minutes per week devoted to the academia

fields In grades 7, 8, and 9, 1919-211 and 199041

8, but an inciease is shown for grade 9. liere is a slight

increase for home economics in grades 7 and 9, but a decrease

in grade 8. Although lack of data for 1922-23 does not wke

1931

I Mee

400 500 600

ci o 0

[67]

T. a

NM

f Billi
r. NATIONAL SURVEY OF SECONDARY EDUCATION

SUBJECT

ends Date Seiaa

1923

1931 Amp

1503 160

Pate

UNITS

I 100 2

. 60-300 45 300

.

. . a

0

0

HEALTH Eight 1923

1931

152.6 1E49 52 300

45-300 CI

CI

0

CI

o

lire

1923

1931 1512

155.9 40 300 45 00 0

ART Sewn

1923

1931 82.9 81.5 50-210 45130

Bed

1923

1931 WO

80.9 50-210

45-112 0 Nino

1923

1231 12a0

- - - - 60-200

e e a e .e.

r MUSIC

Semi

ita

1931 Au

7E4 45-100

45-130 0

ila

DO

1923

1931 67b n.3

45-90

15-113 D

Ilea

1123

1931 TI4

57.7 45-104 45-83 0

B.

INDUSTRIAL ARTS

Seven

1923

1931 1751 1421 60-300

94300 CI 0

0 DO

1723

1931 169.0 1108 60-275 90 135 D

a

Noe

1923

1931 113.0 22S0 120-225 225-225 HOME

ECON°6"ES

Seat 1923 193l 181D

1825 90-520

1 . CI r*"

1923

1931 131.3 18

52 200

60-135 0

Mae Nip

1923

1931 333

MO

120 : 60-510 0

nouns 5.The range and the average number of minutes pw week downed to the special fields in grades 7, 8, and 9, 192148 and 11101)41

4

.171:11; r- - , t

-t.4.7;;: r

-

EC 300

,

Im 300 400 600

68 I 4

I 7- . , . ":" 7P., k kke,,J41..--
PROGRAM OF STUDIES

a comparison possible, it is likely that Pmuch greater proportion of the school day is devoted to extracurriculum or

socializing-integrative activities during the late period.

Time aiame7148 to divisions oj constants.In idea as to the

distribution of time among the various divisions of subject

matter grouped under each of the constants may be obtained

from Table 18. Therange and the average number of minutes

devoted to each division of the subject groups in grades 7, 8,

and 9, for 1922-23 and 1 930-3 1, are shown in the table. As

is to be expected, in the light of data from the preceding

sections, in most instances a decrease is shown. An exception is to be noted for health, however, which shows an increment for each grade. A less amount of time is devoted to

composition, literature and reading, and spelling in the field

of English in 1930-31 than in 1922-23. More time, however,

is spent on grammar and on library work. In the social

studies emphasis in late years is more on community and

economic civics than on history. The figures for mathematics are not altogether comparable, since the divisions of

general mathematics were not shown by some schools for

1930-31. For this reason the discrepancies in the figures of

the late period over the early period in : .. Ira and in geome-

.' try are shown to be greater than is the 4

al case.

In the field of industrial arts Glass shows averages ift-th4

instances which are not reported in the table. In grade 7

applied science was offered in one school for 180 minutes,

manual training and mechanical drawing were given in one

sch-ool for 60 minutes and in grades 7, 8, and 9 " option of

special shops " is indicated in 2, 5, and 3 schools, respectively, for averages of 142.5, 217 and 210 minutes for

these respective grades. Id some cases in this field, lower

averages are reported for 1930-31 than for 1922-23 but

more time is devoted in 1930-31 to practical courses. It is to

be noted that in home economics more time is devoted during

the late period to materials relating to home and family and

in the field of science an increment is shown for nature study.

It must be borne in mind in interpreting these results that the

average time S8 computed is not that devoled to each course

by all 14 schools, but is the average for ale schools which

offer the course only.

a [69]

/
TABU!' 18. The number of minutes per week allotted to the subject divisions of the colhatants Subject field and courses 1 Composition Grammar Literature and reading baerrgy DOCIAL STUDIZI Ancient, medieval, and early ommunitlilla C s_ modern Economic civics United States history Vocational civics fvf=education ILATKINATICII rthattio metry General mathematics_ Grade 7 Average 1922-13 193041 Range 1922-23 19:30-81 Grade 8 Average 1922-23 19304 1922-23 7 8 Grade 9 A verage 19304 1922- 1930-31 is 11 82.4 66. 6 8& 1 77. 6 116. 108. 2 38. 38. 1L 38. 0-147. 0 88. 0 - 90. 0 80. 4 66. 5 38. 0-147. 0 38. 0-140. 0 30. 0 -120. 0 63. 76. 4 .; 0-126. 0 60. alp 0-183. 0 4& 0 -no. 0 110. 97. 5 6. 1 183. 0 10. 0- 75. 0 12. 3 - 96. 0 31. 29. 8 10. ea 0 11 8 - 11 3 22. 5 10& # 164. 0 22. 0-250. 0 16. 0 -204. 0 173. 0 173. 0 -173. 0 216. 1 196. 0 144. 0400. 06 80. 6) -acia 0 56. 64. 4 50. 0- 55. 0 00. 0 - 61. 8 40 4& 4 66. 4 5. 13. 0 -120. 0 114. 4 147. 6 e.). 13. 00. -3 0 0 1 41 5 0- 82. 0 42. 5 - 42. 5 220. 2 100. 0-275. 0 99 0 -275. 0 53 7 9 0-150. 0 20. - 81 0 130. 0 330. 0 -130. 0 123. 45. 169 110. 40. 115. 130. 150. 173. 45. 0-187. 45 0- 45. 33. G-260. 45. 0-21)4. 5. 0- 85. 87. 0-240. 6 26. - 90. 38. 0 -125. 72. 5 -150. 11. 3 - 75. 22. 5 - 22. 5 Range 1922-23 13 1930-31 13 88. 9 74. 25. 0-174. 13. 0 -135. 0 4.I M. 1 & 0-105. 13. 0 -120. 0 118. 4 104. 4 75. 0-183. 45. 0 -16o. 0 26. 23. 3 10. 0- W. 11. 3 - 30. 0 22. 22. 5 - 72. 5 40. 0 -204. 150. 0 -150 80. 0 -Ka 13. 0 -150. 13. 0 -300. - 8941 89. 0-150. 28. 3 -120. 165. Z 204 75. 0-775. 1 120. 0 -300 75. 4 27 & 0-106 0 14 0 - 40 80. 0 - 87 300 80. 0 132. 142. 4 52. 92. 5 57. 3 41. 123. 215. 6 17884 80. 0-210. 52. 0 -225. 0 52. - 52. 0 55. 0-130. 52. - 80. 0 81. 5 5. 0- 88. 147. 4 40. 0-240. 0 281 100. 0-300. 0 100 0-225. 0 60 0-125 0 13. 0 -111 5 13. 0 -300. 0 2Z5. 0 -240. 0 240. 0 -240. 0 ANGLE= z 'MALTZ Range . 63 . Ob. oDo. 52. 23. 192. 90. ' ....... til Ki u°NI Oog 61 i po. I O 0 td04 1 I s 0 g 68. 1 s CI 61 152. 1 8J 0i0O 0 Z 73.51 240 1 a 1
PROGRAM OF STUDIES

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NATIONAL SURVEY OF SECONDARY EDUCATION

4. THE ELECTIVE WORK 14m Number of schools offering électives in each of the major sub- jectfields.--In grade 7 there is a reduction in the number of schools offering courAs in music, industrial arts, each of the foreign languages, and commerce. (See Table 19.) This diminution is especially noticeable in music and commerce. No decrease in grade 8 from the early to the late period is shown in any field, but an especially substantial increase in English is indicated. In grade 9 there are slight decreases in one or two fields, a rather significant one in the social studies, and noteworthy increments in the number of schools offering electives in mathematics and music. The increase of electives in mathematics is to be accounted for by the decrease shown in Table 17 in the number of schools requiring this subject field in 1930-31.

TABLE 19. The number of centers in which the major subject fields are elective, 1922-25 and 1930-31

Sub)ect field

Grade 7 Grade 8 1 Grade 9

1922-23 1930-3 1922-23 1930-3 1922-23 193041

1 3 8, I 5 8 7

ittaishstudies 1 1 4 2

10

8 Mathematics a , Science 1 5 10 Music 2 2 1 1 8 8

Art 13 9 10 11 11 14

Industilal arts a 8 a 6 11 12 , Home eoonomias 7 5 9 10 13 14 Latin 5 5 s 9 13 13 French s 4 3 8 8 14 13 Bnish 4

5

8

3

8

5

8

6

12

8

12 Commerce a 6 2 10 10 13 12 not included

Since Kansas City is organized on the 6-24 and 74 plans, eighth-grade work for 1430-31 is for this school. In the 1922-23 data, only 11 schools reported for the eighth grade.

Number of elective courses offered in eath field.Due to lack of space, there is reported in Table 20 only the number of elective courses offered by subject fields rather than a designation of the number of each of the specific courses which is offered. The totals show a less number of cours.es offe ;! in 1930-31 than in 1922-23. The most noticeable

change grade 7 is a decrease in the 'number of courses offered commerce during the late period. In grade g, there is likewise a significant decrease in this field, but a more noticeable one in industrial arta, Only small differ-

[ 72 I

.*

_ . . ............ ___ ____ - .... I

.1

in,

,44
PROGRAM OF STUDIES

ences are to be noted in these grades for the remaining

subject fields, except for an increase in the number of courses

offered in 1930-31 for grade 8 in foreign languages. Changes

in grade 9 are, in most fields, greater. Rather ntarked decreases are noted for social studies, industrial arts, and commerce, while English, mathematics, music, art, and foreign

languages show significant increments.

TABLE 20. The number of elective courses offered in each of the major subject fields, 1922-28 and 1930-81

Subject field

English Social studies

Mathematics

Scienoe

Music

Art

Industrial arts

11-=.621°IinnognZe

Commerce

Total

Grade

73 2

27

3

14

1113

12

1922-23

Grade

8

11 215

42

22

2120

Grade

9

41710

34

1156

33

34

35

84 133 241 Grade

7

220

3

1312

168

69

1930-31

Grade Grade

8 9

1 7 4" 12

13

138

19 32

7 17 26 39

22 'as

40

13 21

121 223

Average number of minute8 devoted to elective cour8e8.Lack

of spac*also prevents the tabulation of the average number

of minutes devoted to each course offered in the several

major subject fields. There is presented in Table 21, however, the number of minutes devoted to certain of the imporiant courses in each field. As in other tabulations, the

averages are positive in that-, only the number of schools

offering was divided into the total number of minutes

offered. Some of the most marked increments are those

shown for journalism in the field of English; for economic

Kid vocational civics in the field of social studies; for all

courses shown in music for all courses shown in home

economics, and for junior business training, in the field of

commerce. Decreases of some significance, on the other

hand, are to be noted for ancient and Greek history, several

courses in the industrial arts, commercial geography, and

stenography. In several courses there hu been slight

change, from early to late period, in the number of minutes

allotted.

[73]

-

4 4. 4 ......... .

a/II 7

.... . W.11

28

.

1 1

- . : i I

,

e
NATIONAL SURVEY. OF SECONDARY EDUCATION

TABLE 21 The average number of minutes a week allotted to certain elective courses, 1922-23 and 1930-31

Subject field and courses Grade 7 Grade 8 Grade 9

1923-23 193041 1922-23

1 NGLISH

Journalism

Library practice Oral English Public speaking

68. 8

4 193041 1923-Z3 1930-31

7 SOCIAL STUDIES

Ancient and Greek history Eoonomic civics

Vocational civics

Current events

Algebra

General mathemMics SCIENCE General science _ Biology MUSIC Band

Orchestra

Glee club

Chorus

Instrumental

irr

General

INDUSTRIAL ARTS

Auto mechanics

Electricity Machine shop Mechanical drawing Metal _ Printing _ Woodwork 6 HOER ECONOMICS

Foods_ _ Clothing - TORZION LANGUAGES

Latin

French_ _ ... Spanish

001111Incs

Bookkeeping BuMness arithmetic

Junior business training Commercial geography Stenography Typewriting

20a 0

6/ 8 6/ 75

7s, 7 86. 0 100. 0

103. 0 117. 0 110. 8

50. 0 56. 7

7& 0 287. 0 250. 0

91. 4 00. 3 70. 0

82.9

173. 8

64. 4

22a 0

147. 7

181. 9

200. 6

180.

102. 5

105. 0

111 7

MO. 8 100. 6

107. 0 76. 9

137. 5 113. 8

167. 9 9441

190. 0

190. 0

191 0

0

198 8

90. 0

248. 4

06.0

14/ 4

277. 6

214. 8

141 2

117. 9

130. 3

228. 4

231 4

na. 0

117

140. 0

1.2a

I 210. 0

I HA 0

lock&

152.3

62. 229. 2

61 0

174. 7 100.6

48. 0

360. 0

12& 6

106. 151 3

139. 8 161. 6

131. 9

179. 0

166. 0 146. 0

..... 217. 0

120. 0 131. 0

80. 0 275. 0

252. 5 160. 0

84. 0

276. 0 275. 0

171. 7 146. 0

81. 9 112. 5

78. 8 181. 3

27. 5 61. 0

247. 0 246. 0

217. 5 250. 0

268 6 246. 7

250. 0 250. 0

7/ 7 106. 0

108 1 149. 1

50. 0 161. 8

81. 7 159. 5

53. 3 120. 3

206.1 MO

600.

630.

NS. 8

150. 0

203. 8

127. 9

138. 3

250. 7

250. 8

236. 6

231 5

210. 0

200. 0

222. 191. 1

278.

In. 7 MEL 0 213. 4

199. 9

374).

217. 9

150. 3

199. 3

250. 4

246. 6

238. 2811 217. 0

X7. 6

o ..... e M.

253. 3

S. SUMMARY OF FINDINGS

1. It must be borne in mind ip considering the trends

indicated for the 14 schools represénted, that the practices described are those of schools selected because they twere

considered outstanding.

a

[74]

41

7, - .-

I

MD ..... M KATRINA TICS

OM OD DID MD MD MP M. IV GM M. MO MD 40 de .....

.. DO IMI IND - M

_

. ..

.

137. 5 48. 0

I.

200. 0

50. 0

I

. . .... ______........................_.... 0

0

0

321. 0

5

0

2

0

. 4110.0. IMP

--a- o

ti)

qt. MID

_

-

_ _ _

68. 8

...,____

0

106. 6

124. 1 0

5

90. 0

90. 0
PROGRAM OP EITUDIKS

2. In 1930-31, the average number of periods tended

toward the number recommended by Glass in mathematics,

social activities, and guidance; they were in the direction of

a lesser number of periods in fine and practical arts; they

were in the direction of a greater number of periods than

those recommended in English, social studies, natural science,

health, and electives.

3. There have been few changes in the number of schools

requiring each subject field in grades 7 and 8; in grade 9

the majority of schools do not yet place mathematics, science,

the fine and the practical arts (all of which were recommended

by Glass) in the required program. In all but science, a

decrease is shown for each of these fields over the 8-year

period. . 4. The average number of minutes devoted to required work in the major subject fields indicates less time, for the

most part, to the academic fields, with gains in some of the

nonacademic fields. The most significant increments are for

health in all grades and for social studies in grade 9.

5. Average time allotments indicate a loss for separate

courses in composition, literature and reading, ancient and

Greek history, aigebra, and geometry. More time, on the

other hand, is being given to library, community and economic civics, health, and to the more practical courses in

the industrial arts such as electricity, auto mechanics,

printing, home and family.

6, The tendency to integrate the work in certain junior

high school fields by combining two or more courses into a

general one may be assigned as one cause for the decrease

in the number of courses elective in 1930-31 as compared

with 1922-23. This applies more to grades 7 and 8 than to

grade 9. Increments are shown for work in this grade in

several fields, mglit of which are nonacademic.

7. A comparison of average in minutes allotted to elective courses shows increments in such courses as journalism,

economics and vocational civics, junior business training, and

all courses in music and home economics. , a

I (751

a
CHAPTER VIII : TRENDS IN 39 RECENTLY REVISED

PROGRAMS

1. STATEMENT OF THE PROBLEM

Recent changes soughtIn April 1931, a request was made

of 120 school superintendents, in cities varying in size and

location, that they send copies of their recently revised juniors and senior high school programs of studies, together with

the programs in use immediately preceding revision.

Through comparisons in this investigation of the two programs from the same school, it is sought to reveal the recent

changes which have taken place in selected secondary schools

r41 of the country.

A selected group of schools.The schools approached were

selec s on the basis of replies to a general inquiry form,

ret . from which were had from several thousand schools.

On z form space was provided for indication as to whether

revision had been made within the past five years, and if so, whether the revision was considered noteworthy. The

changes revealed in this study are therefore representative of what schoolmen regarded as outstanding revisions which

were made within the 5-year period immediately preceding. As is true of other investigations in this monograph, in each

case the changes are actual in that comparisons are made of

modifications which were made in an identical group of

schools rather than a compaiison of two distinct groups at different periods.

Source of the materials. Rep : were received from the

majority of the schools app s .r s ed, but only in the case of

39 was the information! dered sufficiently complete for

the purposes of this study. Of the schools represented, 4

are in cities located in the New England States, 10 represent

the Middle Atlantic States, 6 the South, 15 the Middle West, and 4 schools are in cities in the far West. Nine of the cities

were of more than 100,000 population according to the

Federal census of 1930, 18 had between 35,000 and 100,000

1761

_

,-
PROGRAM OF STUDIES

inhabitants, 8 from 10,000 tx) 35,000 inhabitants, and 4 were

cities with fewer than 10,000 residents.

Method of conducting study. fl the 39 schools represented, 35 sent programs for the six grades included in the secondary- school organization, or, for what we have termed the junior and senior high school grades. In the case of the remaining

four, programs were received for the junior high school organi- zation only. Data for the senior or 4-year high school organization are treated in Chapter XVIII, while the data of

the present chapter represent grades 7, 8, and 9. They are

treated under three main divisions as follows: (1) The general plan of organization; (2) the major fields offered and required ; (3) the specific courses offered and required.

B. THE GENERAL PLAN OF ORGANIZATION

Types of grade orgitnization.Schools are classified in

Table 22 according to the number of grades included in the°

elementary, junior, and senior high school organization. The figures indicate few changes as a reo3u1t of revisiona

slight increase in the 6-3-3 and 6-4-2 types and small decreases

in the 6-24, 6-6, and 84 types. The fact that information

was not sufficient for classifying six schools after revision,

hpwever, prevents any conclusions.

TABLE 22.The number 41111chools having certain types of organisation of grades, before and After revision

Type of organisation Before After rerevision vision

6-3-3

642_

6-2-4 5-6

7-2-3

24

4

4 25

12

2

1 Type of organisation

8-4 Unknown

Total

Before After re- revision vision

2

3

1

16

so The classification of program8 of duties according to types. Again using the classification devised by Koos, as cited in

Chapter III, Section 3, the arrangement of programs according to types, before and after revision, is shown in Table 23.

It will be nöted that, in general, slight decreases in the

number of schools employing Che single-curriculum, multiple. curriculum, and combination types /of programs have

[77] 4

(..

I wr -6 -= f.

0

......... OP MP

410 .......

...... ,-_ 1 7-6

. . -.es: = r

1
NATIONAL SURVEY OF SECONDARY EDUCATION

resulted in increments for the number emplo'ying the constants-with-variables type. At each period, however, the

single-curriculum type is employed by the majority of schools

in grade 7.

TABLE 23. The number of schools having certain types of programs of studies, before and After revision

Type of program

Grade 7 Grade 8 Grade 9

Before After Before After Before

, After

1 I 3 1 1 1 7 8 cult=

M ultiple-curriculum

Constants-with-variables

Combination

Unknown

Total

39

46

... ... 27

3a 20

6

12

1

, 17a

16

. . 2

, 12

20

16

. 125

112

I 37

, 1 37

, 39

i

30 39

, 39

. s

4 3 Seventh grsde prop= not secured from two schools.

The number and kin& of curriculum offered.Since schools

employing multiple-curriculum and combination types of

programs offer more than one curriculum, it is of interest to

note changes which have taken place in the number offered

as a result of revision. A compilation of averages indicates

a decrease in the number of curriculums offered as a result

of revision. Before revisiòn, the average school offered 3.6

curriculums, which was reduced to 3.2 curriculums for the

average school as a result of revision.

The kinds of curriculums offered have been classifiecLunder

seven headings, indicated in Table 24. The table shows

decreases in the number a oóllege preparatory, general,

commercial, industrial artii, and lxiftteez9nomics curriculums, but an increase in the offering of fine arta turriculums. Although decreases are due in some measure to a diminution

in the number of schools offering the multiple-curriculum

and combination types of programs, the results shown do libt

indicate a tendency on the parts of schools employing these

two types of programs to provide, in junior high -school

grades, for many distinct life-purposes of the student body which a 'greater variety of curriculums would indicate.

.178]

fi

.

_ __________ _ _ _________ ...

' ;

--riodiMa :bir..;¡kj -= 19=1-atakia.,,a. 4*OsamiL_74.:4.71ft , ..- ,.=

2

_ ______ _
PROGRAM OF STUDIES

TABLE 24.The number of junior high schools offering certain kinds of

- curriculums, before and after revision

Curriculum

Number of schools

Before

(18

schools)

After

(12

schools)

Curriculum

Number of schools

Before

schools)

College preparatory_ General

Commercial

Industrial arts

1210

8

8

3

7

7 Home eoonomics

Normal training Fine arts

5 After

(12

schools)

3

14 3. THE MAJOR FIELDS OFFERED AND REQUIRED

Number of ¡Moots in which certain subject8 are offered and

required.In this section of the chapter it is attempted to

show chaves which have taken plac'e in'the total offering

through presentation of data showing, before and Jtfter revision, the number of schools "offering the major subject

fields, the average number of periods of work offered, and the

separate courses or divtiorei of the subject fields which are

offered at the two periods: Data showing the numbef of

schools offering and requiring the major subject fields such

as English, social studies, mathematics, etc., and activities

such as clubs, home room, and assembly (designated as socializing-integrative activities) are presented in Table 25. They

TABLE 25.--The number of schools in which the major subject fields are

offered and required, before and After revision. (Numbers with required

courses are shown in parentheses)

Subject field

nglish 80dal studies

Mathematics

Science

Physical education Music

Art

Industrial arts

Home economies

Foreign langinie

COMEDSKIS

floolansing-integrative activities

Before revision

Grade Grade Grade

7 8 9

After revision

Grade

7 1 Grade Grade

8

7 37 3

37

37

16

37

34

34

seas

411(11)

$e

31

2537 6

36 4

7(

;

37

$7

1937

sa

aa

4

16 Iv 39

29

so

37

32 II 37 311 37 35

21 (3

13(4

17(1

AN=1,

Woman of studies for grads 7 were moored from only 37 schools.

[ 79 I

39

37

37

so

34

N 8

37 33

16 15

(18

_ 7

....... ._______.. 1 ___._ .....

9 39 39 39 39

39 39 34

37 19 .17

15 86 39

32 N Ç32

36

36 $3 36 NI 37

33

Di: 31184r

11(11

39 Is

38

88 26 38

25 21 38

30 14

.

.

i

, s s 4 s

- a

2430

18

3

37

37

19

1..

IlmInlmi, %.__. s

-

se

I
NATIONAL SURVEY OF SECONDARY EDUCATION

indicate that all fields except science, foreign language, commerce, and socializing-integrative activities are offered in all three grades of almost all schools. An increment is shown,

as a result of revision, in the number of schools offering work in science, music, pfiysical education, home economics, and the socializing-integrative activities. Increases are also shown for grade 9 in the social studies, art, and industrial arts. Except in foreign languages and commerce, the trend

seems to be toward a greater representation of all subject fields in the offerings of grades 7, 8, and 9. The increment is most noteworthy for the socializing-integrative activities. Data for the number of schools requiring each of the major subject fields show that English, social studies, mathematics, and physical education are the courses which are most often

required, followed by music, art, industrial arts, and home

economics. As a result of revision, the most significant

increments in required work are in the field of science and the

soCIalizing-integrative activities. Mathematics, social stud- ies, music, physical education, industrial arts, and home

economics are likewise required more in grade 9 as a result of the revision. Art is the only field in which a decrease is shown.

Average number of period8 of work offered.Indicative also of presentZday trends are the changes which have taken place in the number of periods of work offered and required in the various subject fields to make room, through necessity in

some cases, for the admittance of new fields. This informa- tion is shownzin Table 26. It will be noted that, on the whole, increments are shown in the total offering of practically all grades for physical education, music, industrial arts, t'and

socializing-integrative activities, all of which are members of the special fields as distinguished from the academic fields. Despite the fact that a decrease is recorded for the number of schools offering foreign language, a fuller offering seems to be provided by those schools which include it in their

programs.

In some cases, averages for gráde 9 show a different trend for those grades 7 and 8. For example, in grades 7 and 8

an increment is shown for home economics, but a diminution

[ 80]

a

1

11

SO

.-...., _

11S.9.. , s
PROGRAM OF STUDIES

in the average for the same field is indicated for grade 9.

Just the opposite is true, on the other hand, for art and the

social studies. As will b'e shbwn later, the decreases shown

for English and social studies may be accounted for in some

measure through correlation of two or more divisions of a

subject field into a single offering. The courses included

tinder the designation "other " are for the most part listed as

religious education in the program of studies.

In the required work, an increase is shown for science,

physical education, and the socializing-integrative activities

and a decrease for English, social studies, and art. In grade 9 the industrial arts and home economics are seldom required, and foreign language and commerce, except in a few schools

requiring general courses, are not required at all.

TAMA 26.-Tht% average number of periods of work offered and required in the "major stibject fields, before and after revision. (Required periods are shown in parentheses)

Subject field

Orade

Before

Oracle 8 Grade 9 Grade?

English j, 7. 1(6. 8 staies 6. 9(6. 9

Mathematics 4. 8 t 8

Science 1. 2 1. 1

Physical education 2.5 2.5

Music.. 2.5 1. 7 Art 1.8 1. Industrial arts 2. 7 1 4 Home SC0E10E11103 2. 7 2. 4

O. 4 -) Commerce

Socialisigg-Integrative activities 0. 6(0. 6) Other. O. 1 ( -)

4

7.2 6. 5 6. 6(& 6. 8 6. 7) 6. 9 6. 1 6. 3 (5. 1 5.4 5.3 4.3 5 6.66.6) 5.25.2 5.3(19 5.14.6 5.914 4.84.8) 6.64.8 5.8(18 2.11.5 5.11.8 1.51.4) 2.6 L9 4.8(2.2 152.5 2.1(2.0) 2.414 2.7(16 2.5(2.4 3.2 L 4. 2(0. 4) & 1 L 7 4. 2(1. 6 5.5(0.5 2.2 1.2 3.(go.1 L7 1.5 L9co.9 3.9(0.1 3. 7 1 2 8. 3(0.4 2.9 2. 7 t 1(1.9 9.6(0.6 & 3 2.0 6. 2(0. 2 3.0 2.6 3.7(1.8 5.4(0.5 3.30.3 10. 0( -) 0.4 -) 3.742 10. 6( -) 1.9 0.2 6.3(-) 0.2 (-) L 4(0. 2)

O. 6(0. 6) 0.3(0.3) 1.0(1.0) 1.2(1.2) 1.1(1.1) 01( -) 01( -)

_ _ _ ..... .....

_ _ _ _

40 . 0 0 . IOW language w _. _ _ _ .... _ __......,..__ Alta

Oracle 8 rade9

...... MI. .

7

0. 2( -)

Alb

.

al ______ - - _ - _____ - - - _ _ _ . ______ & -)
SD

silks.

NATIONAL SURVEY OF SECONDARY EDUCATION'

TIBIA 27. The number of schools in which certain courses in the aca- demic fields were offered and required, before and after revision. (Num- bets with required courses are shown in parentheses)

IL_ Subject field and courses Before revision After reyon

Grade 7 Grade 8

1 &MOLISE' English Composition Literature

Grammar or language Penmanship

8

Li:Virlryng Public speaking and expression Oral English Dramatics

Other (reviews, special English, journal- ism)

scam, errunixs

&idea studies

Geography History United States history. World history Ancient history Civics

Vocational civics

Economics civics

Community civics

Occupations Other (medieval, European, Greek, State history)

MATEZM Arms

Mathematics_ General mathematic.

Arithmetic_

Algebra Other (applied, industrial, practical mathematics)

=NCI

Science

General or elementary science Biology Hygiene Psychology Physiology Agriculture Nature study OD FOREIGN LLI1OUAO Foreign language General language Latin

French frdsh

erman

3 3

4 4

11(10

11(10

3(3

2(1

1( )

13 23 23 12 12

16 16 16 16

9(9 5(5

6(5)

57i6L1

10 9

3

2

3

2

4 4

2 2

1(1)

7(7

3(2

14(13

3(2)

2(2)

1( )

Grade 0 Grade 7 Grade 8 Grade 9

4

39(39)

1 (1) ..... 6(2)

12 )

)

Sot 7

36(36 V(36 29(29 2 2 2 2 2 2

6 6 6 5 4 4

3 3 5 5 1 1

9 9 10 3(

9 9 7 6 2(1 8 8 7 7 4(2 4 2 5 1 2( 2 2 _ ..... _ _ 3(2 5(

4 2(2) 1 4(2)

2(1 1(

1(

6 1

7 6

3 3

4 4

6 3

3 3

2( )

21 7

6 2

2 1

7( )

8(4

28(10

10(3

1(1 5(

2(2

1(

5(--)

21 29 rl 9(9

3(3

4(4)

18

24(24)

5(5)

8(8) _ ..... 989

2?1N

10(10 1(1i 2(2

4ri) 3(1

) 3 3

2 2

4(4) 6 4

1(1) 4(3)

1(1) 3(2)

24( 15(14) 6i 6(2) 88

1 1 27(5)

2(2) 6(1)

20(15) 27(13

11(9)

9(3

1( 1(1)

1(1

2(2)

sio am do. 2(

2

.....( ) 4(3

10 88(

26(1

4 13

I ea 2 6c

[ 82

te

I. 4

rt.*,

to

ji Od r 1kt

...... NO 111. MD

_ IM ..... 41111 AM IM al OP 0, a. OD M .1. GM

..... _ do _ ...4..............m.,....

.. ...

MI Ob' MI. 4.. IMO MO - ...... I. OD

»No or.JD

1

I

411 1(1)

17(1

5(5.7 15(16

2 2

4 1 3(:

10(1 24(24

7(71

! . w, -i ao, mAID 2(2)

sr 1. 41.4

44=

-

v

4. _7' .1 Lut

11

_ _ _ _ _ _____ 3(

3(1

14(1

10-

2

1

5

s

1

16

v. 1 i
a PROGRAM OF STUDIES

4. THE SPECIFIC COURSES OFFERED AND REQUIRED

The COU7'8e8 ogee and required in the academic fields.

Included in Table 27, are those specific courses offered in

English, social studies, mathematics, science, and foreign

languages, desiguated as the academic fields. All courses

offered in three or more fields are listed. In the field of

English will be noted decreases in traditional comes such as

penmanship, spelling, and grammar, through correlation of

such work under a general course termed "English." Increments are shown, on the other hand, in new fields of subject matter such as library, public speaking, dramatics, and oral

English. Likewise among the social studies geography, his- tory and United States history, ancient history, and civics

show decreases, while the more general courses in social studies and world history have increased. This same tendency is revealed in mathematics and science gy a decrease in

the arithmetic offering and an increase in the course desig- nated as mathematics in the former field, and by increments in the latter field in courses in science and general scien'4.

Few changes in the offering of foreign languages in grades 7 and 8 have taken place as a result of revision, but increases

are to be noted for grade 9 in Latin, French, Spailish, and

German. Likewise for the required work, English, social

studies, mathematics, and science show decreases in certain

of the traditional courses, resulting in an increase in generalized comes in these fields. Efforts to provide newer and

richer materials may be judged from the increments shown

in suchcourses as library, public speaking, hygiene, and

general language.

The cour8e8 offered and required in the 8pecial fields.Data

of a similar nature to those tabulated for the academic fields

are presented in Table 28 for the special fields, in which

physical education, music, art, industrial arts, home economics, commerce, socializing-integrative activities, and "other" fields are included. Under the latter term are

grouped exploratory, broadening and finding, and Bible

courses. Copapt.zisons indicate an increase of the health

course in physical education, for glee club, band, orcliestra, and appreciation, and for art, arts and crafts, and apprecia- tion. Only slight changes are indicated for other courses in

[83]
NATIONAL SURVEY OF SECONDARY EDUCATION

these three fields. The vocational courses have increased

for the most part as a result of revision. This is especially

true of mechanical drawing, woodwork, home mechanics,

shop, sheet metal, and printing in the industrial arts; of

home economics and homemaking in the field of home economics; and of an orientation course in junior business training

in the field of commerce. The socializing-integrative activities likewise show a marked increase for all courses. Fòr the

required work, there has been an increase in the number of

schools requiring health, music in grade 9, appreciation in

music and art, home ecOnomics, and the sociali7ing-integrative activities. Othei courses show only slight changes.

TABLE 28.The number of schools in which certain courses in the special fields were offered and required, before and after revision. ( Numbers with

required courses are shown in parentheses)

Subject field and courses Before revision Aftar revision

Grade rGrade

=dm 1 3 Grade 9

3 41 PHYSICAL RD VCATION Physical education Health

Physical education and hygiene Health and physical training Other (dancing, swimming) MUSIC Music

Chorus

Glee club

Band

Orchestra

InstrumentaL

Theory Appreciation_ ART Art

Freehand drawing Commercial art

Design Arts and crafts

Appreciation_

INDUSTRIAL ARTS

Industrial or manual arts

Mechanical drawing Woodwork

Shop Machine shop Auto shop Sheet metal

Electricity _ Printing. Patternidak

Vocational agriculture Other (reed work, plumbing, etc.)

2(

8(8

8(6

1(1

32(31

1(1

22(20)

12(12)

1(1)

27(25) 68%

4(4)

23(23) 26(26)

1

8 ) 7 5) 5 2( 8 1

2 2 1 1 3501 23(9

3(1 6(2

8

6 8

8 11

1 8

25(17) 131(

3(3

2(1

3(2

[ 84]

29(21

6 1

5 3

1 1)

4(1) 4()

4(2)

8(3)

2

2

13(3

16(2 7(

9

21

2

1

Grad Grade Grade 9

24(23)

10(10)

2 2 2(2)

5 5 3(3)

1 1) 1(1)

32(30)

5

5

AP NI AP A d. 2(1)

27(22)

6(6)

M. MI. IND 41M, lib 2(1)

32(77)

4(1)

41:1

9

2 )

2(2)

29(1

1

1 -- 2(2

24(21) 26(14

5

14) 6(2

4 4) 5(1

5) 10(5

A md 2 1

M. diM mi. am do dm 8(1)

2 1

11E0 MD II vrI AD Im 8(1)

25(24) 31 1)

3)

3(2)

3

108( 13( 2(

5(1

24(1)

1(

3(1 2(

3(1

16(

24(1 12(

18(3

3(1

3(1

10(2

qtt

8 7

.... ...

..............

..... _

L ..... . _ ......... /NW

3

2

1(1)

-

3

6(1

8

7

231i218I -

No I OD NI 4(3

MD. OOP No

8(8

65r1(-

3 -

-

- 4(1

ow

11. 4P 2

.111,11411..

22(13

.110
PROGRAM OF STUDIES

TABLE 28.The number of schools in which certain courses in the special

fields were offered and required, before and after revision. ( Numbers with

required courses are shown in parentheses)Continued

Subject field and courses HOM Z ECONOMICS

Home economics

Practical arts

Homemaking

Foods

Clot

Other (laundry, household accounting, etc.)

COMMERCE

Commerce

Junior business training Typewriting Bookkeeping Commercial arithmetic

Other (investments, amounting, etc.) _ SOCIA LIMN G-INTI G ILA TIV I ACTIVITIES

Guidance

Assembly Auditorium

Clubs

Home room

Activities

Other (exploratory courses, Bible)

Before revision After revision

Grade 7 Grade SIGrade Grade 7

10(8)

4 (4)

4(4)

10(10)

14(12)

Grade Grade 9

4 5 7 10(7) 10(2)

6(2) 21)

5(5) 7()

14(10) 18(2)

14(9) 16(2)

1() 6()

1() 3( )

15(5) 15( ) 2( ) 11() 13() 3( ) 16()

3(1) 7()

4(4) 65(5) 2(2)

4(4) 4(4) 2(2)

5(4) 5(4) 4(3)

4(4) 4(4) 2(2)

3(3) 3(3) 3(3)

1(1) 1(1)

2(1) 4(1) 3()

15(12)

8(6)

2(2)

7(6)

12(11)

16(8)

6(4)

7(3)

9(4)

13(8)

2()

3()

12(4) 2( )

1( )

14(2) 1()

10(1)

16(3)

18(1)

3()

8(8) 10(10) 10(10)

6(6) 6(6) 7(6) 6(6) 5(4)

5(5) 5(5)

5(5) 5(5) 6 6)

3(3) 8(3) 3 3)

4(4) 4(4) 5(3)

6. SUMMARY OF FINDINGS

1. Incident to revifion few changes resulted in types of

grade organization or in the types on which the program was

arranged. . Slight increments for the constants-with-variables type are shown at the expense of the other three types

of curriculums. A decrease is shown in the number of

curriculums offered.

2. The number of schools offering science, physical education, music, home economics, and socializing-integrative

activities has incrOased as a result of revision, and a aecrease

is indicated for the number offering commerce.

3. In the required work increments are shown in the

number of schools requiring science and socializing-integrative activities. In grade 9 are also to be found increments

in mathematics, social studies, physical education, music,

[ 85 ]

, -----

a 2

3( )

z j()

3( ) 23() 14()

11 ) 5 )
NATIONAL SURVEY OF SECONDARY EDUCATION

industrial arts, and home economics. Art is the oniy field

for which a decrease is shown.

4. In almost all of the nonacademic fields, namely, physical education, music, industrial arts, home economics, and

the socializing-integrative activities, increments are shown

for the average number of periods of work offered. Increments are also shown, for grade 9 in social studies, foreign

language, and art. Diminutions indicated in the academic

fields are the result, in some measure, of the correlation of

two or more courses.

5. Increments in the number of periods required are shown

for science, physial education, and socializing-integrative

activities.

6. Increments are also shown in the following courses

offered within the various fields: Library, public speaking, dramatics, oral English, general courses in social studies,

mathematics, science, health, world history, Latin, French,

Spanish, German, glee club, band, orchestra, appreciation of music and of art, arts and crafts, mechanical drawing,

woodwork, shop, az;c1 printing.

-

i .

V/

1861
CHAPTER IX : PROGRAMS BEFORE AND AFTER JUNIOR

HIGH SCHOOL REORGANIZATION

1. NATURE OF THE INVESTIGATION

Purpo8e and method of the. study.In the preceding chapters have been presented trends in junior high school programs of studies within the same schools over a period of

years. It is the purpose of the present chapter to indicate

those changes which have taken place in 36 schools when they

were shifted from the traditional 8-4 or 7-4 plan of organization of grades to organization on the junior high school plan.

All changes represented in the present study were made

within the 5-year period, 1926 to 1931.

The study is confined to cities of less than 35,000 population according to the Federal census of 1930. As a matter

of fact, two-thirds of the 36 cities had less than 10,000 population. Five cities are located in the New England States,

7 are in the Middle Atlantic section, 5 are in the South, 8 in

the Middle West, and 11 are in Western States. The data

may therefore be assumed to be somewhat representative of

small cities or towns in all sections of the country.

Attention is called to the fact that two programs of studies

are presented from each of the 36 cities-1 before and 1

after reorganization. Thus, the changes shown will be

actual changes rather than differences in separate groups of

communities. Furthermore, since the programs included

represent reorganizations made between 1926 and 1931,

only recent changes are shown..

The methods followed in the present study parallel those

indicated in the precedingiftudies. The data will show (1)

the general plán of organization within the programs represented, (2) the major fields offered and required, (3) the

specific courses offered and required.

t 871

t user 7

-
NATIONAL SURVEY OF SECONDARY EDUCATION

S. THE GENERAL PLAN 01? ORGANIZATION

The administrative arrangement of programs according to

types.Following the division of programs of studies into

types arranged by Koos and described in Chapter III, section 3, data from the 36 schools are presented in Table 29. . TABLE 29.The administrative types of program represented in grades 7, 8, and 9

Type ci program

Before reorganization After reorganization

Grade Grade

7 8 Grade

9

Grade

7

Grade

9

insitairriculum

M uitiple-curricuitim

C otztantorwitb-variabies

Combination

Not indicated_

TotaL

3 4

7 30

15 4

9 2

2

22

122

7 5

4

17

10 as It will be noted that the groatest changes are decreases in

the single-curriculum type and increments in the constantswith-variables and combination types, especially in the

former. Although the constants-with-variables and the

combination types are those most often employed, a large number of schools is shown, even after reorganization,

employing the single-curriculum type in grades 7 and 8.

Number of curriculums offered.The average number of

separate -curriculums offered by schools employing the

multipl 'culum and the combination types of programs

was three for each of grades 7 and 8 before reorganization

and five for each of the same grades after reorganization.

There were only two schools, however, at each of these

periods in which a choice of curriculums was allowed. In

grade 9 the average school offered 4.6 curriculums before

reorganization, but after 'reorganization the average was

almost one curriculum less, namely, 3.7 curriculums.

Kinds of curriculums ofered.As indicated in Table 29,

most schools which organize the subjects into curriculums

do not begin to do so until the ninth grade. Under the traditional organization, the ninth grade was a part of the 4-year

[881

_ ..... Grade I

6

33

2

36 i ZS as 36 36

- f="%&.143fr

, 8

-1-

as 3
PROGRAM OF STUDIES

high school andthe change of this gradt, to the junior high

school organization has seemed to affect curricular offerings

very little. These facts are shown in Table 30. In this

table all curriculums are classified as of fiv 'types. For

TABLE 30.The kinds of curriculums offered in grade 9, before and after reorfanization

Kind of curriculum

Number of scbools

offering

Before

reargarli18-

Lion

Alta

rear- ganization

((::IlemegerperrrwaiorY_ _ _ _ _ _ General

Kind of curriculum

17 17 Fine arts

13 11 Practical arts_____

6 13 TotaL

Number of schools offering

Before After

reor- Peerganiza- don tion

7

12 3

1054 example, the college preparatory curriculum includes those

designated as scientific, academic, technical, classical, and

the like. The college preparatory, commercial, and practical arts curriculums show little change, but there is a

decided increase shown for the general turticulum. A

decrease has taken place in the fine arts curriculum, after

reorganization.

S.. THE MAJOR FIELDS OFFERED AND REQUIRED

Average number of total periods of work offered. Figure 6

shows the total number of classroom periods of work offered

in all fields by the median and range of the middle 50 per cent

of the schools, before and after reorganization. The figure

shows that, incident to reorenization, the number of periods

of work offered changed verlr little in grades 7 and 8. In

grade 9, however, there was a decided increase after reorganization. Furthermore, the average length of period computed

for the 15 schools from which data were available showed

that an average period of 34.3 minutes before reorganization

had increased to 48.7 minutes after reorganization. A comparison of the averages shown after reorganization with the

averages shown in the first study for the 60 junior high schools

in 1930-31 indicates a greater average offering of from 6 to

42 periods to be shown by the latter. It will be recalled,

[891

' II

1 14 4 4 _ i; _ _ , /I 1. 55

,44* 411 460

t S3-

- `.4,4 = r k

:I

e.
NATIONAL SURVEY OF SECONDARY EDUCATION

however, that the schools represented in the present study

are much smaller than those in the study of trends.

Number of schools offering and requiring the major subject felds.The status of each of 11 major subject fields, such as

English, social studies, and the like, and of such activities as

home room, clubs, guidance, assembly, etc. (which are designated as socializing-integrative activities), before and after

reorganization, is indicated in Table 31. Organization on the

junior high school plan has not affected greatly the.representation of English, mathematics, and the social studies since

GRADE

SEVEN

, REORGANIZATION More

Mar MEDIAN

34.0 RANGE

25.0-37.8

. PERIODS OF WORK

20 -30 40 50 60

.

1 te- EIGHT

. Beim

Mx

, 292

31.9 265349

26.539.9

. NINE

, . Belem

. I

.363 483

_ an-szs

41.94.60

...

, . , FIGURE 6.The number of periods of work offered by the median and the range of the middle

50 per oent of the schools, before and after reorganization

they were well represented in the traditional type of organization. It has, however, afforded children attending the now

type of organization much greater opportunities in the fields

of physical education, industrial arts, home economics, and

the socializing-integrative activities, as the increments shown

in the table for these fields reveal. "The greater offerings in

these fields apply to all three grades, but in addition, increments for the ninth grade incident to its membership in the

new type of organization, are revealed in fine arts, commerce;

and social studies. The junior high school plan seems also

to have caused a slight decrease in the number of schools

90 I

F

dif

71. 411

, -

I 79 a

953&9 CI a

D

, , I o

AItar

, 0

i

.,

",1-11`11aL ,:;=16 _

to.

-

-748,5

1

.
PROGRAM OF STUDIES

requiring mathematics in this grade. Science and foreign

language indicate little change incident to reorganization,

except for the depression of the latter into the eighth grade

under the junior high schoolb plan.

TABLE 31.The number of schools offering and requiring the major subject fields before and after reorganisation. (Numbers with required

courses are shown in parentheses)

Before reorganisation After reorganization

Grade Grade

7 8

Grade

9

Grade Grade

8

English Social studies

Mathematics

Science

Physical education Music

Art

Industrial arts

Vome economic*

Commerce.

integrative activities...... 38(38

38(38

38(38

26(25

12(12

23 22

13 12

13 13

1( )

5(5)

38(36

38(36

38(35

20(20

13 13

27 25

22 21

18 16

16 14

4 Grade

9

133(33

77(14

33(2

28(16

13(9

18(3

10(1

21(2

19(3

27(3

16(1

11(5

38(36

36(36

86(36

28(21

77(28

28(28

24(20

29(24

27(24 1(

16(15)

38(38

38(36

36(36

22(18

26(25

22(

23(17

28(22

28(23

10(3

9(7

17(15

38(36

31(16

34(18

31(13

213(25

25(7

20(5

27(4

25(5

29(1

22(2

18(12

I Programs from the ninth grade before reorganisation are represented from 33 of the schools only.

Average number of periods offered and required in the major

subject fields.The position of the subject fields in the two

types of organizations is indicated from another angle

through presentation, as in Table 32 of the average number

of periods of work offered and reiiuired in each field, before

and after reorganization: The averages represented were

secured by dividing the total periods offered in all schools by

the total number of all schools rather than by the total

number of schools contributing to the fotal periòds. It will

be noted that, as in the table immediately preceding, the

'most decided increments are shown after reorganization in

the fields of. physical education, industrial arts and home

economics, and socializing-integrative activities. Increments

for the ninth grade are likewise shown in fine arts, commerce,

and social studies. Science also shows an increase after

reorganization in the number of periods of work offered in

grades 8 and 9.

[91]

e

I 6. Eitabjtei. fleld

7 ...... .111. MD 41D, .............

Foreign .: :.:re 28
NATIONAL SURVEN, OF SECONDARY EDUCATION

The most noteworthy decreases -after reorganization are in the fields of English and social studies. As will be shown

subsequently, however, this is due largely to correlation of the work in these fields. Mathematics also shows slight decreases in grades 7 and 8.,but has the same average, before and after reorganization; in grade 9. A less number of periods of work is required in this grade, however, after

reorganization.

TABLE 32.-The average number of periods of work offered and required, before and after reorganization, in each subject field. (Required periods are shown in parentheses)

Subject field After reorganization Before reorganization

Grade 7

3

English Social studies

Mathematics

Science

Physical education_____ Music

Art

Industrial arts

Home economics

Foreign language Commerce

Other (exploratory, Bible).

11.7(11.7)

7. 8 (7. 8)

5. 1 (5. 0)

2. 2 (2. 2)

0. 9 (o. 8)

1. 6 (1. 5)

1.0 (LO)

0. 8 (O. 8)

0.9 (0.9)

O. 1 (-)

0. 2 (0. 2)

Grade 8 Grade 9 J Grade 7 Grade 8 Grade 9

10. 3(10. 3) 7. 5(6. 1) 7. 2 (7. 0) 6. 4(6. 3) 6. 4(5. 5) 7. 6 6) 4. 9(1 1) 7. 1 (7. 1) 6. 3(6. 3) 6.4(2. 1) & 1 4. 8) 5. 5(3. 2) 8 (4. 8) 4. 8(4. 8) 5. 5(2. 5) L 7 L 7) 4.9(2.5) 2.2 (2.0) 2.4(1.5) 5.9(L 8) L 0 (0.8) 0.9(0.0 0 L 9) 2.0(1. 9) 2. l(L 8) L 6 (L 5) 2. 4(0. 1) 2. 7 L 3) 2. 6(1. 0) 4. 0(0. 3) L 0 L 0) L 5(-) 1. 3 L 0) L 0(0.6) 2. 2(0. 2) L 4 1. 3) 4. 7 (0. 6) 2. 3 2. 2) 2. 9(2. 1) 7. 9(0. 5) L 0 L 0) 4. 3(0. 8) 2. 3 2. 1) 3. 0(2. 0) 5. 4 (O. 5) 6. 3 0. 4) 1 - 1. 4(0.2) 5. 6(0. 1) O. 3 (-) 2. 6 -) O. 03 - 0. 9(0. 8) 4. 4 (0, 1) 0.4 (-) 0.80.1) 0.8 (- L6 (-) 0.8 (-)

4. THE SPECIFIC COURSES OFFERED Ar REQUIRED

The academie fields.-The specific courses in English, weal studies, mathematics, science, and foreign language, desig- nated as the academic fields, which were offered and required before and after reorganization are tOulated in Table 33. All courses offered and required, in as many as thtee schools

are named in the table. All other courses are listed under "other".

In the field of English, a decided increment will be noted in grades 7 and 8 in the number of courses designated as "English," after reorganization. This is accompanied by a decided decrease in these grades in such courses as spelling) writing, reading, grammar, and language. These changes may be intAirpreted as an attempt, after reorganization, to correlate many courses, such as those named, under the general course of "English." Few changes are to be noted in the frequencies of such courses as literature, composition,

192 1

4 7

.. .... _

MP 40 m 41. .. .

.11 7.
PROGRAM OF STUDIES

oral English, and public speaking, but the reorganized schools

make greater provisions for a course in the use of the library.

Likewise, in the field of social studies, mathematics, and

science such general courses as "social studies," "mathematics" or "general mathematics," and "science" or "general science " appear with greater frequency after reorganization. This increment in the course "social studies" is

aecompanied by a decrease in separate courses in geography,

history, and United States history increments in mathematics by decreases in arithmetic and algebra; and increments in science or general science by decreases, after reorganization, in physiology and "other" courses. Although

evidence is not sufficient from an examination of programs of

studies alone to conclude that general terminology indicates

genuine fusion, such terminology dges indicate a clarification

of the function of the courses.

Other tendencies to be noted in social studies are increments in grades 7 and 8, after reorganization, for the course in

community' civics. There are few changes for these grades in

courses in civics or civil government, and for the ninth grade,

in courses in vocational civics. In science, there has been

an increase in biology in the ninth grade after reorganization.

Foreign language shows little change for grade 9, but there is

a tendency, after reorganization, to offer more exploratory

comes in grade 8.

TABLE 33.The number of schools in which certain courses in the academic fields are offered and required. (Numbers with required courses

are shown in parentheses)

Subject field and COMM

;MOUSE Ki.. h

8

Ming Reading Grammar

Literature

Composition... _____ L

UMWibrary'

Oral English Public

Other ( pedal dramatics, ete.)-:

Before reorganization After reorganisation

Grade 7 Grade 8 Grade %Grade 7 Grade 8 Grade 9

or- 6 7 19 19)

31 262T)) 13 13)

12 12)

- 2(1)

6(3)

f 93

7

2

4(2)

31(31 42

44

4 4

43

15 14

12 11

515

6 6

7 7)

6 65 Mr) al(31

9 8) 2

985 6 6 6

7 6 5

4(4)

2(1)

4(3)

3(2)

2() 3(1)

3(2 3(

1111111,

,1

.nglish,

01.".1

.4197M

25 24

24 73

1919

13(13

10(10

3(1

.....

6 3

8 8 5 4

IMPal. MP NM eV 4(4
IF

f

NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 33.The number of schools in which certain courses in the aca. demic fields are offered and required. (Numbers with required courses are shown in parentheses)Continued

Subject field and courses Before reorganization I After reorganization

Grade 7 Grade 8

SOCIAL STUDIES

Social studies

Geography United States history History Community civics

Civics or civil government Vocational civics

Ancient history Vocations or occupations World history

MATHEMAnC8

Mathematics

General mathematics

Arithmetic

Algebra Shop mathematics

SCIENCE

General science

Science

Physiology Hygiene Biology Other (nature study, elementry science, et4.)

FOREIGN LANGUAGE

General or exploratory Latin _ French

Spanish Other (German, Italian)

1(1)

32(32)

15(15)

15(15)

2(2)

5(5)

Grade 9 Grade 7 Grade : Grade 9

7 1(1)

18(18)

16(16)

17(17)

5(6)

15(15)

2(2)

1 (1)

2(1) 13(13)

22(22)

11(11) 2() 10(10)

5(3) 14(14)

4(3) 4(4)

7(6)

11(5)

4(2)

4(1)

14(14)

17(17)

10(10)

13(11) 3(

13(13) 6(3

1(1) 9(8

12(12)

2(2) 2(

1(1) 1(

8(7)

2(2) 2(2)

1(1) 2(1)

33(33) 32(31)

1(1) 2(2)

15(15)

6(6) 1() 15(15)

31(19) 1()

15(15) 6(4)

6(6) 2(2)

14(14)

1(1) 2(2) 22(11) 5(4) 17(13) 2() 5(5) 3(3) 13(13) 10(9) 1(1) 5(5) 2(2) 15(15) 9(8) 2(2) 12(12) 3(3) 3(2)

3(3) 2(2) 6(3) ----- - 1()

27(9) 5()

1(1)

1(1;

7(2)

5(3)

4 27(3) 9() 1()

5(2) 1(

2 2-

1 9

8

1 The special fields.Data similar to those shown for the

academic fields are tabulated in Table 34 for physical education, music, art, industrial arts, home economics, and

commerce, designated as the special fields. In physical education, the general course designated as " physical education " doubled in frequency in grades 7 and 8 incident to reorganization, and with a decided .increment in grade 9. In the fine

arts, there is a decided increment, after reorganization, in

art with increments also in sucli courses in music as orchestra,

band, music appreciation, and "other" music.

[941

Iv . I. *.%

1(1)

w...

. 2(

10(3

. _ .. _ _

......... _

f 4. 1(.)

a. - .411110 4110.014.1p

X(1

-1- 774;12 -a-

-

1 I

- -

_ _

. 82-1 ......
PROGRAM OF STUDIES

Grades 7 and 8 participate more than does grade 9 in

increments, after reorganization, in industrial arts and home

economics. Courses in meclanical drawing and printing,,

however, show decided increments in grade 9. The

greatest change in the coMmercial field is an increase in the

number of exploratory courses which are offered in junior

business training in grades 7 and 8. A more,decided tendency

is shown after reorganization for the inclusion of such activities as home room, assembly, clubs, guidance, and

auditorium.

On the whole, the academic and special fields show similar

tenancies in that changes for the most part are in attempts

to provide better correlation and exploration after reorganization. This is more decided in grades 7 and 8, however,

than in grade 9.

TABLE 34.The number of schools in which certain cotzrsea in the special fields are offered and required. (Numbers with required courses are

shown in parentheses)

Subject field and warm

Before reorganisation I After reorganization

Grade 7 Grade 8

PHYSICAL IDUCATION

Physical education Health

Other (gymnasium, dancing). MUSIC Music

Orchestra

Band

Chorus_

Appreciation Othv (glee club, instrumental, etc.) - ----- RT Art

Drawing Freehand drawing Other (design, arts and crafts, etc.)

INDUSTRIAL ARTS

Manual training or industrial arta.

Mechanical drawing Shop

Woodwork_

Printing

Other (electricity, welding, eta)

_

10(10)

3(3)

27(26)

10(10) 31r1 26(25) 1( )

1()

MI 40 OW .111, 0

8(7)

6262 11(10) 36M

1951

.4

Grade 9 Grade 7 Grade Grade 9

11(9) 19(19)

2(2) 7(7) 1( ) 4(4)

9(3) 27(25)

72r)

9

7(-))

? -...- 4(3)

1(1)

4(2)

81-(2) 1 7(14

) 6(6

7 4 2(3 1

113r- 26 14r6(1

ell IMP I 14 (121)

(2)

20(20) 24(22

6(6) 3(3

4(4) 3(2

10 ) 8 -s

3(1)

3(2)

8(2)

11(5) 13( ) 11( )

4(1)

3(1)

)20( )

7(2)

3(

129P1 6(

Z74 81

12(1

. da

...... Imy

.....

for

Alb eI e 410 6

6(2)

11-3

: 8I

1 1 21 16(10

1(1

6(6

2( -

13(1 14(12

14 85

4 ?, 5::

6(1

3

98r7i MM. ...... 6 6

3 1
c.

NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 34. Tht number of schools in which certain courses in the special fields are offered and required. (Numbers with required courses are shown in parentheses)Continued

Subject field and courses Before reorganization After reorganization

rade Grade ißrade Grade 9 3 4 5

HOME ECONOMICS Home economics

Domestic science or cooking Domestic art or sewing Other (homemaking, laundry, etc.)._

CO M EEC*

Junior business training Business arithmetic

Typewriting Bookkeeping Other (stenography, office practice) SOCIALLIII4O-INTEGR4TIVIC Acrivrnits

°Home room

Assembly Clubs

Ouidanoe

Other (auditorium, activities)

6 5) 8( 9 8

5

10 9

4) 6( 8

1(1) 3(1) 2 1

8

211

4

8 _ ..... OD 1(1) 2 ..... 4

6(6

8(8

5(5)

4(4)

7

10(9)

10(9)

10(7)

4(2)

6(3) ...... 2(1)

2(1)

8(8

6(5

6(6

3(3)

9 2

8 3 1()

8( 8( c, 4( 4()

7(7

5(4

4(4)

3(3)

6. SUMMARY OF FINDINGS

1. Alter reorganization, a decrease is shown in the number

of progrems arranged on the single-curriculum plan, but an

increase results for the constants-with-variables and the

combination types. The average number of curriculums

offered shows a decrease, incident to reorganization. Increments, after reorganization, in the number of general, as

distinct from specialized offerings, seem to indicate increased

attention to the needs of pupils not going to college. 2. A marked increasefrom 34.3 minutes to 48.7 minutesis shown in the length of the classroom period as a

result of reorganization.

3. Little change.is indicated as a result of reorganization

in the number of schools offering English, mathematics, and

seventh--and eighth-grade social studies. The increment is

rather -markpd, however, for such nonacademic fields as

physical education, industrial arts, home economics, aiad

socializing-integrative activities. The number of schools

offering ninth-grade social studies, fine arts, and commerce

[ 96 ]

e ,

'

I Grade ¡Grade

2R 2(3(3

14

- 1

i;?Vr? - . IP*. -

r. t..

I.

12(1

M.
PROGRAM OF STUDIES

has also increased. Despite the recommendation of the

National Committee on Mathematical Requirements in

1921, the number of schools requiring mathematics in grade 9

has decreased.

4. Changes shown in the average number of periods of

work offered and required are very similar to those indicated

for the number of schools offering and requiring the various

fields.

5. As to the specific courses offered, increments are shown

for general courses in the academic.fields and physical education, and for such special courses as library, community

, civics, biology, appreciation of the fine arts, orchestra, band,

printing, junior business training, and all of the socializingintegrative activities.

ton

o

I.

ft

dr
CHAPTER X : PROGRAMS IN REORGANIZED AND

UNREORGANIZED SCHOOLS

I. PLAN OF THE STUDY

A comparison oLprograrns of studies in grades 7, 8, and 9

of two groups oPMties is presented in this chapter. In 23

cities which have some schools organized on the junior high

school plan and some organized on the traditional 8-4 plan,

a comparison is made of programs representative of each of

the two types of schools; programs of studies in 30 cities

oreanized exclusively on the junior high school plan are also

compared with programs of studies from 16 cities organized

exclusively on the traditional 84 plan. Thus data from

this chapter, combined with those presented in the preceding

chapter, afford a contrast of programs in grades 7, 8, and 9

just before and just after reorgunization, in reorganized and

in unreorganized schools under the same city administration, and between reorganized schools in one group of cities with

unreorganized schools in another group of 'cities.

The cities having both reorganized and unreorganized

schools are all of more than 35,000 population and 1.4 of

them have more than 100,000 inhabitants, according to the

Federal census of 1910. All but one of the cities repre- sented in a comparison of 30 schools in reorganized centers

with 16 schools in unreorganized centers range from 10,000

to 35,000 in population. On the other hand, two-thirds of

*the cities represented in the study outlined in the chapter

immediately preceding, were of less than ,10,000 population.

Comparison is thus afforded of programs of studies in groups of cities of varying size. The geographical location of the

two groiips of cities included in the present study may be

obtained from Table 35.

9k

IWO [98

Oa

'&

41) ]

al

"."

IL
PROGRAM OF STUDIES

TABLE 35.The geographical location of ciao from which program of

studies were secured

Section

New England Middle A tlantic

Southern

Middle West

west

Total

More than 35,000

population Less than 35,000

population

Unreorganized

Reorganized

Unreor- ganized

Reorganized

4

5 5 7 3

5 4 5

2 2 3 2

7 7 5 3

4 4 11 3

23 30 16

All sections are seen to be represented, but the Southern

group is hardly so large as either of the other four.

The schools represented in the present study are entirely

distinct from those represented in the studies immediately

preceding, but the methods used in collecting and organizing

the data are the same. This chapter will treat of (1) the

general plan of organization of programs of studies; (2) the

major subject fields which are offered and required; (3) the

specific courses which are offered and required.

S. GENERAL PLAN OF ORGANIZATION OF PROGRAMS OF STUDIES

Types of programs represented.A classification of the programs of studies'according to the types defined by Koos,

as given in chapter III, section 3, is presented in Table 36,

for the groups of schools in cities of more than 35,000 and

less than 35,000 in population. The single-curricultun type

in which all pupils take the same work is employed considerably less in grades 7 and 8 of the reorg4nized than of the

[ 99

0

2

6 3

23

..

1 6

5

%NI
NATIONAL SURVEY OF SECONDARY EDUCATION

TA BLE 36. The administrative arrangement of programs of studies accord- ing to types in reorganized and in unreorganized schools in two groups of

cities

Type of program

Cities of more than 35,000 population

Unreorganized Reorganized

rq't 1 2 Single-curriculum 20

ultipl e-curriculum 1 Constants-with-variables__ _ _ _ . 1 Combination

Unknown 1 Total_ _ ..... _ _ 23

19

1 23 4

5

8

4 23

1141/2 2

1 21/2 22

75

126

Cities of less than 35,000 population

Unreorganized Reorganised

cle 8 9

15 14

1 2 10

23 23 23 I 16 18

11

1 24 15 3 1 2

5 3 13 16 7 1 1 12

2 16 30 30 30

11 In some cases the type of program indicated prevails in only one semester of the year's work.

unreorganized schools in cities of more than 35,000 population, but the reverse is true in cities of less than 35,000

population. In the smaller cities it seems that* the arrangement of programs the reorganized are more conservative than the unreorganized schools. The larger reorganized

schools offer a mose varied program for grades 7 and 8-. In

both groups of cities, however, there has been a considerable

shift in grade 9 for reorganized schools to the constants-withvariables anil threembination types of programs.

Number of curriculums offerecl.--Since a choice of curriculums is provided for pupils in schools employing the multiplecurriculum and the combination type of program, it will be

of interest to note differences in the number of curriculums

employed in unreorganized and in reorganized schools. In

cities of more than 35,000 poptolation, the 13 unreorgatized

schools employing these two types of programs in grade 9

offered an average of 6.1 curriculums, while 11 reorganized

schools offered an average of 4.3 curriculums in the same

grade. In cities of less' than 35,000 the 10 unreorganized

schools offered an average of 4.5 curriculums in grade 9, while

the 14 reorganized schools have an average of 3.6 curriculunis

in the same grade: In other words, more curriculums are

[ 100 1

o'l

4'

_ _ _ M

3 6

5

-

CO12 IS

_ _

.110

. . _ _ _ _ _ ___

N. CD CC 5) 2 3

1 101/2

1 4

1
PROGRAM OF STUDIES

offered for both groups of cities in the ninth grade under the

4-year high school organization than in the ninth grade under

the junior high school organization.

Few schools offer the multiple-curriculum or the combination type of program in grades 7 and 8. In cities of more

than 35,000 population, two unreorganized schools 6ffer an

average of 3.5 curriculums in grade 8 while seven reorganized

schools show an average of 3.6 curriculums for the same grade.

Since only 1 or 2 schools offer programs of tis type in all

other cases, averages are not shown.

Kinds of ciirricultiTs offered.Schools employ no definite

terminology in naming the curriculums which are offered.

For example, 22 separate names were employed by the schools

represented in this study to designate what is here termed the

"college preparatory " curriculum. For the purposes of this

study,. all curriculums have been classified under five designations and are presented in this manner in Table 37. Only

schools employing the multiple-curriculum and the combination type of program are represented.

TABLE 37.The number of unreorganized and reorganized schools in two

groups of cities presenting certain kinds of curriculums 1. Curriculum

Cities of more than 35,000

Unreorganized Reorganized

Cities of less than 35,000

Unreorganized Reorganized

2

OD cb College preparatory General

Commercial

Fine arts

Praptical arts

Total

7 2 28 3 7 14 2 9 3 4 8

2 13 3 8 10 3 2

1 20 4 8 13

--11111110- 4 7 73 13 25 47

le 11 12

cb13

13 1 2 8 1 1 9 _ 1 1 1 7 1 2 38 4 8

1050

In cities of more than 35,000 population, tabulations represent 13 unreorganized and 11 reorganized schools. In cities of less than 35,000 population 10 unreorganized schools are compared with 14 reorganized schools.

In both groups of cities the college preparatory cuniculum

is offered more than any other. It is followed, in the order

named, by the practical arts, commercial, general, and fine

[ 101 ]

I 4

c. t,. 00 co ow ow ocp

"2 0 0 0 0 0 0 0

8

e e e e e e e .

18

1110

1

^1----

o "c"6

.

CD It-

°V
NATIONAL SURVEY OF SECONDARY EDUCATION

arts curriculums. The fine arts curriculum is offered, how- ever, in only a few schools. Reorganized schools in cities of more than 35,000 show a decrease most marked in the number of college preparatory and practical arts curriculums offered. In cities of less than 35,000, however, a slightly greater number of curriculums are offered in reorganized schools. In reorganized schools the size of the citly does not seem to affect i;naterially the number of curriculums offered in grade 9, but in grades 7 and 8 the larger cities offer more curriculums. In unreorganized schools more curriculums are offered in each grade by the group of larger cities.

5. THE MAJOR FIELDS OFFERED AND REQUIRED

The total periods of work offered.Before indicating the offering in the major subject fields, there is presented in Figure 7 the total number of periods of work offered, by grades, in the median and middle 50 per cent of schools, for both groups of cities. In almost all cases the figures show a greater number of classroom periods to be offered in reor- ganized schools. Exceptions are for grade 7 in cities of less than 35,000 population and grade 9 in cities of more than 35,000 population. Just why variation should occur in these

cases is not clear. It must be borne in mind, however, that the period is much shorter in unreorganized schools. In cities of more than 35,000 population averages for 12 schools show a period of 50.1 minutes in reorganized and of 45.4 minutes in unreorganized schools. In cities of less than 35,000 population, reorganized schools have an average period of 50.4 minutes, while the average for unreorganized schools is 44.4 minutes.

Number of schools offering and requiring the major subject fields.The number of reorganized and unreorganized schools in cities of more than 35,000 population which offer and re- quire each of 11 major subject fields as well as activities such as home room, clubs, assembly, and the like (designated as "socializing-integrative activities"); are indicated in Table 38. Similar data for schools in cities of less than 35,000 population are shown in Table 39. In cities of more than 35,000 population there is little difference between reor- ganized and unreorganized schools in the offering and require-

[ 102

\

V:\

\

\

j
PROGRAM OF STUDIES

ment for grades 7 and 8 in the fields of English, social studies,

mathematics, physical education, music, and art, since these

subjects are required in practically all schools. In all of these

cases, however, a larger number of reorganized schools offer

and require these fields in grade Ç. For all grades, too, a

larger number of reorganized schools offer work in industrial

arts, home economics, commerce, and socializing-integrative

activities. While notso marked, foreign language and science

TYPE

SCHOOLS OF GRADE MEDIAN RANGE PERIODS OF WORK

50 70 90 110 Unreorganizal 7

33.9 19140.6 0

Reorganized 19.4 332-442 0

*amnia 0

8

33A 192-421

Reorganized 46.9 36.9-563 0

Unreorpized 73.3 5751073 D

9

Reorganized 692 563-83S

Unreorprized 7

36.3 325 Xi ri

Reorganized 34.6 31.4 -40.0 }..

Unreorgenizsd 8

363 29.941.3 'limaReorpnized 37.5 312-463 0

unreorginized 57.5 39.9- 773

1 Reorpnized r9 59.0 473-7L3

, .... FIGURE 7.Number of periods of work offered in the median and in the range of the middle 50

per cent ot reorganised and unreorganised schools in two groups of cities

are also showl as being represented in a larger number of

reorganized sckools.

An examina0on of Table 39 indicates that differences reported as to th6 representation of the major subject fields in

cities with more than 35,000 inhabitants apply also to the

two types of schools in cities of less than 35,000 inhabitants.

The unreorganized schools, however, do not compare so

favorably with the reorganized schools in the smaller cities.

This is true especially of the ninth-grade offering in the fields

of music, art, industrial arts, home economics, social studies,

and physical education.

1213469°--33--8 f 103 1

,

,:

.

.P

\

CA* 0
NATIONAL SURVEY OF SECONDARY EDUCATION

I 1'

TABLE 38.The number of schools in which the major subject fields are required and elective in cities of more than 35,000 population. (Num- bers with required courses are shown in parentheses)

Subject field

1 English Social studies

Mathematics

Science

Physical education Music

Art

Industrial arts

Home economics

Foreign language Commerce

Socializing-integrative activities

Unreorganized (23

schools)

Grade 7iGrade

2 3 Grad

4 Reorganized (23 schools)

Grade T Grade Grade 9 7

23(23) 23(23) 20(20) 121(21) 23(23) 23(72) 23(23) 23(23) 16(9) 121(21) 23(23) 22(14) 23(23) 23(23) 19(10) 121(21) 23(23) 15(15) 19(19) 20(5) 13(11) 18(16) 23(23) 23(23) 20(13) 121(21) 23(22)

21 11)

23 12)

23 22) 21(21) 21(21) 19(2) 20(20) 23(19) 21(8) 21(21) 21(21) 13(1) 20(20) 21 (15 20(3) 21(21) 21 (20) 18 ( ) 21 (19) 23 12 23 (1) 19(18) 19(17) 18() 21(19) 23(12 23(1) 1() 2(1) 20( 5(2) 15(1 22(1) 1(--) 16() 12(3) 20(1) 15(15) 14(14) 7(6) 17(17) 18(18) 18(17)

1 Only 21 schools are represented in the seventh-grade program.

TABLE 39. The number of schools in which the major subject fields are re- quired and elective in cities of less than 35,000 population. (Numbers with required courses are shown in parentheses)

Subject field

Unreorganized (16

schools) Reorganized (30 schools)

Grade 7

1 English Social studies

Mathematics

Science

Physical education Music

Art

Industrial arts

Home economics

Foreign language Commerce

Socializipg-integrative activities

16(16)

16(16)

16(16)

9(9)

10(10)

12(12

10(10

10(10) 2( )

6(6)

Grade

3

16(16)

16(15)

16(16)

11(10)

12 12

15

10(9

3( 2(

6(6)

Grade

4 16(16)

13(3)

16(8)

16(7)

8 8

8 1

9 0

10 1

14 1 14( 13(

2(2)

Grade 7 Grade 8

128(28)

28(28)

28(28

13(13

27(

.24(21

26(25

26(24

11-1

19(17i

6

30(30

30 22

28 28

25 18

27(25

29(23

12(1

11(2

20(16

Grade 9

30(30)

27(15)

2912)

28 (11)

25 (23)

22(3)

29 3)

29 2)

29 2)

n(

13(11)

Only 28 schools are represented in the seventh-grade program.

[ 104 1

8 ___ .........

- _____ __I

INIW 7

,

, 30(30

.... .... ........... _ . __ 26 23

10 10)

15 27 22

1. 23 1)

9(8

.110 )

I

.40

3
PROGRAM OF STUDIES

TABLE 40. The average number of periods of work offered and required

in each subject field in cities of more than 35,000. (Required periods

are shown in parentheses)

Subject field

Unreorganized schools (23)

Grade 7

Ergh studies

Mathematics

Scieuce

Physical education

Music

Art

Industrial arts

Home economics

Foreign language

Commeroe

Socializing-integrative activities

2

5 10. 3(10. 3)

6. 2 (6. 2)

5. 2 (4. 8)

1. 3 (1. 3)

2. 9 (2. 9)

2. 2 (1. 8)

1. 7 (1. 7)

3. 8 (2. 3)

2. 8 (2. 1)

0. 2 (O. 1)

1. 0 (0. 9)

Grade 8

10. 3(10. 2) 6. 1 (6. 1)

5. 2 (4. 8)

2. 0 (2. 0)

3. 0 (3. ) 2. 1 1. ) 1. 7 1. 7)

3. 7 2. 3)

2. 7 2. 3) O. 4 ) al )

1. 0 (0. 9)

Grade 9

Reorganized schools (23)

Grade 7

4 6, 6(5. 0)

6.5(1. 9)

5. 7 2. 4)

5. 9 O. 8)

1. 6 1. 4)

7. 6 O. 1) 4. O. 1)

12. 0 ( ) & 1 (-)

14. 5(0. 3) 7 9 (-)

1. 2(0. 8)

5 7. 1(6. 9)

5. 7(5.4)

4. 7(4. 7)

1. 2(0. 9) 2. 2.2 1.6)

2. 0 1. 9)

4. 4 3. 7)

4. 3(3. 3)

1. 3 (0,

3.4(2.5)

Grade 8

6. 7(6. 1)

5. 0(4. 9)

4. 7(4. 5)

2. 1(1. 6)

2.6(2.5)

3. 1(1. 1)

2. 1(1. 1)

5.9(2.0)

4.9(1. 7)

1. 8(0. 3)

3. 2(2. 4)

Grade 9

7 6. 0(5. 1)

4. 8(2. 5)

4. 6(2. 1

4. 5(1. 8

3. 0(2. 6

4. 1(0. 5

3. 3(0. 2

11. 5(0. 3

7. 6(0. 3 11.0(-)

7. 1(0. 1)

2. 9(2. 3)

TABLE 41. The average number of periods of work o ered and required

in each subject field in cities of less than 35,000 po hon. (Required

periods are shown in parentheses)

Subject field

Unreorganized schools (16)

Grade 7

1 2 Grade 8

English Social studies

Mathematics

Science

Physical education Music

Art

Industrial arts

Home economics

Foreign language__ __ ..... Commerce

Socializing-integrative acv

tivities

11. 2(10. 8)

8. 8 &8 ) 5. 1 4. 9) 1. 0 1. 0)

1. 5

2. 2

1. 8 1. 5

1. 6 o.2

0. 9 (0.

10.6(1o. 8

7. 2 6. 3

4. 9 4. 9) 2. 1 1. 5)

1. 5 1. 5)

2. 3 2. 2)

1. 8 1. 8)

1. 8 1. 6) 1. 8 1. 3)

0. 9 )

0. 8 )

O. 9 (0. 7)

Grade 9

4 Reorganized schools (30)

Grade 7

6!4(5. 7) 6. 6)

6. 3 2. 5) 6. 1 2. 0)

1. 3 1. 3

3, 3

3. 1 & 8

5. 7

7. 2

5. 4 0. 3(0. 3)

7. 7 (7. 7)

6. 9 (6. 9)

4. 9 (4. 9)

1. 2 (1. 1)

2. 8

3. 1

1. 4 a.o

2. 8

0. 1

2. 7)

1. 4) 1. 2. 6

2. 4 ao4(7-

1. 6 (1,4)

Grade 8 Grade 9

6 7 7. 5. 5. 2. 3(6. 9)

4(5. 4)

0(4. 9)

9(2.4)

6. 1(5. 1

5. 3(2. 4

6. 1(4. 9

5. 2(1. 4

2. 3 2.2 ) 2. 0(1. 7

3. 3 1. 1) 3. 7(0. 1

1. 6 a 9) 2. 7( -) 3. 7 8. 3. 2 2. 3) 5. 4(0. 1

2. O. 2) 9. 0(0. 1

1. 2 -) 4. 9(0. 2

1. 9(1. 5) 1. 3(0. 8).

105 I

1 En

_ _ _ _ _ _ _ 3

7 2. 6)

I.)

_ 1. 5

2. 1

1. 8

5 1 4 -)

7) -

0. 1 -)at»

O. 2)

)

1

6

'do

Sodal

3 1 a

8 2.
NATIONAL SURVEY OF SECONDARY EDUCATION

Number of period4 of work offered and required.The aver. age number of periods of work offered and required in each of the major subject fields has been computed and all are presented for reorganized and for =reorganized schools of the larger and smaller cities in Tables 40 and 41. Both tables indicate that the unreorganized schools devote a greater number of periods of work to such academic fields as English, social studies, and mathematics, while in the reor- ganized schools more attention is given to such special fields as industrial arts, home economics, fine arts, physical educa- tion, and socializing-integrative activities. Commerce and foreign language also receive more time in grades 7 and 8 of the reorganized schools. The differences beiween reorgan- ized ,and unreorganized schools again appear greater in the smaller group of cities, due perhaps in some measure to the fact that parents in cities in which part of the schools are reorganized demand some of the features of reorganized schools for the unreorganized schools.

4, THE SPECIFIC COURSES OFFERED AND REQUIRED

The academic .In Tables 42 and 43 have been tabu- lated for both types of schools of the two groups of cities, courses offered and required in the fields of English, social studies, mathematics, science, and foreign language, desig- nated as the academic fields. The most striking differences revealed between reorganized and unreorganized schools is the tendency in the former schools to offer such general courses as English, social studies, mathematics or general mathematics, and science or general science. The offering of these general courses has resulted, through correlation, in

a decided reduction in reorganized schools of such courses as composition, language, grammar, literature and reading, penmanship and spelling in the field of English ; of geography, history, and civics in the field of social studies; of arithmetic and algebra in the field of mathematics; and of nature study, physiology, and hygiene in the field of science. The foreign languages show an increase, especially in grade 8, of the reorganized schools.

4 [ 1061
PROGRAM OF STUDIES

TABLE 42.The number of ichoots in which certain courses in the academic fields are offered and required in cities of more than 55,000 population. (Numbers with required courses are shown in parentheses)

Subject field and warm

Unreorganited (23

schools) Reorganized (23

schools)

Grade T Grade Skirad Grade 710 rude 810 rade 9

1 3 4 3 4

IN G LISS

English Spelling Penmanship_ _ _ Reading

Language Literature

Grammar

Composition Library Oral English. Other soma. STUDIES

Social studies

Geography nited States history _ _ _ _ History. Civk or civil government Vocational civics_ _ _ Community civics Vocations or occupations._ _ Ancient history World history Other

TH Xli ATM

General mathematics

M at hema tics

Arithmetic

Algebra Other

Science or elementary General science

Physiology Hygiene Nature study

. Biology Other

youtor4 LANGUAGE

General language_ Latin

French

Spanish

German_

Italian

Other

IMP a

14(14) 14(14) 17(17)

17(17) 18(16) 3(2) 17(17) 17(17) 1( -)

5(5) 5(5)

4(4) 4(4)

14 (14) 15(14) 4(3) 10(10) 9(9) 2(2)

11(11) 11(11) 4(3)

2(2) 2(2) 1(-)

2(2) 3(3) 2(1)

1(1) 1(1) 8( -)

20(19)

4(4)

8(8)

1(1) 7 22(21) 22(20)

5(4) 2(-)

7(5) 2( -)

1(1)

6(6) aiiJ.

2(2) 3(3) ____ 8(6) 4 (4) 3(3)

2-(2)

8(8)

15(15)

7(7)

5(5)

6(6)

2(2)

3(3)

7(7)

13(13)

8(8)

6(6)

10(10)

6(6)

4(4)

4(1) 12(12)

10(9)

4(4)

5(4)

2(2)

ma. a a

alb M.. am am 10(10) 9(4)

7(7)

4(4) _ _ _ 6(6) 3(1)

8(7) 2(2)

1(1)

2(2) 5(4)

3(3) 3(2)

5(3)

3(1)

1(1) 3(2)

2(1) 2(1) 4(1) 3(3) 2(2) 4 (4) 4(4) 4(2) 11(11) 12(11) 18(18) 18(18) 3(1) 7(7) 9(9)

15(6) 2(2) 4(4) 2(1) 1 ( -) 2( -) 1(1) 1(1)

3(2)

7(2)

2(2)

12(7)

2(1)

8(6)

7

9

4 4)

7(7) 4(3) 5(5) 12(-)

7(7) 4(-) 9(9) 3(1)

3(3)

5(1) 2( -)

mo. miM a* aw ma a

alb 3 -

18

13

121

10

5(3)

6(6) M.M

3(3)

9(6) 3(2) 9(8) 16(7)

2(1) _ 4(4) 3(2)

aMm. ma, ma. am a ow . 5(1)

AP ma eir aP Mal 1(-)

3( )

4412 )

1()

20(1) 13() 9() d7) 2 ) 2 )

107]

t.

1.0

9 0

_

_ _ _ ..... _ _ ..00.111

AMH.NCE

4111 a. OF a. . 1 . cienc -

-

411.

_ _ 4(2)

.11b. ay a 2( -)

2(1)

3(1)

10(4) _ 1( -) 1(1)

9(3) __ _ _ _ 2(1) _ 2(2) 2(2) 1( -)

2(2)

1()

.....

1.1 2(1)

3(1) 2(-)

[

41

44 .

E

_

.1

lb _ _ .....

_ _ _ _ _ _

_

.

2

-----

w

V
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 43. The number of schools in which certain courses in the academic

fields are offered and required in cities of less than 35,000 population. (Numbers with required courses are shown in parentheses)

Subject field and courses

1 ENGLISH

English Spelling Writing Reading Grammar

Literature

Composition Language Oral English. Other

SOCIA L STUDIES

Social studies

Geography United States history History Community civics Civics or civil government Vocational civics

Ancient history Vocations or occupations Current events._ _ Other. MATH EMATICS Deneral mathematics

-Mathematics

Arithmetic

Algebra Other

SCIENCII

Science or elementary science General science

Physiology Hygiene Biology Nature study Other

rcausaN LANGUAGE

General or exploratory Latin

French

Spanish German

Other

Unreorganited (16

schools) Reorganized (30

schools)

1 Grade d, Grade &Grade 9 2 3 4

6(6) 6(6)

11(11) 10(10)

12(12) 10(10)

7(7) 7(7)

7(7) 7(7)

7(7) 7(7) 4(4) 1(1)

4 (4) 4(4)

2(2) 2(2) 2(1) 1(1)

16(16)

3(2)

2(1)

1(1)

1(1)

3(1)

Grade 7 Grade 8

24 (24)

10(10)

7(7)

2(2)

6(6)

14 (14)

5(5)

Grade 9

7 26(26) 26(26)

7(6) 2(2)

6(5)

1(1)

1(-)

6(6) 3(3) 13(12) 7(7)

5(5) 8(6)

2(2) 2(2)

2(2) 3(3)

3(3)

12(12)

7(7)

5(5)

6(6)

1( )

3(3)

8(8)

6(6)

6(6)

1 (1)

5(5)

1(-)

1 (1)

i(-)

3(1) 5(2)

10(10)

17(17)

8 8)

1 1)

2(2)

10(10)

5(5)

11(11)

9(9)

3(3)

10(10)

1(1)

1(1)

5(5)

2(2)

7(5)

_ 1(-)

6(3)

7(6)

3(2)

10(2)

4(1)

4( -)

1(1) 1(1)

1(1) 1(1)

14(14) 14(14)

2(2) 1(-)

6(8) 8(7)

10(10) 12(12)

12(12) 12(12)

i=i

------ 1(1) 2(2) 2(2)

5(5) 3(2)

5(5)

4(4) 4(4)

3(3) 3(3) ----- 3(1)

12(3)

5(3)

5 5)

1)

2 2)

4101 Alb MP ab 5 -

3 - 2(-)

7(7)

18(15)

Alo MP WO MI 7(3)

6

4

2

4(2)

23(8)

1(4)

1(1)

5(-)

2(-)

OD

lab The special field8.Data foi: physical education, fine arts,

industrial arts, home economics, commerce, and socializingintegrative activities, of a nature similar to those indicated

for the academic fields, are presented for courses in the

_ _ _ _ _ ________ V . _ _ _ ....___

____. 4

_

_ - 4. 44 _ 421, 44. 2. 44. 20. 241.

.

a. 40140 so 14. i

ea 44 24 (

1 (

=2...D4

7( -)

4 (-)

7

.22. 422

4. 4. .4 3(-) 1 (-)

1(1)

6(2)

8(6)

22(4)

2( -)

OD OP OP 1 _

OD 40 ( =14 )

42.114.

1(1L

2(-y-4

42D 2.4 442 .4. ( 424214 ) _____

IV... 44 210. 44. 2. 11

2IM 24. 4. 4.. 28(1)

14(-

12(1 3(-i

44. 242 422 1.08

1

213214.422. AIP,
PROGRAM OF STUDIES

special fields in Tables 44 and 45. In physical education in , addition to the increment for the whole field already noted

for reorganized schools, little difference appears in the nature

of the courses offered in unreorganized and in reorganized

schools. For the most part, a general course designated as

physical education is offered, with a few, schools offering separate courses designated as health and al hygiene. The

same comment applies to fine arts. In industrial arts more

of the reorganized schools offer courses in printing and in

electricity; in home economics more reorganized schools

offer a course designated as home economics. Greater pro- vision for exploration is sought in the reorganized schools in

the field of commerce, judging from the larger number of

schools offering courses in junior business training. Greater

care for the social interests of the child seems also shown

by the niorganized schools through the greater provision of such activities as home room, clubs, guidance, and assembly.

[109]

c,

a
NATIONAL SURVEY OF SECONDARY EDUCATION

a TABLE 44. The number of schools in which, certain courses in special s-ubject fields are offered and required in cities of more than 35,000 population. (Numbers with required courses 'are shown in paren- dims)

Subject field and courses Unreorganized (23

schools) Reorganized (23

schools)

Grade Grade Grade

8 9

Grade Grade Grade

7 8 9

4 7 PHYSICAL UCATION

Physical education Health

Hygiene Other iprTINE ARTS

. Music

Orchestra

Band

Chorus

Glee club

Music appreciation Art

Drawing Freehand drawing Other music

Other art

ENDUSTRIA.L ARTS

Manual arts_

Mechanical drawing _ woodwork

Metal work

Shop Printing Electricity

4 Other

al. . ...... HOME ECONOMICS

Domestic science or cooking Domestic art or sewing Home economics

Other

akm M IRCZ

Junior business training Commercial arithmetic

Typewriting Bookkeeping Other

19(19)

4(4)

2(2)

6(6)

SOCIALIZING-UMW L4TIT I ACTITITIVAI

Assembly Home room

Clubs

Guidance 1 Auditorium

Activities

Character education

Conferences

20(20) 4(-) 1( -)

1(1) 1()

2(2)

14(14)

5(5)

2(2) 3(-) 1(1)

19(19)

4(4)

2(2)

A 6(6)

18(18)

3(3)

3(3)

3(3)

20(20)

3(3)

2(2)

3(3)

22(21)

2(2)

2(2)

3(1)

4 -

1 1(1) 1()

2(2)

15(15)

4 (4) , 2(2) 3( -)

1(1)

21519)) 22(16)

7i-) 4 -) 5

5(2) 6(1 1(

9(1) 16(9)

el((61)) 11 -) 1( -) 2( -) 11 -)

7(- 5-(

8(2)

8(7) 8(6)

9(8)

4(2)

10(9)

7(5)

8(7)

3(2)

165ri

44:5) 22 -) 4 -)

7(7)

2(2)

4.(4)

5i13(11)

3(3)

4(4)

3 (3)

44345 2(2)

1(1)

12(40)

10(10)

9(7)

5(4)

16(7) 11( -)

6(2) 10(-)

5(3) 7(1)

2(1) 5(1)

9(4) 9(-) 4(2) 7(1)

2(1) 3( -)

3( -)

7(7)

21 3(3)

4 2)

2 2)

1(1)

1

40 I M

MP ) 14(14 9

12

9

9) 4 4

2

2

2

2

1(1)

13(8)

11 3) 4 2)

4 -

2

13(13)

6(6

11(8

4(4

1(1

2(2

14(14)

8(8)

13(9)

5(5)

2(2) I 1(1) 1 [ 110 ]

J.

IP

,a

I am

,

as

7

ID NI -

... . mb. ...... OA 4E1 AM 7.110

18(13)

2(1)

8(1)

8

1(2 4( 5( ..._........... 1(1) a& .. 0 14(13) 16(3) 6 5

5 1g1 2 ) 1 )

_ ..... .... ____ 3 )

\ 17(16) 16(10) 3(3) 3(3) 2(1) 2(1)

3(3) 4(4)

1(=3

1(1) 1 ( _______

414: a

116

1( )

18

641:i 1 2(2)

. Om.

e'?

_

.44

1*.

3

6(

13(6

1( -)

1

1

ao MP 40 M Mr M. MO 111. M -

I -

212)

1(1) MMmM.m.M

MM4MM
PROGRAM OF STUDIES

TABLE 45. The number of schools in which &Titan courses in the special fields are offered and required in cities of less than 35,000 population. (Numbers with required courses are shown in parentheses)

Subject field and courses nreorganized (16

schools) Reorganized (30 schools)

Grade 7

1 2

PHYSICAL EDUCATION

Physical education Health

ygiene Other

Grade 8 Grade 9

3 4(4)

3(3)

3(3)

4(4)

3(3)

3(3)

rfr41 ARTS

Fine arts 1(1) Music 13(13) Orchestra_ 2( )

Chorus 2121 Band

Glee club , Music appreciation , 1(1) Other music

Art _ 5(5) Drawing_ 5(5) Freehand drawing 1(1) Other art . 1(1)

IND U STRIA L ARTS Manual arts

Mechanical drawing Woodwork

Metal work

Shop Printing Electricity Other

HOME ECONOM/C3

Domestic science or cooking Domestic arts or sewing Home economics

Other

00II IERCZ

Jailor business training Commercial arithmetic

Typewriting Bookkeeping Other

SP =ALI= G-INTIGalums

Assembly

Home room

Clubs

Guidance _ Auditorium

Activities

Character education

Lamina

4(4)

5(5)

1(1)

2(2)

1(1)

2(

1(1

2(2

1(1) 1()

5(5

1(1

1(1

8(7)

11r

6

2

111 2 1

4

! Grade 7X1ra1e 8 Grade 9

7 7(7) 22(22

1(1) 9 9) 7(7

5 5) 3(3

1(1) 4(3) 5(4

3(1

6

43

13

2

34(

6

12(

1(

7(1

3(3)

21(17) 10( 7(

7(3 2(

2(1 4(

18(414

5(4

3(3

4(4)

22(20)

2(1)

433

11

, 8

8(3

3(2 4(

20(1

6225i1 4(4)

14(13)

3(3)

12(8

3(1

4(4

3(2

3(2

15(12)

7(5)

8(5)

5(3)

2(

3(1

2(1

11(2 13(

10(1

5

2

-- 4( 5(

2(

14(2 10( 9(

8

5

17

10(1 lb( 3(

5(4)

3(2) 1( )

1(-)

2( )

5(4)

3(2) 1( )

2(2) 2(2)

I'

4 11(10)

15(14)

7(6)

3(3)

14(12)

12(10)

9(8)

6(2)

4()

2(2)

2(2)

1(1)

/11. 11(11)

10(10)

4(2)

2(2)

3(3)

1(1)

1(1)

7(2)

2( )

3( )

116

2

5

11(10)

9(9)

, 3

3 3

1 1 87 3(

2

1 1

AM _ ____ _______ _ _____

________

22(

5

6

1(1

1 9(

4( )

)

4

19(1

)

)

m, mob m. dm . m, . MID, qw dm a.- d . 9

op m ow m - 4. 3

=Mk, ._

a

-v

7(7)

1(1)

1(1)

(1)

1(1)

_

4

)

1()

7(

ID 4WD
v

.67

ft

,

NATIONAL SURVEY OF SECONDARY EDUCATION

6. SUMMARY OF FINDINGS

1. Both in cities of more than 35,000 and in those of less

than 35,000 population, reorganized schools employ the

constants-with-variables type of program to a greater extent. In both classes of cities the avAiage number of curriculums

offered is less in reorganiced schools.

2. In both classes of cities a greater number of classroom

periods -of work is offefed in reorganized schools and the

period is about fivé minutes longer.

3. In cities of more than 35,000 population a greater number of reorganized schools offer work in industrial arts, home

economics, commerce, and fiocializing-interrative activities.

Although in grades 7 and 8 the distinCtion is not so great,

a largqp number of reorganized schools in grade 9 offer and

require work in social studies, mathematics, science, loreign

language, Physical education, nnisic, and art.

4. In Cities of less than 35,000 population, except that the

changes, are greater, the same trends as those indicated for

the larger reorganized schools are observable.

5. In. unreorganized schools, in both classes of cities, more

time is given to the academic fields, whire in the reorganized

the average number of periods devoted to physical educatittr(

industrial arts, home economics, fine arts, and socializingintegrative activities is greater. Again, differences in the

same direction are greater itsmaller cities.

6. More genetal or correlated courses are offeredin reorganized than in unreorganized schools. A gitater offering is also

shown for reorganized schools of such courses as printing, electricity, -home economics, junior business training, and all

socia4ingtjntegrative fLctivities.

se, [112] -

Ok.

4

1
14. DIVISION II : THE SENIOR OR 4-YEAR HIGH SCHOOL

PROGRAM OF STUDIES

CHAPTER XI : RECENT TRENDS IN 152 PROGRAMS

THE NATURE' OP THE PROJECT

1. REASONS FOR THIS STUDY

To say that the American high school has undergone many

changes within the past two decades has become almost

platitudinous. Few comparative studies, however, present

factual evidence on a Nation-wide basis, of the spec*, nature

ol changes which have taken place in identical schools. 'This

is especially true as it relates t9. the sm'all or medium-sized

schools, which, although numerAily constituting a larger

percentage of the total number of high schools, do not have

accessible, as extensively as do those in the larger cities,

records of their early administrative and curriculum practices.

The purpose.of the present study is to show changes over

a period of yeam in senior or 4-year high school programs of

studies in two groups of cities which were reported in 1920

as having a population of. from 2,500 to 20,000. Such a

study is made possible through the use of data for 1914-15

and 1924-25 which are reported iii an investigation made by

Bradley,' and through first-hand collection of data for 1930-

31 from .the same schools for which the early practices are

reported. Attention is specifically called .to the fact thht

the trends revealed are actual changes which have taken

place within Identical schools rather than variations in

practice among different groups of schools. . 1. SOURCES OF THE DATA . Source of Bradley's data.In the spring of 19251 Bradley

secured print:ed or mimeogniphed copies of programs of

studies current tor that year direcCy from superintendents

Bradify, Raytnond J. The American High-Sob oI Prograit of BtOdies. Ph. D. thesis.

1929. 'The University of Minnesota.

e. [ 113 ]

s

4.

.

I.

o

a
s NATIONAL SURVEY OF SECONDARY EDUCATION

and high-school principals of 152 cities within the population

range already indicated. The source of the 1914-15 data

which he secured for comparative purposes from 54 schools,

Bradley describes as follows:

An especial attempt was made to secure the earlier programs from

the schools which were represented in the later study with the result

that 40 of the 54 programs are from schools,included in both lists. This

large degree of identity in the two lists insures that comparisons will

show changes rather than differences betwee) two different sets of schools. That the two groups are relatively similar in size is evidenced

by the fact that the population bf the median city selected for the study

of practices in 1914 was 6,667 and the population of the median city

selected in 1924 was 5,364 according to the Federal census [estimate] of 1924.

Source of more recent data .For the purposes of the present study, printedor mimeographed copies of current programs of studies were requesteg during the second semester of the

school year 1930-31 from city superintendents of schools

both in the 54 schools represented by programs for 1914-15

and in the 1 52 schools represented bi programs for 1924-25.

That hearty cooperation was given is indicated from the

fact that the information requested was received from 148 of

the group of 152 schools and from an members of the group

of 54 schools. Thus, the data assembled for this study offer

opportunity for noting trends in progiams of .studies -from

54 schools in cities of between 2,500 and 20,000 population

over a period of 16 years and from 1 52 schools within the

same population range over a period of 6 years. In most instances printed or mimeographed programs are

t44sources of the tabulations for 1931. If not available in

such form, the data represent informyon assembled by

local school officials in the manner suggested bY a sample

program of studies enclosed with the original letter of request. Data were secured for grade 9 whether or not it was a port of the juniar high school organization. Many of the systems had effected junior high school reorganization during the

intervening period.

Size. of Cilia .The cities of Gr9up h representing 54

e cities, had an average population of 8,922 by the Federal

or 411 114

a

.e

s

1 I I

toe
PROGRAM OF STUDIES

census of 19 30 as compared with 6,667 computed by Bradley

f6r 1915; the cities of Group II, comprising 1 52 cities (only

148 of which are represented with 1930-31 programs), had an

average of 9,670 in 1930 as compared with 5,364 for 1925.

The trends shown will therefore typify the high school of

medium size rather than all high schools of the country. The co unities represented show a normal growth over the

periods 4

time represented and the changes shown may be

considered normal to such growth.

Sections represented.The geographical areas represented

by the 54 schools of Grolip I and by the 152 schools of Gieup

II, for the periods 1914-15, 1 930-31 slid 1924-25, 19331,

are shown in Table 46. For each period there is a moderately

representative sampling of the States from each geographical

section.

3. ORDER OF PRESENTING THE DATA

General' maliu.The remarkable increase in the enroll- . ment Ape high schools, an increase represented to a considerable extent 'within the 16-year period covered by the present study, has resulted in a redefinition of the functions

of the high school in terms of the needs of society and of the

individual rather than in terms of college entrance. ..Just

what changes have been brought about in plans of organization for administering the program, in the extent and nature

of the subjects offered, and in the extent and" nature of the

subjects required of all pupils in order that these new educational purposes may be accomplished will here be considered.

Chapter XII deals with the general plan of organitation, Chapter XIII with the total offering, and Chapter XIV with

the required work in the schools represeRted at the twoperiods. As has already been pointed out, all but 14 of the

group of 54 schools for which 1914-15 and 1930-31 ..prat's,

are compared are represefited in the grovp of 1 52 samols for

which 1924-25 and 1930-31 practices 'are compared. The

schools representing the 16-year period are therefore so nearly

comprised by those representing the 6-year interval that,

wherever posgible, data for the two groups parallel. each

other in the plan of presentation followed.

4 .

I.

s Vb [ 115 ]
43.

NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 46.Distribution of iwo groups of cities whose programs of studies are represented

Geographical area and States represented 1 Group I

, NORTH

Illinois, Indiana, Iowa, Kansas, Michigan, Minn- esota, M issouri, Nebraska, Ohio, Oklahoma, South Dakota, Wisconsin

SOUTH

Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, West Virginia

EAST

Connecticut, Maine, Massachusetts, New Hamp- shire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont

WEST

Arizona, California, Colorado, Idaho, New Mex- ico, Oregon, Washington, Wyoming

54

1930-31

(64

schools) 3 2112

156

Group II

1924-25

(152

schools) 4 61

32

42

17

1934-31

(148

schools) 6 58

31 42

17

54 152 148

I The States are assembled in each area according to the grouping employed by Bradley.

' 116 I

1 _ ........... Total

1914-15

(54

schools)

,

q.

2112

156

I

-411 (

gill
4 CHAPTER XII : RECENT TRENDS IN 152 PROGRAMS

THE GENERAL PLAN OF ORGANIZATION

I. PURPOSE OF THE CHAPTER

Of equal importance with the nature of the subject4 which

are given a Tilace as required or elective in the program of studies is the extent to which administrative plans enable

the pupil to make contact with those fields of organized

experience, usually called "subjects," which are best suited

to social and individual needs. Three phases of organization

are considered in this chapter which may be determinative

to a greater or less degree of the extent to which the pupil is

exposed to those subjects in the program which come nearest

meeting these needs and interests. These phases are treated in the order enumerated: (1) The administrative grouping of school grades; (2) tile administrative arrangement of

programs of studies according to types; (3) the organization

of courses into curriculums (where programs are of the type

characterized by such arrangement).

L. THE ADMINISTRATIVE GROUPING OF SCHOOL GRADES

Before the beginning of the period represented in this study, educational leaclers were pointing out that the redefined fun( - tions of the American secondary school can best be realize

through reorganization of grades on other than the, traditiona

84 basis. It is therefore of interest to note the extent tó

which their arguments have borne fruit as revealed through

changes in plans of organization that have taken place within the schools represented in this study. Since data

for 1914-15 are not available, there is rewesented in Table 47

the different types of organization in operation wily in the

152 and 148 schools representing the 1924-25 and 1930-31

periods, respectively. In general, the table reveals that at

the end of the 6-year period,

, the properrtion of schools

operating ehher on the 6-34, 6-6, 6-24, or 5-24 plan of organization had increased froin about one-half to about

three-fifths of the total number. .

211,

41. [117]

ot

rk.: aft
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 47. The number of schools having certain types of organization of

school grades. in 19.24-25 and 1980-81

Type of organization

1924-25 (150 schools) 1930-31 (148 schools)

Number Percentage

Number Percentage

2 4 6-3-3 27 18 45 30 6-6 9 6 22 15 6-2-4 34 23 23 16 5-2-4 3 2 0 0 Total reorganized 73 49 90 61 8-4 50 33 45 30 7-4 11 7 4 Total unrcorganized 61 40 51 34 Other form or not listed 16 11 7 5 Total all scboolp 150 100 148 100 Especially noteworthy are the increments in the number of

schools shifting to the _6-6 and 6-3-3 types .of orgaffization,

for the most part at the expense of schools operating on the

6-2-4 and 5-2-4 plans of organization. It seems that organization on the 6-2-4 and 5-2-4 plan is often merely a preliminary

step toward reorganization on the 6-3-3 or 6-6 plan.

3. THE ADMINISTRATIVE ARRANGEMENT OF PROGRAMS

4 ACCORDING TO TYPE

Types defined by K008.---The subject offerings which go to

make up the program of studies are, for the purpose of

facilitating proper selection on the part of the individual

pupil, arranged administratively in different ways. Koos,'

distinguishes four types of subject arrangements, or programs

of studies, as follows:

1. The eingle-curi*ulum type in, which all pupils take

identical pork.

2. The pure multiple-curriculum type, pro;-iding for two

or more curriculums. to be pursued by as many groups of

pupils, and which, once being elected, are fully prescribed.

3. The constants-with-variables type, in which, without

formal classification into curricuhrs, are listed _certain

I Roos, Leonard V. The American Secondary School. Boston, Ginn Qo., 1927. Isom

[ 118

1)11

le

r 4,..

- ------ - . _ ..... ...... 6

di,

518-621.

A

"r14

5

]
PROGRAM OF STUDIES

11'

required subjects to be pursued by each pupil enrolred in a

grade, and certain additional elective subjects from which he

may choose under guidance.

4. The combination type, which "is a hybrid of the two

types last illustrated, its characteristics being drawn from

both. It provides for two or more curricula, as does the

pure multiple-curriculum type and, at the same time, allows

for election of a part of the work during one or more of the

four years."

Compari8on by periods.The frequency with which the

four types enumerated appear in the two groups of schools is

indicated in Table 48, by number and by percentage, respectively, for the ini,ervals previously reported, that is, 1914-15

to 1930-31 and 1924-25 to 1930-31. With respect to the

specific types, the total of all geographical sections for the

schools of both Groups I and II, shows that while in 1914-15

anti 1924-25 a few schools employed the single and the pure

multiple-curriculum types, by 1930-31 both these types had

disappeared entirely. For both groups, therefore, at both

periods, most schools employ either the constants-with-variables or the combination type ofjrogram. Although for the

early period in both groups the ratter typé was favored in the

ratio of approximately 2 to 1, the later period shows a slight decrease in this ratio at the expense of the combination type.

Variations by section s.The preference for one or the other

of the two types varies, however, as do the nature of the

shifts, when the four geographical areas are considered

separately. In the East a moil; decided prefére s is shown

for the combinatimi type of program, while to r_ 44) uth, on

the other hand, shows a slight preference for the constantswith-variables type. In these more con§ervative sections

there barite been few shifts in types of program in the schools

representing either the 16-year or the 6-37i3ar interval.

128440-411--.

4

[ 119 1

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4
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 48.-The number and percentage by geographical divisions of two

groups of schools in which each of four types of programs of studies was in use: 1914-15 and 1980-31, 191'4-25 and 1980-31

Type of program of studies

1 EAST

Constants-with-variables

Combination

Total

SOUTH

Single Multiple

Constants-with-variables

Combination

Total NOWT/4 Multiple

Constants-with-variables

Combination

Total

WEST

Constants-with-variables

Combination

Total

ALL SECTIONS

Single Multiple

Constants-with-variables

Combination

Total

Group I (54 schools) Group II (152 schools)

1914-15

Number 2 1930-31 1924-25 I 1930-31

Per- Num- Percent- ber centage age

3 4

3 20 0

12 80. 0

15 100. 0

15

15 Number

Percentage

Num

ber

Per- cent- age

5 100. 0

100. 0

6 7 8 9 3 7. 1 3 7. 1

39 92. 9 39 92. 9

42 100. 0 42 100. 0

174

12 8. 3

58. 4

33. 3

100. 0

2 9 5

6 28. 13 61. 9

21 100. 0

1 16. 7 5 83. 3

6 100. 0

7 58. 3

5 41. 7

12 100. 0

1 3. 1

17 53.2 17 5t8

14 43. 7 14 45. 2

32 100. 0 31 100. 0 13 61. 9

8 38. 1

1 1 6

19 31. 2 25 43. 1

41 67. 2 33 56. 9

21 100. 0 61 1OOI 58 100. 0 2 33. 3

4 66. 7

6 100. 0

3 17. 6 7 41. 2

14 82. 4 10 58. 8

17 100. 0 17 100. 0

12

1734 1 9

3. 7 31. 5

62. ) 22 40. 7

32 59. 3

2 1 3

42 27. 6 52 35. 1 108 71. 1 96 64. 9

54 100. 0 54 100, 0 152 100. 0 1 148 100,

In the case of the Northern section, however, consisting of

schools in those States within the arc of the North Central

Association of Colleges and Secondary Schools,othere has

been a decided shift in thQ representation of the two types,. For the 54 schools in Group I, the 16-year interval reveals a

complete reversal from preference for the combination type at the beginning of the period, to a no less decided preference

for the constants-with-variables -type ,in 1930-31. For the

152 schools of Group II, the combination type is still favored

in 1930-31, but the constants-with-variables type has, over

the 6-year interval, obtained wignificant increment at its

expense.. The trends for the schools of the Western section

120]

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PROGRAM OF STUDIES

aré very similar to those shown for the Northern section.

although not so many schools are represented.

4. THE ORGANI2A770N OF COURSES INTO CURRICULUMS

Number of curriculums offered.Schools in which the

multiple-curriculum or combination type of program is

employed should obviously offer separate curriculums

arranged to care for the life purposes of each major group

represented in the school. An idea of the extent to which

these various purposes are cared for in the schools represented

may therefore be gained from a consideration orthe number

and kinds of curriculumsoffered. Data as to the number of

separate curriculums offered, for Groups I and II, are pre- sented in Table 49.

Considering the total for all geographical sections, in the

54 schools comprising Group I, the average number of

curriculums has increased, from 3.85 to 4.72 over the 16-year

period. In other words, the average school of Group I offered about five specialized curriculums in 1930-31.

Practically the same avrage is shown for 1930-31 by. the 148

schools of Group II, but there has been little increase betwpen

1924-25 and 1930-31.

TABLE 49.The number of 4-yecir curriculums offered by two grpups of senior or 4-year high schools: 1914-15 and 1,930-81; 1924-25 and 1930-31

Schools and

period

Group I:

1914-15_

1930-Z1

Group II:

1924-25_ _ _ 1930-31_ _ Number of curriculums

2

3

4

1 123

3

10

5

19

22

4410

123336

5

8

4

18

9

2

5

13

11

7

72

4

5

8

8

34

MI, OP =I MP Ms, NIP MI 2

10

le

gm ow

MP More

than

10

11

.10 II O. a

me. .111 2 Total

n um ber

of currioulums

13

Total

number

of schools

13 Average

n um ber

of curriculums

14

131 151 496

445

34

82

108

96

& 85

4. 72

4. 58

4, 64

Greatest number in Western section.All geographic sections contribute to the increments shown for the combined

schools of Group I over the 16-year period. Considered

separately, the great*, gains .are shown for the schools in

[ 121

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po 11

pm 1

410 MP PO 1

P1D OP MI MP

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40 1
NATIONAL SURVEY OF SECONDARY EDUCATION

the Southern and Western groups-. On the other hand,

over the 6-year period the schools corwrising these same

sections in Group II show a reduction in the average number

of curriculums offered. In all instances, the schools in the

Western section offer the greatest number of curriculums, with an average of almost seven curriculums offered in

1930-31. The average number of curriculums offered in

each of the three remaining geographical sections is approxi- mately the same for 1930-31.

Names of curriculums offered.-Some idea as to the future

life purposes of pupils which schools employing the coinbination type of programs aim to serve may be had from a

consideration of the names given to the different curriculums

which are offered. Although quite a variety of names have

been employed to designate curriculums, all have been

combined in Table 50 under eight major types. In this

table are shown the number of separate titles which are

combined within each of the major types of curriculums desig- nated, and the number and percentage of schools offering

a curriculum of a title included within each designated type.

TABLE 50.-A comparison of the relative frequency with which various kinds of curr;culums were offered in two groups of cities: 1914-15 and 930-51 1924-25 and 1930-31

Kind of curriculum

College _ _ _ _ Comm

General

Manual or practical arts. Home economies _ _ _ Agriculture

Normal training____ Fine arts.

Octal

Group I

Number

of separate

nam OS

employed

161 18 2

3 4

6 8

2, 3

14

48

Number

of currioulums

offered

6123

4

3

Percentage of all

curriculums

131 151

7

Group II 3

Number

of spparate names employed

48 35. 1

18.3 21. 2

17 15. 9

8 7 9

3 7 9

2. 3 6. 0 & 2. 7

3. 3

100. i 100.

25

5

2

r.136

16

71252

2

4

Number

of currioulums

offered

II

204

107

57

39

35

23

19

1 1

4111158 10672

35

32

19

1810

Percentage of all

curriculums

13 13 41 35, 5

21.7 23. 8

11 16, 2

7 7. 9 7.1 7. 2 4 4. 3

3. 2. 9

2. 2. 2 ea ss 446 100. 100.0

In the schools of Group I, 34 schools are represented in 1914-15 and 82 schools in 1930-31. Ispi the schools of Group II, 108 schools are represented in 1924-25 and 96 schools in 1930-31.

[ 122 ]

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M. 3.

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3;-4

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111

. I n. 8

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496-
PROGRAM OF STUDIES

Need of definite terminology.. Examining first the columns

in which are listed the numbers of*fferent curriculum names

represented in each major type, 'the general impression is

that of need of definite terminology. Thus, in what is

designated the college preparatory type for Group I, 15 and

18 names were employed, respectively, in 1914-15 and in

1924-25 by the different schools to designate this type of Nurriculum. Not so great a variety o nomenclature appears

in the case of the other seven gro but altogether at the

two periods, 33 and 48 different es, respectively, were

employed to designate curriculums which are considered as

grouped with sufficient distinctiveness under the eight types designated in the table. For 1924-25 and 19a9-31, the

corresponding figures for Group II, in which a greater number

of schools are represented, are 25 and 36 names, respectively, for the college preparatory curriculum, and 69 and 83

different names for all curriculums.

Less emphasis on college preparatory curriculum.With

respect to the number of types which were offered in the

schools of Group I during the two periods, again the college

preparatory group appears for each period more often than

any other. It is noteworthy, however, that there is a tenOency to offer fewer of such curriculums in 1930-31 than in

1924-25. Turning to the column showing percentages, the decrease in emphasis on the college preparatory curriculum

is shown even more markedly, since there are fewer schools

represented in the early than the late period. The tendency

to place less emphasis on the college preparatory curriculum

over the more recent 6-year period is likewise revealed in the

offerings of the 152 schools 6f Group II.

Increase for general curriculum in Group II .Following the t

college preparatory curriculum in frequency in the schools of

Group I are the commercial and general curriculums, in the

order naned. In the schools of Group I, the former shows a

gain from 1914 to 1930, while the latter shows a slighi

decrease. The normal training curriculum shows a losm with

the advancing yeam, while the fine arts, agricultural ,and

home economics curriculums have made small gains: The

trends revealed by the data répresenting the schools of

.4 [ 1213 ]

.1,

,9 744

e
NATIOAL SURVEY OF SECONDARY*EDUCATION

Group II for a 6-year interval are similar to those described

for Group I in the case of the commercial and normal training 6urriculums. As the percentages for Me other types of

curriculums are compared, there is seen to be little change

for the manual arts, home economics, fine arts, and agricultural curriculums, but during the later period greater emphasis seems to be given to the general curriculum.

More curriculums for n,oncollege-going pupils.For the

years 1914-15 and 1930-31 curriculums intended for other

than college ,preparatory pupils in the schools of Group I

constitute 53.4 and 64.9 per cent, respectively, of all curriculums offered. In the schools of Group H the corresponding

percentages are 58.8 and 64.5 per cent. Mthough enrollments in the separate curriculums are not reported, the data

seem to indicate that with the advancLe of years the traditional,concgption of the .American high school as a college

preparatory institution is being abandonea..

LAO

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124 1

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&AFTER XIII : RECENT TRENDS IN 152 PROGRAMS

THE TOTAL OFFERING

I. PLAN OF TIIE CHAPTER

Attention is directed in the first part of this chapter to

the total offering in, general; that is, t.x) the gross number

of- units of work, all sub)ects considered, which are offered

in the schools represented. In the second part of the chapter,

to which most space is devoted, separate consider'ation is

given to the number of units and the nature of the courses

offered in each of the major divisions of subject matter, such

as English, mathematics, science, ann., the like. Conclusions

as to the place occupied by eaph e 14 great divisions of

subject matter in the high-school program .dt. different

intervals of time are thus possible.

I. TIIE GROSS NUMBER OF UNITS OFFERED

The constants-with-variables type of program.The advance

of years has seen it rather steady irierease in the gross number

of units of work offtred in the American high school, judging

from data shown for the schools of Gr4ps I and II. The

number of units representing the totalliering of the school

at the first quartile, the median, and the third quartile positions are shown for 1914-15, 1630-31, and for 194-25,

1930-31 in Figure 8. Averages are shown separately for

sc1ìod19 employing the constants-with-variables type and for

those einploying the combination type of programs. With

attention . first to the schools representing the constantswith-vo.iiables type, in Group I an increment of tipproximaiery; 10 units is shown_ oN*rer the 16-year periski for the

..,-- khools at the first quartile, the median, and the third

quartile positions. The numbér of units shown at the first

mid' third quartile positions represents the upper and lower

extremity of-the range in the middle 50 per cent of schools,

the number at the median position represents the

in the study on which this project is based, Bradley has classified all subjectti offered in

thelvarious schools as fulling within 14 major fields, such as English, mathematics, science, etc. The same classification was cecesgarily followed in the present project.

[ 125 ]

i

. r, w4i1e

I ) O 4
4111) NATIONAL SURVEY OF SECONDARY EDUCATION

number offered by the middle-most school. Although the

ificrement has not been so márked over the 6-year period,

as represented by the schools of Group II, And although the

schools of this group do n9e offer on the average so many

units of work in 1930-31 as do the schools of Group I, the

increase over the shorter period is still signi6cant.

The combination type of program.Corrbsponding data for

the combination type of program indicate that on the whole

the school employing this type offers more work than does

the school employing the constants-with-variables type.

SCHOOLS

CONSTANTS WITH

VARIABLE TYPE GROUP Medea 1914-15 25.4

1930-31 363

Forst sod

third Nettie

221k1117 31.34011 UNITS

GROUP 11 1924-25 329

1931131 1 34.8

212-31:6,

292403

COMBINATION TYPE

GROUP

191415 32.1 28235.5

193131 41.9 35245 GROUP 11 1924-25 392 316452

1930-31 383 34 847 7

FIGURE & The number of units of work offered by the schools at the first quartile, median,

and third quartile positions: 1914-115 and 1930-31; 1924-25 and 193041

Increments for schools representing the latter type have,

however, been more consistent. For the schools eniploying

the combination type in Group II, over a 6-year interval,

the increment has been very small for the schools at the

first quartile and at the third quartile positions, and the

school at the median position actually offers a less number

of units in 1930-31 than in 1924-25.

S. THE TOTAL OFFERING IN THE MAJOR FIELDS

Data treated.---Just how the increments which have b.een

seen to exist in the numbet of units of work offered in schools

126 I

I

41,

late

10 ao

1

a
PROGRAM OF STUDIES

employing one of the two prevailing type's of programs are

. distributed over the different subject fields will be next

re'irealed. In this section is presented the number of units

of work offered by the median school and the range of the

middle 50 per cent of units offered, in each subject field,

by the schools of Groups I and II. Data are not available

as to the specific courses offered in the separate fields for the

schools of Group I. Data of this nature are therefore considered for the schools of Group II only in the section immediately following the present division.

Tim constant8-with-variable8 type of prograrn.Characteristics of the offering among schools of Groups I and II which

employ the constants-with-variables type of program are

shown in Table 51. The table indicates, for each subject

field, the percentage of schools offering, the number of units

of work offered in the median school, and the range of units e offered in the middle 50 per cent of schools at the separate

periods of time. The number of units shown for the con-.

%stants-with-variables type will be the total offering in these

schools, but this will not necessarily .be true for the offering

in the separate curriculums which receive like treatment later.*'

The offering in the constants-with-variables type of program

is therefore treated more fully as is also the offering in special

curriculums related to it. e .

( 127 1

RIP

ito

4

.

dllb

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4

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4

4 ,
1

NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 51.-The percentages of schools (employing the constants-with- variables type of program) offering work in each subjec field and the

median and range of the mide 50 per cent of units offer

Subject field

1 Group I Group II

Percentage of schools

offering

Number of

units of

offered mRdire 50

in me- per cent

dian

school

Percentage of

schools

offering

History _ _ _ _ . _ _ S _ Social studies_ _ _ _ _ _ _ M athematic& _ _ _ . Science

Physical education_

M usic_

Industrial arts.

Home economics_ _ Foreign language_____ Commerce

Agriculture._ _ _ _ _ _ Teacher training_ _

7 Number of

units

offered

in me- dian

school

Range of middle 50

per oent

A

4sia

U 11

. O. 3. 7-4. & 9-6-1

2. 7-3. 1. 84

O. 14 4 1. 5-1

& 4-&

2. 2-4. &

0-1.

04 0-1

04 1

0. 0-2. 1 1. 0-4.

0. 0-1 L 74.

4. 8-& & 6-7.

a 0-1 2-7.

0-2

ft : I -

4. 1 4. 4 & 1 2. L 1 1. 3-15 & & 6

3. 4. I.

2. 1 0-1 1

2. 1 2. 1. 84 & 5. 4-7. 1

4. & L 8-&

I& 9-55

2. 344

& 0-4. 2

0-1.7

0-15

048

5-3.4

9-6.7

4. 1-7.5

0-1.8

I Indicates total number of schools of Group I which offered tbe constants-withvariables

type of program. 1 Indicates the total number of schools of Group II which offered the constants-with-variables type of program.

En,g1i4h. That the high schoolof to-day is making greater

provisior for individual needs° and interests of pupils in the

field of English may be concluded from the tendency toward

an increased offering in this field which the table reveals,

The number of units offered by the median school of Groups

I and II are the same in 1930-31, but the increment is hardly

so great over the 6-year period as it is for the 16-year period.

History and Social Studie8.-Following the classification

employed by Bradley, data for history and social studies are

tabulated separately. The number of cogrses in history

wilich are offered show a slight decrease for both Groups I

and II from early to late periods. An average of hardly three

years of work is offered by the median school under either.,

type of program. The emphasis which has of 'Ate been

placed on education for social needs is reflected. in the in-

[ 128 )

English

Art. _ _ 3

tzt io4

zsc. 8

4. I 4. 4 100. 0 100. 3. 2. 100. 0 100. a 2 97.6 9&1

41 313.2-4.2 100.0100.

2. 10a0100.

a 6 I 26. 2 69.

4 429 5& I0 26. & 3 61. 9 73. 1

o. : 2. 4 4 90. 5 92.

& 4 & s 4 100. 0 POO. & 914. 6 88 1 94.

I 0 33. 3 30. eeee U

! 2. 6-8.

3. 0-4.

24. .13. 54

ab 440. _

.4111 alMIMIED L Tit

JO. 0-L !,

- 4 41

1r

. _____ En-

: _____

-

...00

0-2 I I

s
PROGRAM OF STUDIES

creased number of units which are offered in the social

studies by the schools of Group I. A similar tendency is

shown by the schools of Group II, but, as may be expected,

it is not so great over the shorter period represented by these

schools.

Mathernatic8 and foreign tanguage.Mathematics was one

of the favored subjects in the traditional high-school pregram of studies, but it has not increased its status in recent

years, judging from the results shown in this table. There

is little difference in th'e number of units offered in the early

and in the late periods. Like mathematics, foreign language

constituted one of the principal subjects of the traditional

high-school curriculum, and the table indicates that it, too,

has not fared so well in late years. A slight decrease is

indicáted for each group, both by the median school and in

the range of the middle 50 per cent 'of units offered.

Scitnce.Most of the increments in science seem to have

been attained between 1914-15 and 1924-25 rather than

between 1924-25 and 1930-31, judging from the averages

shown. The table indicites only a slight increase for this

subject field within the 6-year period.

Physical education.The showing made by physical °clues,'

tion is all the more significant becikise it does not have the

force of traditions to bolster its place in the program of studies.

It has* also shared somewhat in the number of units added

to the total offering, although in many schools it is offered

without credit. The percentage of schools offering physical

education shows a remarkable incrsse for the schools of

Group I and of Group IL

Fine art8.Both for the 54 schools representing 16-year

trends and for the 148 schools representing 6-year trends,

increments are shown from early to late periods in the number

of units offered in music. Art, however, while showing a

slight increase in the percentage of schools offering, has not

fared so well.

Practical arts.The most marked tendency on the part of

the 1930-31 programs of stúdies appears to be the inclusion

of more courses from the practical arts. The increase in

number of units offered in commerce is very marked in both

[ 129 1

.

J
NATIONAL SURVEY OF SECONDARY EDUCATION

Groups I and II. In the industrial arts and home econ'omics

also a decided increment is indicated for the late perlbd in the

offering of both groups. Agriculture is the only vocational subjed which does not show a gain with the years. This

may be laid not only to the economic depression in agricul ture, but also to the Smith-Hughes plan which excludes

nonvocationEa pupils from the work.

Teader training.Few schools offer teacher training, as

the data from the table clearly show. Before the time-when.

higher standar& for training teachers prevailed, rural teachers

in some States were recruited from graduates of high-school

teacher-training curriculums. For the most part, however,

puch standards have been raised, resulting in the placing of

these comes in the post-graduate offering or i,n their entire

elimination from the high school.

Specialized curriculums.-1Data of a similar iiattre to those

shown for the constants-with-variables type of program are presented for certain specialized curriculums in Table 52.

The table shows averages for both Groups I and II in the

college preparatory and commercial curriculums, but only

for Group II in the geperal curriculum, since data for Group I

were not obtainable.

College preparatory curriedurn.In the college preparatory

curriculum, the most sighificant variations from data* shown

for the constants-with-variables type of program are in the

decreases indicated for music and industrial arts. Neither is

the increase in lome economics quite so marked. Although

an increase for mathematics is not surprising, it may be

unexpected that foreign litnguage should show 'a decrease in

this curriculum. The popularity of cominercial courses 18

indicated by the increments which they show in a college

preparatory curriculum. The favorable representation secured in this curriculum may be somewhat due to vague claims of nonvocational values to be derived from commercial subjects, but as Weersing has shown, the extent of

such values is open to question.' The explanation is more

likely to be found in the increased flexibility of college

entrance requirements.

I Waning, Frederic* J. pe Nonvocational Values of Commercial Zducatioaa. School

Rview, 36: 213-226, March, 1938.

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NATIONAL SURVEY OF SECONDARY EDUCATION

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[132]

to

I I I 1 I I I I I s I I I I I i 1 I I I I I I 111 1 II 5 I 115 I 11.1111 551 5III 4544 to 11 I I 1 1 Is e 5 5 5 Ill I i 8 5 f f 9 5 f1 ii0 I I I 1 5 e e

o III 101 Is I SI 111 i Os III I II III I 1 0 OfI s 1 III III II II 1 1 s 4 $ It I i 0 5 I 5

I I I I I / I 4 I I 1 0

e I e 4 III 1111 t o I Is Is 1 1

I 5 I 5 5 5 5 5

I I $111 I I III 4 I 1 44i i

4

1 8 I s IO II Ill 101 el 1100 I 1 1 I 5 II 101 101 11 10 1 I 1 1 I 1 1

s 5 e 1 44 8 II 1 s I Ole Ifs 1

8 01 8 Os Is Is 111 0 1 I

i e

I 8 I 11 111 1I Is 01 44 01 11 SI 1 s i 1

1 IS 41

. I . s 1 8 I

1

I

1 I

I " I

C11#. 4 4. 4 itA

4.
PROGRAM OF STUDIES

Commercial and general curriculums. The commercial curriculum shows greater increments in the number of schools

offering commercial subjects, but the increases in other subject fields are, for the most part, not so marked as indicated

for the constants-with-variables type of program. For the

general curriculum likewise, the most notable increase is in

the number of units offered in the commercial field. For this

curriculum, there has 'been little change in _other subject

fields over the 6-year period represented.

Number of 8epara2e cour8e8 oftered.While data for the

early periods were not obtainable, an idea of the variety of

courses offered Ity the modern high school in a town of

medium size is to be had from a presentation of the number

of distinct courses offered by 148 schools in 1930-31 in each

subject-matter flea MAny of the courses for which different

names were given "-- by different schools no doubt vary little

in the nature of materials of instruction. It is evidence,

however, of the endeavor of the modern high school to cire

for individual differences thiit, a total of 419 distinct courses

are listed. The gieatest variety.is in the commercial field,

showing 56 distinct courses, but English and home economics,

credited with 50 each, follow closely. The number of courses

listed in other fields are: Social studies, 39; science, 38;

industrial arts, 35; art, 32; mathematics, 25; music, 23;

history, 21; teacher training, 19; agriculture, 15; physicaL

education, 9; and foreign language, 7.

4. COURSES OFFERED IN THE ACADEMIC FIELDS

Mawr of treating data.In this section of the chapter,

the characteristics of the offerings in each subject field are

considered in a more detailed manner. For each of the 14

subject fields into which the total offering was classified by

Bradley, data are presented to indicate trends over a 6-year

period in the courses offered in each of these fields by 10 per

cent 6r more of all schools. Data are presented in Table 53

for English, history, social studies, mathematics, science, and

foreign language, designated as the academic subjects. In

- each instance, separate tabulations are made for the constants-with-variables type -of program and for the college

[183 1

Alm J
a NATIONACSURVEY OF SECONDARY EDUCATION

a. preparatory, commercial, and general curriculums in schools

employing the combination type of program.

English.-Itt the field of English, although the table indicates a greater percentage of schools offering American and

English literature and composition and rhetoric during the

early than in the later period, this is perhaps due to a greater

tendency in the later period to list traditional courses simply

as "English" rather than to any diminution in the offering

of these courses. The same may not be said, however, for

the increments over the 6-year period in the number of

sckols shown to be offering journalism, public speaking, and

débate and dramatics. Such increases are indications of

increased efforts to fit the pupil to his environment.

TABLE 53.-The percentages of schools of Group fi offering certain

courses in the academic fi4da. (Courses not offered in 10 per cent of

the schools are not incl

Subject field and (nurses

Curriculum in oombination type of program

Constants-withvariables type

of program College PrePerstory Commercial General

1924-25

(42) 1

1930-31 1924-25

(52) 1 , (172)

1930-31

(158) 1

1924-25

(90)

1930-81

(106) 1

06

MOUSE

American literature- _ E ngl ish literature_ Composition and rhetoric_

Journalism

Public speaking and de- bate . Dramatics

EnalSh oM A A am. OD e. Mr m, A A oft 4,

RIBT0111

World history History Ancient history Medieval history__ Modern history... American

English history Early European history Modern European history.

38. 1 38. 1

40. 5

23. 8

57. 2

11.9

66. 7

23. 8

73. 8

92. 9

16. 7

11.6

13.9

_ 9.3

19.3

32. 7 18.6

100. 0 90. 7

50. 1

30.8 09.8

16.3

40.4 62.8

9& 1 97.7

9 3

13. 5 13. 5

1924- 1930-31

(67) (09) 1

11. 1 10. 0

22. 2

85.4 23. 3 45. 3

9. 5 13. 3 100. 0 100. 0 100. 0

19 6

9 4

46. 2

20. 2

92.4

12.6

10. 8

66. 7

12. 2

58. 9

94. 11. 1

I Indicates tbe number of schools employing this type of program. Indicates the number of curriculums represented.

r

184]

at

' at.

36.8

9. 5

32.9

32. 0

96. 2

10.4

10.4

17. 3 26.3 36.2

10a 0

36. 2 11.6 73.7 46.4 15.8

72. 0 42.1 80.5 918

10. 2 11.6

- raser44.

6

st 1 1

.. _ ...... _______

_ _ _ . ___ M,IP .... P _____,

7

i 1

_ av ni on in. 410 4. wo. 26. 4

No .11M INV e e e Ali I

.0.

5

..... N

non,

401, sle,. CIO

I

history_

10.6 aw

:MD Mbielbw. II
s ' PROGRAM OF STUDIES

TABLE 53.-The percentages of schools of Group I I offering certain

courses in the academic fields. (Courses not offered in 10 per cent of

the schools are not included)-Continued

Subject field and courses

1 SOCIAL STUDIES

Social studies

Problems of democracy_ _ Community civics_

Economics

Sociology.

Vocations

MATH IMAMS

General mat hematics

Arithmetic

Elementary algebra_ Ad vanoed algebra _ _ College algebra Plane geometry.... _ wl a* Solid geometry_ . Trigonometry Reviews_

Constants-withvariables type

of program

1924-25

(42) 323. 8

83. 3

31. 0

47. 6

30. 9

16 7

97. 6

73. 8

100. 0

81. 0

31 0

9CIsNag

General science

Biology

Botany Physiology_ _ ..... _ _ _ . _ H ygiene Chemistry Physics _ Physical geography_ _ _ _ FOREIGN LANGUAGE

Latin________ _____ _ French

Spanish___ _ _ _ _____ _ German _

1930-3

(52) 3 Curriculum in combination type of program

32. 7

65. 4

19. 3 51. 9

30.11 19 3

94. 2

59. 6

98. 1

78.8

69 0

71. 4 78. 8

76. 2 88. 5

19. 0 9. 6

31.0 19. 2

11 6

81.0 82.7

92. 9 92.3

38. 1 13. 5

97. 6 100. 0

66. 7 57. 7

40.5 36. 6

11 6

College preparatory Commercial

1924-2L

(172)

1930-31

(158)

1924-2511930-31

(90) (106) 4 7 11 4 13. 2

16. 3 33. 6 21. 1 31. 1 76. 7 53. 2 65. 6 58. 5

10. 7 32. 3 14. 2 51. 2 43. 1 54. 4 51. 9

25. J. 3 15. 6 19. 1 9 5

11 6

100. 0 94. 9 76. 7 78. 3

90. 7 92. 4 35. 6 57. 6

18 8

100. 0 62. 2 70. 8

81.4 78.5 27. 8 51. 0

44. 2 158. 2 18 7

58. 1 54. 4 64. 4 55. 7

53. 5 78. 5 58. 7 88. 8

25. 6 13. 9 23. 3 12. 3

18.6 12.0 11.,1 17. 0

62.8 87.3 51. 1 68. 9

83. 7 92. 4 61. t 65. 1

9. 3 9. 5

97. 7 91. 1 42. 2 58. 5

88. 0 90. 5 52. 2 65. 0

39.5 41.1 24.5 39. 6

General

1924-25

(57)

8

24. 5

35. 1

12. 8

31. 6

12 3

93. 0

79. 0

17 6

96. 5

75. 4

43. 9

10 6

70. 2

68. 4

26. 4

22. 8

87. 7

04. 8

80. 7

70. 2

40. 4'

1930-31

(69)

32. 0

82. 3

17. 3 47. 2

18. 0

10. 2 94. 2

79. 7

92. 8

68. 1 42. 0

63. 8

85. 5

11. 6

14. 5 85. 5

91. 3

78.3

91. 3

37. 7

The average number of units offered in the constants-withvariables type of program and in the special curriculums is

approximately the same, except that English seems a little

more restricted in the general curriculum. College preparatory and commercial curriculums each demand a certain

amount of English, but in the light of the large amount of

prescribed work in other subject fields for these curriculums,

the amount of election still permitted over and above the

three or four units usually required, is additional evidence of

the importance attached to English, in the high-school

program.

History.-The most significant changes in history are

decreases over the 6.year period in the offering of ancient,

[ 135 ]

L.

47, - __

_ ..... _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ MI6

- 8

III

... ...... _ 94.9

or m. . aw

86. 7 _ _ .....

f= 411

_ _ ..... atn.411.4=1b.

or'

, L#"It.r ,- - `. tr

1

_ _ _ _ _ _ _ . _

_

_

. _

.

agar -13--lo

_
NATIONAL SURVEY OF SECONDARY EDUCATION

. medieval, and modem history and increments in early knd

modern European and in World history. These changes are

consistently characteristic of all types of programs. American history is offered in almost all schools and, except in

curriculums of the college preparatory type, sfiows an increment over the 6-year period. English history_ seems to be

decliping in importance.

Social stutlin.The table reveals that qie courses offered

most often in the social studies are civic* and 'economics,

each of which, -however, shows a decline over the six years considered. Community civi${3 and sociology likewise show a

decreased offering in most calla& The courses which in late

years are being offered ma generally are designated either_

as "social studies" or as "problems of democracy." The

latter, in particular, shows an increase in percentage in all

types of programs over the 6-year period. It is also of considerable significance that in 1930-31 a course designated as

" vocations" is offered in almost one-fifth of the schools

employing the constants-with-variables type 6f program. Mathenatic8.Of the specific comes offered in mathematics, elementary algebra, intermediate, advanced, or

college algehra, and plane and solid geometry continue in the

offering of almost all schools, on the whole, there is a email

increase for each course over the 6-yer period. This is true

for all types of programs in nearly every case except for the

commercial curriculum, which; although including less

mathematics than the others, shows a greater tendency

toward increasing the offering over the 6-year period. Just why algebra and geometry should show increased offerings in the commercial curriculum is unknown, unless it beon account of a tendency noted in late programs to allow

electives from all high-school subjects after the requirements of a special curriculum are met. Arithmetic, general mathematics, and reviews show a decrease for the later period, but

in all cases except the general curriculum there has been a

significant increment in the number of schools offering

trigonometry.

Science specific courses offered in the field of science

in a majority of all types of programs are general trience,

biology, chemistry, and physics. General science shows an

( 136)

1- N

e 't *I" a*

/1)

. 4

A AV'

. -

de

.

te116
PROGRAM OF. STUDIES

increase in the conkants-with-variables type of program, but

a decrease in the special curriculums of the combination

type. Biology shows an increase in all cases, evidently at

the expense of botany. There is very little change in physics,

but chemistry shows an increment for .all cases except the

general curriculum. While physiology seems to have become

of more importance in the commercial curriculum, it is receiving less emphasis in the 411ege preparatory and general curriculums. A less number of schools offers physical geography

in the late period.

Foreign language.Latin is still the most frequent offering

in the field of foreign language, but French shows the most

consistent increments. Spanish was offered in approximately

40 per cent of all schools in 1924-25, but hardly held its own

over the 6-year period. The increase shown for German is in

the nature of a recovery from the influence of the World War

when it was thrown out of nearly al schools.

I. COURSES OFFERED IN THE SPECIAL FIELDS

Physical education. data to those immediately

foregoing are shown for physical education, music, art, commerce, industrial arts, home economics, and agriculture, classified as special subjects, in Table 54. In the field of physical

education, the course most frequently offeredls designated

health or physical education. An increase is shown over the

6-year period in each type of program, but it is only alight in

the college preparatory curriculum.

Music.Data indicate a téndency to give less rather than

greater empbasis to music in the college preparatory and

general curriculums. The tendency shown for the college

preparatory curriculum may perhaps be attributed to the

fact that other new courses in the field of art, commerce,

industrial arts, home economics, and physical education now

vie with each other for the margin of two or three credits in

other than acadeplio fields which is the maximum allowance

in some college's. The same reasoning, however, can not

account for 00-4paucity of. music offering in the general , curriculum. '? upils piirsuing this curriculum should have

the same opportunity to develop Worthy avocational interests

as those in other curriculums.

[137 r

". -t.r* ' '. A2skt 't -

;4.
NATIONAL SURVEY OF SECONDARY EDUCATION

TAXLZ 54. The per

courses in the special

schools are not included)

of schools of Group I I offering certain

(Courses not offered in 10 per cent of the

Subject field and comes

rnstantawith-variab

tYklO of Program

Curriculum in oombination type of program

College Peeparatiory Commercial

1930- 1924- 25

(52) (172)

193D- 31

(158) 3

1924-

25

(90)

1930- 81

(106) 3 PHYSICAL ZDIICATTON Physical education.... 40. 5

Heal th

Athletic& 9. 6 MUSIC

23. 8

Harmony Appreciation_ Chorus _ _ _ ......... 16. 7 Oleo club 16. 7

Band 14. 8 Orchestra ART Art

Drawing Freehand drawing _ ..... IL 9

00111031.01

Junior business training Bookkeeping Accounting Commercial arithmetic_ I 47. 6 42. 3

Typewriting 71 8 8& 5

Penmanship and spelling_ 1L 9

Penmanship

8 7 M. 1 81 8

8

Business English__ Oaks practice_ 21. 2

Commardal law 33. 3 42.3

Commercial

Salesmanshipgeography.-- . 3 X 9

6 60. 5

318 30.2 2&9

11. 6 13. 6

1& 4

17 3

19. 2

16. 2 20. 9

1L 6

25. 6

19. 3 16. 3 19. 3

78.8 84. 6

INDUSTRIAL AMS

Manual training Mechanical drawing Woodwcrk

Wood turning Printing Auto mechanics_

60. 0

2& 8

KOMI 100NOXICS

Home economics 50. 0

Home znaking Domestic science_ Z. 2

Domestic art_ 9. 6

Ckothing 11. 9

Sewing

Foods_ 16. 7

CookingAGILICULTURS

11. 9 V egrieultliel.___ 14. 3

Farm crops 16. 7

Animal husbandry 16. 7

32. 6

32.

61. 5

11. 6

11. 6

17.3

18.

25. 6

6

17 3

ulf8

37. 2

IL 6

32. 6

11. 6 30. 2

16. 3

37. 2

44. 2

20. 9

11 6

25. 6

18. 6

18. 6

l& 4

13. 5

l&

10. 1 21. 5

1& 2

20. 9

2& 4

17 8

12. 7 14. 0

36. 7

29. 7

44. 9

14. 6

25. 2

10. 7

$2. 2

9. 5

41. 7

36.4

12. 7

10. 7

32. 9

1L 4

12. 9

ba

27. 8

10. 0

16. 6

14. 4 18. 9

11 3

21. 1

96. 6

n. 8

86. 7

11 3

32.2

9& 7

26. 6

23. 3

n. s

62. 2

...... M-1 31 2

I& 3

17. 8

16. 7

16. 6

10. 0

21. 1 21 2

14. 4

General

1924-

25

(57) s

1930-

31

(M) 7 8

71. 8 56. 1

29. 2

10. 4

...... 14. 2

24. 6

21. 6

27. 3

33. 0

17. 0

9. 4

21. 1

12. 4

12. 4

19. 3 n 8

24. 6

68. 1

11. 6

20. 3

14. 5

17. 4

26. 0

21. 8

31. 8

12. 3 23. 1

17. 4

24_ 6 H. 6

34. 9 31. 8

93.4 61.4 66.6

10. 5

78. 3 3& 6 a o

99. 1 59.7 76.8

10. 4

49.0 24_ 6

54. 8 54. 4

27. 3 16. 8 11. 6

39. 7 21. 1 11. 5

77. 36. 1

37. 8 32. 3 2& 1

22. 11. 6

46. 4

42.4

17. 1 9 4

14. 3

43. 4

43. 7 52. 2

46. 6 37.6

22. 8 1L 6

10. 5

15.8 37.7

10. 1

N. 6 ..... 15. 8

1L 3

1L 3

10. 5] 94. 6

ea. I. .1. e 41. 17. 1 23. 8 11. 6

14.01 15.9

M. Ow MD A» gIA Indicates total number of schools in which offered.

I Indicates the number al curriculum represented.

( 1381

1.

1

714,-"- . =G _ Ives

; I E.f Q. 0, 1924-

25

(42) 1

. ___ Music_ . ___ ..

_ ...

_ 23. 8

_

Go m AO

ow

. d

0 e .

NO

.41 59.

40.

I A

I .....

1lb

..... mb 33. ..

- e ...

.. e . eq. ..... ea a

4

.Igt. -

te1 /* ......

4.1

.... a... 401.

60. 7

.....

0. OD 40 MP 12. 7

_

a e 44 401

..4.4.0.44 4. .....

e e a MP 1,'

..... O. e a ..... ......

40 a 40 sr

11. ......

3

.4

..... OHM qr I

f

s...... ID 411

L. 44.

.e

:I 1

eeee

39. 1 BO. 7

.

....OM.. .0

.

MP OP 110 e e 40 .4. e m. .....

64

egleareulmeDea

. . . t . V. 7,14.44M 1-1L:1-' 5,. tera d.rie 41- tM&11.-

. !.

7

1 2

6

O

-4

, 0 _ _ _ Om

ga OP alb

MO
PROGRAM OF STUDIES

Of the courses-listed, "music" and orchestra are offered in

a greater number of schools. The former exhibits the variation shown for the whole field, as does the latter also, except

for a considerable increment in the general curiiculum.

Chorus shows a decrease in all types of programs, while glee

club has an increase in the specific curriculums. Orchestra

decreases -in the constants-with-variables type of program

and in the college preparatory curriculum, while band shows

a healthy gain in all types of programs.

Art.Although for each type of program an increase in the

percentage of schools offering work in art is shown, the number of units offered in the median school and in the range of

the middle 50 per cent of schools, as shown in Tables 52 and

54, indicates that this subject has not yet been given a place

in the program of studies commensurate with its possible

contribution to leisure-time enjoyment. It is offered in a

little more than a majority of schools having the combina-

, tion type of program, but in scarcely 27 per cent of those

employing the constants-with-variables type. The greater

increase shown.ip the commercifil curriculum is ifidicative of

,- emphasis given in -some school* to commercial art.

Industrial arts.Incrementa over the 6-year period in the

general manual arts course are indicated for all types of curriculums,,but mechanical drawing shows a decrease in the college preparatory and the general curriculum. A late tendency to offer more /*fork in printing and in auto mechanics is

also observable.

Home economics.Except in the college preparatory curriculum the general tendency is toward an increase over the 6-

year period in courses offered in the field of home economics.

The courses listed are for the most part included under such

general titles as domestic science and art, foods and clothing,

but a late tendency of some significance is to be observed in

the number of schools which have added a course in homemaking.

ammerce.Such traditional courses as bookkeeping,

commercial arithmetic, commercial law, shorthand, stenography, and typewriting show gains in almost all cases in the

commercial field, but the most significant increments are

made by such newer courses as junipr business training, office

[ 139 j a

. 4

.
NATIONAL SURVEY OF SECONDARY EDUCATION

practice, and salesmanship. On the other hand, significant

decreases are shown in some cases for penmanship and spelling, business English, and commercial geography.

Agriculture.--" e in 1924-25, such specialized courses as

.farm crops and animal husbandry were offered in the field

of agriculture in more than 10 per cent of all schools, in 1930-

31 only the more generalized course's designated as general

, and vocational agriculture attain9d this rank.

1

11.
CHAPTER XIV : RECENT TRENDS IN 152 PROGRAMS

THE REQUIRED WORK . I. PURPOSE OF THE CHAPTER

Preliminary gament.The different subjects in the

program are not accorded impartial treatment in the schools.

Although changes in the characteristics of the high-school

population have forced recognition of individual needs and

interests, they have also emphasized -the fact that modem

society requires that certaiii fundamental training be acquired

to meet needs common to all. The modern high school is

thus faced with the problem óf providing one group of subjects which offer to the greatest extent the training wiiict is

needed by all, and which will therefore be required of all

pupils, and of providing another group of subjects which

will care for individual needs and interests and which will

therefore be subject to individual choice. The preceding

chapter showed the variety of subjects which the high school

has offered at *different periods in order to care for the varied

interests of pupils. It is the purpose of the present chapter

to show the nature of the subjects which were considered att

different recent periods as best contribliting to the training

needed on a common-to-all basis.

Outline of chapter.--Through presentation in the first part

of this chapter of the groseoumber of units of work required

in the high-school program of studies as a whole and of the

gross number of units required in two separate curriculums,

the basis is afforded for conclusions as to the extent to which

the high-school program has at different periods been divided

between its obligation to care for training on a common-to-all

basis and to care for training for individual needs.

Through resentation in the second part cif the chapter of

the req ents in the specific subject fields, opportunity is

afforded for conclusions as to the subjects which at different

recent periods have been considered as having the greatest

value in providing training needed on a common-totall basis.

[ 141 1 es Tp.

:,

OM' .L

i1

, I. I `,4« A -.1.ettlfai2jai,LIA"
NATIONAL SURVEY OF SECONDARY EDUCATION

L NUMBER 07 UNITS REQUIRED FOR GRADUATION

Average and range of/middle 50 per centFor graduation

from a 4-year high school, the usual requirement is the

completion of from 15 to 17 units of work. An idea of the

proportion of this general requirement which must be devoted

to work prescribed for all pupils alike at the different periods

considered in this study may be gained from Figure 9. In

this figure are shown the average number of units required and

the number of units included in the range of the middle 50

per cent of schools of Groups I and H, separate for those

, _ SCHOOLS

CONSTANTS WITH

VARIABLE TYPE

GROUP I GROUP II Dide 1914-15 193031

_ _ ken.; 1192

_ Pap

6.011.0 10110

6

_ 7 UNITS

8 9 19 11 .

,

,

d O i i

1 1924-25

1930.31

. &5

92

8.04.0

8.6.10.9 0

0

1

1

,

,

.

1 COMBINATION TYPE

GROUP I GROUP I

,

1914-15

1930-31

I 7.4 72

i

WU

MO

D

0

0 , 1524-25 193031

..._ 6.7 73

j 5.57.5 644.3

,

i ,i1 , CI

Fiouaz 9.Tbe number of units, of work' .otuired for graduation from the average school

and the range of the middle 60 pr cent of units required: 1914-16 and 1930-81; 1924-28 and

1930-31

employing the constants-with-variables and the combination

type of program.

Constange-withe-variables type of program. E nsidering first

the constants-with-variables type of program, we note that

for both groups an increase in the number of units of work

required for graduation has occurred for the median school

and for the range of 'the middle 60 per cent of schools. For

1930-31, a little over nine-sixteenths of the pupil load is

composed of subjects taken by all pupils alike, while almost

seven-sixteenths of the load istiven over to the variable

element of the prógram. In the average school in both

142

.

,

to 410

tn.t6i.;.:6.::

17'1-.4' tLATP t..".:

i

(
a al

' PROGRAM OF STUDIES

Groups I and II, the number of units required of all pupils

has increased about one-half from the early to the late period.

Combination type of program.The figures tabulated for

the combination type of program represent only those units

of work which are a common requirement of all curriculums

included under this type of program. Although the requirements of each specific curriculum are greater, the number of

units required in all curriculums by the average school is

about two less thaii that shown for the constants-withvariables type of program. The explanation of the lesser

requirement is that under the combination type, pupils with

special needs are organized into separate groups and a special

curriculum is provided for each. A composite of the requirements for all groups will therefore be less. little variation is

to be found in the average for 1930-31 of the schools of

Groups I and II, but over ,the interval of years, while the

former decreased from 7.4 to 7.2 units, the latter increased

from 6.7 units to 7.3 units of work required of all pupils.

College preparatory and commercial curriculum R.Although

not shown in the figure, averages were ftlso computed to show

trends in requirements in the college preparatory and commercial curriculums as offered in the schools of Group I.

During the 16-year period represented, an increase from 13

units to 14.3 units was shown in the required work of the

college preparatory curriculum. The average for the commercial curriculum changed very little, however, from 13.9

units required in 1914-15 to 13.8 units required in 1930-31.

An average of two units of choice, therefore, is allowed pupils

following these two curriculums.

8. REQUIREMENTS IN THE MAJOR SUBJECT FIELDS

The ton8tange-with-varia4le,8 type of program.--An idea as to

the educational ;values receiving most emphasis at different

recent periods may be obtained from a consideration pf the

number of schools requiring different amounts of work in

different subject fields. These data are ponsidered separately

for schools of Groups I and II employing the constants-withvariables type of program, and for the college preparatory

and commercial curriculums offered in the schools of Group I.

[1481
NATIONAL SURVEY OF SECONDARY EDUCATION

The whoa!: of Group I.The number of units of work in the

schools of Groups I and II which are required by the median

school and in the range of the middle 50 per cent of schools are

shown for each subject field in Figure 10. If we may arrive

at a composite for the median school requirement by adding

the separate medians computed for the different subject

fields, the results will show the median school employing the

constants-with-variables type of program in Group I, for

1930-31, requiring 6.8 units of work of all pupils, distributed

as follows: English, 3.8; history, 1.3 social studies, 0.3;

mathematics, 0.9 science, 0.2; physical education, 0.3. On

the same basis cd computation, such requirement represents

a decrease of 0.3 units over the total amount of work required

in 1914-15. Although English shows a small increase, and

history, the social studies, and physical education greater

increases, mathematics takes a loss of one whole unit and

science a loss of 0.6 unit. The same subject fields show a

gain or a loss, but at in the same proportion, in the ranges of

the middle 50 per cent of units required and in the percentage

of schools in which required for the separate periods. No

medians are shown for foreign language, music, art, commerce, industrial arts, home economics, br agriculture

because they were not required in a half 9f all schools. Commerce was not required in any school in the early or 'late

period, while music, required in 14.7 per cent of schools in

1930-31, shows for both groups, the highest percentage of

requirement among the subjects not listed in the figure.

The who& of Group II.The figures for the schools of

Group II, in which are represented variations for a greater

number of schools over a shorter period of time, differ somewhat from those for Group I. The total work required by

the median school is 8.7 units, or practically two units mom

than that represpnted for Group I. The total requirement

was secured by adding medians in the separate subject fields

as in the schools Of Group I, so that variations may be due

more to a laiger répresentation of schools than to any other

cause. The regifirement in English is the same, and history

shows the same increase but from a greater beginning.

Instead of a loss, however, mathematics shows a constant

requirement of 1.5 unite for each period, and scien& an

[ 144

.;

e ;
PROGRAM OF STUDIES e. SUBJECT

ea

19145

193131

Amoy

si our

Noon

IMO

100.0 17

31

ft.

10.4.1

13-42

UNITS

GROUP I

01 t

0

10

f

. 4 ENGUSH a

a

HISTORY

191415

19301

32.4 96.3

0.7

1.3 0.1.1.7

o.71.9

SOCIAL

STUDIES

191415

1930.31 412

70.4 OA

e3 P0.0.0.9

0.0. 0

10 MATHEMATICS

1914-15

1930.31 882

OA

1.9 0.9 1.3.2.4

ILO- IS a

NATuRAL

SCIEN

191415

1930.31

62.7

57A

OA

02

40-1.4

0.0-12

0

0

0

. PHYSICAL

EDUCATION

191415

1930.31 0.0 704

0.0

0.3 0.0-0.0E1

0.0.1.0

, 1924-25

1930.31

100.0

IMO

31

IS

2:5.42

14-42 GROUP 11 SCHOOLS

ENGUSH

0

0

HISTORY

192425

1930.31 952

962

1211

10.4 -22 12-2.3

D

CI

0

SOCIAL

STUDIES

1924-25 193031

78.6 692 as

0.7 o.1-1.6 0.0-1A MATHEMATICS

. 1924-3

1930.31

71,4

692

1.5

1.5 0.0-22

0.0.2.3 CI NATURAL

SCIENCE

1924-25 193a31

50.0 673

0.0

0.9 0.0-12

0.0-1.4 PHYSICAL

EDUCATION

19243

193031

19.1 423

0.0 ao

11.0-0. 0.0.0.9

noun 10.-The percentages of schools requiring and the number of units of work required in

different subject fields by the median and by the range of the middle 50 per cent of schools

employing the oonstanta-with-varlables type of program: 1914-15 and 1930-31; 1934-21$ and

193041

I4

f 145

0 I 4

: .

r I

a

]

q idle

.

f

e

ial"'"

i
NATIONAL SURVEY OF SECONDARY EDUCATION

increment from zero to 0.9 unit. While the social studies are

still required to a greater extent than in Group I, they show

a small loss for the 6-year period. The trends described as

typical of the median school are representative more or less of

thoie shown by the range of the middle 50 per cent of units

required and for the percentage of schools requiring.

The combintaion type of program.Data were not available

for the schooli which were in 1914-15 employing the combina-

. ISUBJECT

Ode Pm*.

of Nods

Win%

UMW bra

UNITS

o I 2 192425 100.0 13 2.8.19 0

1930.31 100.0 17 11.4.1 0

1924-25 852 03 0.017 0

1930.31 U.6 LI 0.4.1.8 iimmiesimmis

19242s 74.1 03 0.04.0 11)

Sena studs

193031 69.8 0.0 0.0.1.2 1:090)

1924-25 al ao ao-13 (I) ,... Mathematics 19331 52.1 Oh 0.0.13 memel

tvr 192445

193031

473

458

0.0 100.0.1,0 9

physics' , education 1924 25 moat

30h

511 ao

03

1043

Q0- 1 1

Mils

1 5

novas 11.The percentages of schools requiring and the number of units of work required in

different subjeCt fields by tbe median and by the range of the middle 60 per cent of schools

employing the combination type of program: 1924-26 and 193041

tion type of program, and Figure 11, therefore, represents the

facts only for the schools of Oroup II. Judging from the

amount of woik required of all pupils, obtained by totaling

the medians as under thb cons an tag.witbATyariábles type,

schools emplpying the combination typo-olt prokram have

centralized to a considerable extent on Se subjects which

are required in each specialized cluTiculum. While in

1924-25 only 4.3 units of work are shown as required of all

pupils in the median school, over the 6-year periodathis

requirement has increased to 5.7 units. For the later period,

this requirement represents 3.7 units in English, 0.6 unit in

I 146

, , z

re:-.1

:

, 60,1n1QP e-rztre.0- -4,- x-.7r A'.111;

Engfish

science

o

3 4 5

0.010

, History

. Ø , 1 .

, . . ,

, ,

4 4 1Iiminb

\

Lìi
PROGRAM OF STUDIES

mathematics,'1.1 units in history, and 0.3 unit in physical

education. Over the six years each of these subject fields

shows a gain, but the social studies have decreased from

0.3 unit required by the median school in 1924-25 to no

requirement in 1 930-31. Trends in the.number of units in

the range of the middle 50 per cent of schools are largely in

accord with those infficated for the median school. This is

likewise true of the percentage of schools requiring these

subject fields. Foreign language and music were requirècl in

a few schools, although neither is shown in the _table. The

former was required in 3.6 and 2 per cent of all schools in

1924-25 and. 1930-31 of all schools, respectively, while the

latter was required in 9.2 and in 1 1.5 per cent of the schpols

at the early and late periods.

The college preparatory merit-Out/I.Trends in separate

curriculums could be Ascertained only from data for the

schools of Group I. Data similar to those already discussed

are represented for the college preparatory and commercial

curriculums in Table 55. This table indicates that in the

college preparatory curriculum practically all work taken by

pupils of the median school must be the same. For 1930-31,

this median school required 14.3 units of work to be distributed as follows: English, 3.9 units; history, 1.9 units,

social studies, 0.2 unit, mathematics, 2.9 units; science, 1.4

units foreign linguage, 3.1 units; physical education, 0.9 unit.

These data represent an increase over those shown for 1924-25

for science, history, social studies, and physical education.

No change is recorded for English and mathematics, while

foreign language shows a decrease from 3.9 to 3.1 units of

required work. Although these same trends are inchcated

by the data showing percentage of schools requiring and range

of middle 50 per cent of required units, they do not indicate

that such fields as music, art, commerce, and industrial

though not -required in 50 per cent of all schools, act

, show an increase over the 6-year period.

3 [ 147 ]

I4

;

a ,,

.y

.
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 55.-The percentages of schools requiring and the number of units

of work required in di erent 8u .ect fietd by the median and the rove

of the middle 60 per cent of schools, separate for those employing ate

college preparatory and the commercial curriculums

Subject field

College-preparatory curriculum

Percentage Range of midof schools dle 50 per cent

requiring of schools

Io

:111.6 pI

r-I Number

of units

required

by me- dian

school

Commercial curriculum

Percentap

of schools

requiring

English History

Social

Scion

Physical eduitil

MusicArt

Industrial arts

Rome economics

Foreign language.-- _ Commerce

Agriculture

14. 14. 78. 6100. 043. 6-4. 2 3. 6-4. 2 3. 9

9& 1 0. 6-2. 0 1. 5-2. 3 1. 3

66. 000. 0-0. 3 0. 0-0. 6

100. 0 1 4-3. 3 2. 2-3. 6 2. 9

84. 900. 3-1. 4 0. 7-2. 4 O. 9

69 8 0 0-1. 5,

15. 1

13. 2

15. 1

77. 4 2.0-4.3 1.6-4. 3

1 9

=, 3.1. 9 0. 2

2. 9

1.4

0. 9

100. 0

82. 6

65. 2

91. 3

60. 9

4. 3

4.3

& 6

& 6

17. 3

100. 0

4. 3

Range of mid

dle 50 per cent

of schools

Number

of units

required

by me- dian

school

.0

Fib 100. 0

93. 8

75. 0

46. 9

65:6

62. 5

21. 9

12. 5

18. 8

18. 8

96. 9

2. 8-4. 03.1-4. 1 O. 2-1. 70. 6-1. 8

O. 0-1. Oa 0-1. 8

1. 4-3. 21/40. 0-1. 1

ra 0-L 5 0. 0-1. 1

0. 0-1. 1

----- 4. 8-7. 0

m. MI, =1. 4. 8-7.

3. 5 O. 9 O. 3 1. 8 0. 8

010 MI MP MI MI al. ow 3. 7

1. 1 O. 7

.M 0. 7

0.6

-ea

The commercial curriculum. A pu.pil enrolled in the commercial curriculum is allowed a somewhat greater margin of

choice in the median school. Data represented in the table

indicate that for 1930:31, 13.1 units of work are required of

all pupils, distributed as follows: English, 3.7; history, 1.1;

social studies, 0.7; science, 0.7; physical education, 0.6; commerce, 6.3. For 1914-15, the total requirement was 13.4

units. For most of the subject fields, there is a small increase

in the number of units required by the median school over

the 16-year period. Mathematics, however:allows a decrease

of from 1.8 units to zero units as a requirement in this curriculum. The requirement in English is practically the same

as in other types of programs and curriculums, but other

subject fields have yielded to make room for over six units

of commercial work shown to be required. In this curriculum, there has also been an increase in the number of schools

requiring work in music, art, industrial arts, and home economics. They are not represented in the average for the

[ 148

a.

ir!. -.ANr-....7--.N,-.-- -titlePtrrt! T

p Ma 0. ion. _ _ 100.0

92 9

50.0

1000

7& t) 14. 3 14. 3 7. 6

41

_

.1M1 OW al.

wad -

rat 16 . 11 11

or um ....web

IND =1, gm, oft . e 51

...._ ......

........____ .....,

11,11.

...4.-% --4.- .1621146. - ..)__ .T i.. .74!, ti ini:-.... ,.:1;42-i&I. ....4: "II" I:. ....1 . '-----i-h-t?'*--mi;V.-rik ..I:- `'.-i--xl--v-..,i-.:.

.. "'' --ffXt:'Ael.. -t,14.1Yie,:,;Ire-,41...'"' 'i

.

. ,- 'I-, IV .. ". 4 er. ,/, C.0 10

...;- ,

..,". ' A 0. ..L ire k t.

... . 4 ' -ti. -

;'.' :7:::."4 0-- l';. 1::, ' .. &,..7.1

v!P

_

f.

CI) 3 7 & 9 3.1

c's
PROGRAM OF STUDIES

median school, however, since required in less than 50 per

cent of all schools. It is also significant that while foreign

language was required by 17.3 pqr cent of schools in 1914-15,

it was required in less than 10 per cent of commercial curriculums in 1930-31.

4. SPECIFIC COURSES REQUIRED

°lily schools of Group II con8idered.-Since data along the

line concerned for the 1914-15 period were not available,

only the schools of Group II are considered with reference

tt changes in specific courses required. Data are presented

for each subject-matter field in Table 56, showing all courses

required for 1924-25 and 1930-31 in the constants-withvariables type of program and in three specialized curriculums

of the combination type of program.

TABLE 56.-The percentages of schools in Group II cities requiring

certain courses in the various subject-matter fields, separate for the

constants-with-variables type of program and for certain curriculums

in schools empivying the comation type of program. (Courses

required in less than 10 per cent of the schools are not. included)

Subject field and

Constantswithvariables

type

Curriculum in the combination type of

program

a College

PrePelatory

1924-25

(42)1

1930-31

(52)'

, English American iftersture

English 4rsUlre- Co7rUM and rhetoric.. _

gy . 41. 411. Ow History World history_ American his

Ancient history Modern history. General history Medieval history History

Social studies

Civics

Community civics or citizen.

PrlYeans of democrsoy_ _ &monks

..... IND 110 0111. 100. 0

33. 3

2& 2

40. 4

57. 2

1924-25

(172)1

1930-31

(158)1

Commrial ogle

1924-25

(90)'

4

1930-31

(108):

7

1924-25

(57)'

1930-31

(09)'

8

100. 0 100. 0 ft0.O 97. 8 100. 0 98. 2

9. 3 10 6

.4 a 9 3 11 1

10. 0 100. 0 90. 7 100. 0 94. 4 100. 0 91. 2

100. 0

95.2 96. 2 95. 4 96. 3 86. 7 91. 6 91. 2

9 6 30. 8 9 4

85. 7 84. 6 95. 3 88. 0 84. 4 86. 0 89. 5

21 4 23. 3 22.2 23. 3 12. 3 33. 3

83. 4 25.0 27.9 1&2 24.5 36; 9

9 3

11 6

10 8

78. 6 69. 2 76. 4

04. 3 32. 7 68. 1 2& 2 21 1 14 0

l& 7 11. 7

11.5- 18.6

76. 0

46. 2

25. 9

86. 7

65. 5

22. 2

21. 1

;5* 6

83. 0

-51. 0

12. 3

86. 0

66.7

22.8

24.6

17.4

16.8

100. 0

92. 7

13. 0

81. 2

20. 2

20. 2

15. 9

84. 0

56. 5

14. 5

29. 0

I Indicates the number of schools employing the constants-with-variables type of program.

Indicates the number of schools employing this curriculum.

[ 1491

-410-.-1111111111114C"- 44.

. 01.1 i

_f 42

Social

je

ei

_ -

.11

11 3

21 6

22.6

3 6

4E1 IND m. 46

gls s
a

° NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 56. The percentages of schools in Group I I cities requiring

certain courses in the various subject-matter fields, separate for the

constants-with-variables type of program and for certain curriculums

in schools employing the combination type of program. (Courses

required in less than 10 per cent of the schools are not included)-7-Contd.

Subject field and courses

1 Constantswithvariables

tYPe

Curriculum in the combination type of

program

College

pnsparatory Commercial

1924- -. 930-31

(42) (52) 3 3

1924-2$

(172)

1930-31

(158)

1924-25 193041

(90) (106)

General

1924-25 1930-31

(57? (e9)

4 7 8

Mathematics_

Elementary algebra_______ Plane geometry Advanced algebra Solid geometry Trigonometry General mathematics__

Bedews

General science

Biology Physical scienoe Botan

n. 4

78. 6

61 4

60. 2

65. 4

42. 3

100. 0 96. 8 ma. o 93. 6

97. 7 91. 1 61. 2 52. 0

l& 3 24. 0

15. 2 53. 8 44. 3

47. 8 37. 8

16.7 10. 3

Mw) 71 0

64. 9

41 1

65. 2

52. 2

z.

12. 3

50. 0

8L

1& 7

67. 8

3&

17. 8

13.5

Physics

PhysiologY

Foreign language- Latin

French

Spanish Latin or other language French or other language__ _ Spanish or other language

Commerce

Shorthand._

TYPewrittnit Comm

Commercial - - - Commercial ari etic

Bookkeeping Business English. Office practice_ 1,v. Penmanship. _ _ Penmanship an IMF Mk Elementary

ing Salesmanship

a 91. 7

80. 0

87. 2

80.4

41. 8

27. 2

15. 2 18. 6

39. 5 26. 0

65. 1 34. 8

9. 3

60. 0 54. 7

87.8 33. 0

28.11 17.0

10. 0

15. 6 22. 2

11.1

75. 4

42. 1

81.

11 8

86.9

48.9

10. 57. 9

40. 6

X 1

W. 6

97. 7

67. 4

27. 9

82. 9

41 4

27. 2

25. 3 31. 7

l& 4

10. 0 14. 2

12. 5 96. 7 n

86. 6 91. 5

12. 3

66. 6 57 5

51 2

77 8 68. 1

ill 2 70. 8

2& 6

23. 3 27 3

31 2

18. 3 27 4

16. 1

..... ,VO 411 English.-4ngliah 'was a required subject in 1924-25 in all

schools in practically all types of programs; in 1930-31 it

was required in all. The courses listed as required in 1924-25

are American and English literature and composition and

rhetoric. While it is likely that these same courses are

required in 1930-31 in as large a number if not a greater

number of schools, they doiot appear thus in the table,

I I .6 s I . ./

fa,

--Inaaw--4444.4,

I ..

.

. . .. ..

- C bt. g ...a 4. . .........

aa.

la

Ph

4.10 ea mo. N. al. ..

a a a.

dB

.. ..... .... ... _

___-____ .. _ _ - _ _ - _ _ 4.40.4040 ...

1

l

0

IMP 4IM l .. 41=1 .....

O D 6

5

;a. 40^

44 44 4.; 1 1 4 &81

.. dil 41M. OD4a ..

a-. MP MIA 4. a4. _ _ ..... _ _

.....

- buMn

_ . .

.40. MD alo fa

ta, .

...

..

4; go..

44, 441. 4a Op in ...........

04- mg. ... .. a. a a 4. a ..

41. ip..

410 .. al a or ... 5

28. 3

.

....

. '4 I 34 a* a

as 44

.

e Ile.

4114 e

alla

, C-V, v".. .

. .

Lai 150]

401

,fot s A f; . : 4 _c_,Z4

. i.14)44: V 1.T.-2.0'

, .

4 5

M. MI. SIM o
PROGRAM OF STUDIES

due to the tendency on late programs of studies to list the

offering simply as "English" with no further characterization of the course. Of all the subject fields, the requirement

is greatest in English, with little variation in different types

of programs or curriculums.

History.N ext to English, history is required in a greater

number of schools, all types of programs considered. The

course required most often is one in American history

which is represented in it least 80 per cent of all programs.

Except in the commercial curriculum, however, it shows a

small decrease over the 6-year period. However, inasmuch

as some schools listed the required work simply as "history,7

the cases in which American history is meant could be suffitient to overcome the margin of loss shown.

No other course in history, for either period, is required in

as many as 40 per cent of all schools. Ancient and modern

history were next in importance in all types of programs in

1924-25, but in each case a decrease over the 6-year period is

shown. General history and medieval history were also

required in a small number of schools for 1924-25, but not in a

sufficient number in 1930-31 to appear in the table. The

greatest increase shown by the table is for world history,

which appears most often in the constonts-with-variables

type of program.

itudies.- -The social studies rank next to history in

the consistency with which they are required in all types of

programs. Although allowing a decrease in each instance

over the 6-year iieriod, civics still ranked highest in 1930-31,

with a range of 32.7 to 56.5 per cent, all types of programs

considered. Community civics or citizenship, with about

half the frequency iiidicated:for civics, ranked second in

1924-25, but due to its correlation with courses in "social

studies" and problems of democracy, it has also decreased

in populaiity over the 6-year period. Economics also

shows a loss in all curriculums of the combination type, but

the greater frequency of appearance of such courses as

"Problems of Democracy," "Sociology," and "Social

Studies" is recorded.

Mathematics the field of mathematics, the course

required most frequently is elementary algebra, followed by

121401rk-U----41 151

.

Social

[ ]

p.
NATIONAL SURVEY OF SECONDAVIY EDUCATION

plane geometry. In 1930-31, these were the only two

courses required in any but the college preparatory curriculum. They show an average decrease of about 10 .per cent

for each type of piogram, however, over the 6-year period.

Advanced algebra, solid geometry, and trigonometry, although appearing only in the college preparatory curriculum,

show small increments during the six years represented.

While general mathematics was required in a small number of

schools in 1924-25, it had decreased to less than 10 per cent

of all schools in 1930-31.

Science.General science and biology are the only courses

in science required in all types of programs, but even these

courses are not required in a half of all schools. 'Over the

6-year period, general science flows a significant increment

in two kinds of curriculums but biology in most cases shows a

loss. Physics and chemistry were required with considerable

frequency in 1924-25 in the college preOaratory curriculum

but they also show a loss for 1930-31.

Foreign language.Except. in the college preparatory

curriculum, foreign language is in no type of program required by 10 per cent of all schools. Where there is added

to the figures shown for each language in the table, the percentage of schools indicating no specific language as required

but making some requirement in foreign language, the

percentage for Latin becomes 67.7 ; French, 50.9; and

Spanish, 18.4. Even with such additions, however, a

decrease in foreign language is shown by the 1930-31 college

preparatory curriculum over the same curriculum for 1924-25.

Otherfield s.-----The status of the fields of physical education,

art, music, industrial arts, and home economics has been

previously represented. No specific courses in these fields,

designated other than by the general name of the field,

were listed by as many as 10 per cent of all schools. A large

number of commercial subjects are shown to be required in

the commercial curriculum, bue in no other type of program.

The more traditional courses in commerce for the most part

show a decrease over the 6-year period, but increments have

been attained for business English, office practice, elementary

business training, and salesmanship.

s [ 152

.

. WILK 0J1-'k''
CHAPTER XV : RECENT TRENDS IN 152 PROGRAMS

A SUMMARY

1. THE GENERAL PLAN OF ORGANIZATION

Organization of gra4e8.Between 1924-25 and 1930-31

there has been a decrease of 6 per cent in tile schools represented operating on the traditional 7-4 and 8-4 types of

organization. For the same period, there has been a decrease

of 9 per cent in the number of schools employing the 6-24

and thp 5-274 types of organization. There has at the same

time teen an increase of 21 per cent in the number of schools

operating on the 6-3-3 and the 6-6 types of organization.

Arrangement of rograms.Over the 16-year period, the

few schools which were ond employing the single and the

multiple-curriculum types of program have all abandoned

them. The combination type of program is favored most,

but the increase has been greatest, especially in the Northern

group, in the number of schools employing the constants-withvariables type of program.

'tfirimber and kit& of curriculums.The number of curriculums offered by the 54 schclols designated as Group I has

increased from an approximate average of four in 1914-15 to

an approximate average of five in 1930-31. Almost the same

average is shown for 1930-31 by the 152 schools composing Group II, but there has been little increase during the six

years represented. The highest average number of curriculumsalmost sevenis offered in the Western group. The

great variety of names employed to designate curriculums

indicates the need of more definite terminology. While

college preparatory curriculums are offered by the greatest number of schools, they did not constitute so great a per- centage of the total in 1930-31 as they did at either of the

earlier periods. The commercial curriculum, which shows a

small increase in the late programs, ranks next in importance..

The greatest increment, however, is shown for the number

of schools in Group II which adopted the generil curriculum.

[ 163 1

o .y. nw.

o
NATIONAL SURVEY OF SECONDARY EDUCATION

I, THE TOTAL OFFERING

The growl offering .In the 54 schools of Group I, tile average

school shows a remarkable increase in the numbez: of different

. units of work offered over the 16-year period. While the

increment is not so great for the 6-year interval 7Rresented

by the 152 schools of Group II, it is nevertheless significant.

The greater number of units of work are offered by schools

employing the combination type of program, but the gréater

increment is represented by schools employing the constantswith-variables type.

The offering in the major fields in Group ¡.--Changes in the

number of units offered in different subject fields in the

schools of Group I employing the constants-with-variables

type of program indicate the greatest increments in social

studies, science, physical education, music, commerce, industrial arts, and home economics. Decreases are shown for

mathematics and history. In the college preparatory curriculum, the greatest variation is in the decrease in the commercial offering and in the increase for mathematics. The

commercia curriculum shows a greater increase in commercial

subjectiand a decrease for industrial arts. For 1930-31, a

total of 419 separate courses were offered by all schools.

The offering in Ow majorfields in Group II .For the schools

of Group II, considerable increments are likewise attained by

physical education and commerce in all types of programs.

English and social studies show a smaller increase for all

types. In industrial arts, there has been a significant

increase for the constants7with-variables type of program as

for home economics in the commercial curriculum. Óther

..msments in special types of programs are shown for mathe:

matics in the commercial curriculum; for music in the constants-with-variables type of program; and for art in the

commercial curriculum. Changes for these fields in other

types of programs are of little significance. There is likewise

on the whole little change in the number of units offered in

history, science, or foreign languages.

Spec* moves offered.The most significant changes in

specific courses offered within the various fields are as follows:

English: Increase for journalism, public speaking, and debate and

dramatics.

[154]

afg'

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..

A. Oh 4
PROGRAM OP STUDIES

History: Increase,for world history, early European and modern

Euro0ean history. Decrease for ancient, medieval and modern history. Social studies: Increase for "social studies," problems of democracy

and vocations. Decrease for sociology, civics, and community civics. The decrease in the latter instance is due to the fusion of such work

with courses designated as " social studies" and "problems of American

democracy."

Science: Increase for biology.

Commerce: Increases for junior business training, office practice, and

salesmanship.

On the whole, increments have been greater in the nonacademic subject fields and in the more "practical" courses

offered in academic fields. Although the schools included

are fairly representative of cities with 2,500 to 20,000 population, the trends indicalik can not be considered as fully

typical of the country as a whole.

&THE REQUIRED WORK

Gross requirement8.In the constants-with-variables type

of program for 1930-31, approximately nine-sixteenths of the

work is required by the average school. This represents an

increment of one-half a unit for each group over the requirements of the earlier periods. Less than two units of work are

elective in the coll preparatory curriculum and approximately three units may be chosen in the commercial curriculum. In the former instance, there has been an increase of

more than one unit in the requirement from the early to the

later period, but there has been little change in the average

for the commercial curricuhun over the same interval.

Requirement8 in major subject fields.Considerable variation is shown in the amount of work required by different

schools in the several subject fields. Nearly four units of

English are required, hower, for all types of programs.

In addition to this requirement, the median school of Group

II, employing the constants-with-variables type of program,

in 1930-31 required 1.8 units of history, 0.7 unit in the social

studies, 1.5 units in matiematics, and 0.9 unit in science.

For the college preparatory curriculum these requirements

are increased in the median school. In the median school

employing the commercial curriculum, the requirement in the

various subject fields is for the most part less than that shown

[ 1561

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NATIONAL SURVEY OF BECOND*RY EDUCATION

for the constants-with-variables type of program in order

to make room for a requirement of more than six units in

commercial subjects.

Specific mums reqúired.Few specific courses within any

subject field are required in as many as half of all programs.

In the constants-with-variables type of program, English,

American history and civics, algebra, and plane geometry

are represented by such a requirement. The last two courses

especially show a decrease over the 6-year period. In the

college preparatory curriculum, foreign language is also represented by this average, while in the commercial curriculum,

such courses as bookkeeping, shorthand, typewriting, commercial law, and commercial arithmetic are required in more

than 50 per cent of all schools.

--V - V-,"- r Ty-- - 7717 .i-Ak

[ 156

#

4 ;L'A: .t.i21.40:07"
CHAPTER XVI : TRENDS IN 35 PROGRAMS OVER

A QUARTER CENTURY

I. PURPOSE AND CONDITIONS OP THE STUDY

Purpose of the study.The present chapter summarizes the

results of an investigation fostered by the National Survey of

Secondary Education as conducted by George E. Van Dyke.'

In 1921, Stout published a study of the curriculum offerings,

between 1860 and 1918, of certain schools in the Middle

West.2 Van Dyke analyzed programs of studies secured for

1929-30 from some of the same schooli. His study enables

comparison of the_ offerings of 35 identical schools at three

different periods: 1906-1911; 1915-1918; and 1929-1930.

Because, for each of the three periods, the programs of studies

represented are from identical schools, the comparisons reveal

real trends rather than differences that might be attributed

to differences in the communities represented.

Location and nature of the schools represented.Of the 35

schools represented, 9 are located in cities in Michigan, 7 in

cities in Illinois, 6 in Wisconsin, 3 in South Dakota, 2 each in

Indiana, Iowa, Kansas, and Missouri, and 1 each in Nebraska

and Ohio. The average population of the cities at the

1906-1911 period was 16,178; at the 1915-1918 period,

19,516; and at the 1929-1930 period, 26,944. Although advance in years has brought changes in the grade organization

of the high schools represented (in 1929-30, only grades 10,

and 12 were included in the senior high school organization of 10 schools), in all cases data were secured from four

grades: 9, 10, 11, and 12, so as to make possible the corn

parison with the earlier periods.

Method of the report To facilitate 6omparisons, the exact

methods described by Stout were followed as far as possible

in assembling data from the programs for 1929-1930. Stout

RiigLoreehony&terdetaedanp(oirtasoggiono=svorapte the the

her, 11181.

Deo

Stoat, John Mort. The Development al 11104 Curricula In the North Central

Beefsfrom MO to 1918. 8upsnty Idiamthemi Maimpiek No. lit Mimeo. Deport- moat of pinoetion, Unlvty of Chicago, 1921.

167

11.,

r._ In of Mango I end Selma 8011C-IN, November 1014 717-747, ..t- I si

Higb-ilebod FL Review, O
DiATIONAL SURVEY OF SECONDARY EDUCATION

does not show the work required by the schools in the early

periods, and for this reason comparisons ate limited to the

nature of the curriculums and the subjects offered at the

three periods. The required work for 1929-1930, however, is

presented. Sixty schools are included in the tabulatiops of

curriculums offered as conipied for the two early periods

by Stout. Stout's list, however, includes the 35 schools for

which data are presented in all other connections. For the

comparisons made in this connection, the greater number of

schools represented in the first and second periods must be

borne in mind.

I. THE CURRICULUMS OFFERED 0

Number of curriculums offered.--Trends over the 25-year

period have been to allow the pupil a choice of several distinct

curriculums instead of offering one curriculum only which includes constants required of all pupils and variables adaptable

to the individual. In 1906-1911, 23 schools offered the

constants-with-variables type of program arrangement, as

contrasted with 15 schools for 1915-1918 and with 7 schools

for 1929-1930. All other schools at these periods offered more r

thin one turricultun, ranging from 2 to 6 for 1906-1911, and

from 2 to 19 for 1929-1930. The number of curriculums

offered has therefore tended to incre: Ei from an average,

including all schools, of 2.5 in 1906-1911, to 4.6 in 1915-1918,

and to 5.2 in 1929-1930. Even where averages are computed to include schools offering more than one curriculum

only, the same tendency, though not so marked, prevails.

The average school listing more than one curriculum in 1906-

1911 offered 3.9 curriculums; in 1915-1918, 5.9 curriculums;

and in 1929-1930, 6.1 curriculums.

Kinds of curriculum offered.--A tabulation of the number

of separate names given to curriculums offered reveals considerable lack of uniformity in designation. For 1906-1911,

46 separate titles were used by 60 schools to label the curriculums offered; for 1915-1918, 77 titles were employed by the

same number of schools; while for 1929-1930, 35 schools used

57 separate titles. Little uniformity obviously exists, either

in the late or in the early period, in names given to curriculums offered.

(1581

S4,12:1;

Owes _sr

4
PROGRAM OF STUDIES

Summary of three groups of currieulums.Although in some

cases the titles indicate distinctions in the kinds of curriculums offered, in others the distinction is more of language

than of content. The differtnt titles are summarized in

Table 57 to reveal the numbers and percentages of curriculums of three distinct types, namely, college preparatory,

general, and fine and practical arts, offered at the three periods. Fine and practical arta are in turn subdivided into

five groups. In interpreting the data of the table it should

be recalled that 60 -schools are represented for the 1906-1911

and 1915-1918 periods, while only 35 are represented for

1929-1930.

TABLE 57.Numbers and percentages of three groups of curriculums

offered at three periods

- Group1901-1911 19154918 1E0-1930

Num- Per Num- Per Nam- Per

ber cent ber cent ber cent

I -I- . 1 3 I I 11 6 7

,

, . College rteparetarl 80 56. 3 100 41. 8 80

General 13 9. 2 18 7. 5 25 14. 5

Fine and practical arts 49 34.5 121 50.6 93 52.0

Commercial 32 22. 5 44 18. 4 41 22 9

Industrial arts_ 10 7. 0 33 11 8 24 13. 4

Household art& ,

1 . 7 19 & 0 14 7. 8

Me arts_ I . 7 3 1. 3 7,-. a. 9

Misosiliasous (aviculture, normal

training, etc) 8 & 8 74 9. 2 7 4t & 9

Total_ um 142 100. 0 ' 239 100. 0 179 100. 0

.

, Less emphasis on college preparation.College preparatory

curriculums are most prevalent at each period, but it will be

olmierved that they constitute a declining proportion with

each succeeding period. Percentages for other types of

curriculums show that the relative decrease for the college

preparatory type of curriculum has resulted from the offering

of more curricrulums.calculated to provide wider and richer

contacts for seoondarpechool. pupils. The commercial curriculum shows a slight increase, industrial and household arts

curriculums show marked increases between 1906-1911 and

1915-.1918, and the general and fine arta curriculums have

increased substantially from the first to the last periods.

-ar 159

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The trend is toward more curriculums to provide for those

iitterested in the fine and the practical arts. The proportion

of curriculums of these two types increased from 34.5 per

cent in 1906-1911 to 52 per cent in 1929-1930 of the total

number offered.

11. THE REQUIRED WORK

Few subjects required in 1929-1930.---Because Stout does

not indicate the subjects required of all pupils in 1906-1911

and 1915-1918, only those required in 1929-1930 can be given.

It is interesting to note that the only subjects required of all

pupils by as many as half the schools are English, American

history, and physical education, which were required, respectively, by 100 per cent, 85.7 per cent, and 60 per cent of the

35 schools represented. Social studies other than American

history were variously required; civics in 25.7 per cent,

citizenship in 14.3 per cent, economics in 14.3 per cent, community civics in 8.6 per cent, "social studies" in 8.6 per cent,

and modern history in 5.7 per cent of the 35 schools.

In the field of mathematics, algebra was required by 45.7

per cent and geometry by 34.3 per cent of the schools represented. The only science required was biology; that subject

was prescribed by only 8.6 per cent of all schools. Music

and library were each required by 5.7 per cent of the schools.

Modification of the curriculum in the modern high school to

make it appeal to the needs of pupils other than the college

preparatory type is evidenced, especially by the fact that no

one of thotftchools required foreign language of all pupils and

less than half required mathematics.

4. THE TOTAL OFFERING

Outline of information presented in this seetiOn.Most of

the data included in this study relate to the total offering

and its distribution to subject fields. In this section of the

report are presented: (1) The gross number of units of work

in the total offering at certain periods between 1860 and 1930;

(2) the number of schools offering each major subject field

during 1906-191i, 1915-1918, and 1929-1930; (3) the number

of courses offered in each field; and (4) the nature of the

courses offered in each field at the three periods.

via 1601

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PROGRAM OF STUDIES

Increments in the grou offering, 1860 to 1930.Certain data

are presented in Stout's monograph for five periods preceding

1906-1911, from which it is possible to show, as in the last

column of Table 58, average yearly differences in the total

offerings of the schools represented, between 1860 and 1906,

as well as between 1906 and 1930. During the four equal

periods between 1860 and 1895, the number of units in the

total offering changed very little, the averages reveal.

Beginning with 1896, however, a consistent increment is,

shown with the advance of years in the yearly offering of the

average school.

TABLE 58. The number of units of work offered in the average school at

certain periods between 1860 and 1980

Period

Number of

Number cif tinits of work offered yearly diffemme in

units offered by

average

elds schools

repre- panted

tt Academic

, fields

Nonacafi dunk, Total 1 I s

,....., 16. 2

18. 9 18. 2

18. 6

19. 2

24. 1 24. 9

28. 9

_A

4

, 1

.. 1. 1. 8.

15.

38. 19

72

50

3

3 s 17 3

19. 8

18. 9 19. 8

20. 7

32. 1

4o. 2

67. 2

s+0. 211 . 00 +1. H

+1.01

+2. 01

1860-1865

1871-1875

1:.:1-1885

1891-1895

1896-1900

1906-1911

1915-1918

1929-1930

79

182s82

35

35

35 A separate tabulation of the units of work offered in the

academic and in the nonacademic fields reveals that, even

though physical education units were not included, incremetits for music, art, household and industrial arts, and all

subjects classified as nonacademic, are much greater than

for English, social studies, mathematics, and the subjects

classified as academic. Slice 900, the offering of the American high sChool has expanded significantly in all fields, but

to much the greater extent in providing newer and richer

, content in the fine and practical arts.

Th4 number of school offering each major subject field.

Changes have been greater in the variety of courses offered

within each subject field, but before these data aie considered

[ 161

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NATIONAL SURVer OF SECONDARY EDUCATION

report will be made on the number of schools which have

widened their program in the later years to include fields not

offered at earlier periods. Practically all schools offered all

fields classified as academic at all three periods: English,

social studies, mathematics,.and science were offered in each

of the 35 schools at each period, and foreign language in all

cases except for 1 school in 1915-1918.

It is in the nonacademic fields, however, that significant

increments have resulted. No commercial studies were

pffered in 5 schools during the 1906-1911 Period, but in all

schools at the two later periods; industrial and household arts

were offered in all but 1 school in 11e-1930, but this repre-

. sents proportional increases, respectively, of one and one-half

and two times the number of schools offering these fields at

the earlier periods; physical education and the fine arts,

although offered scarcely at all in the first two periods, were

offered by 30 and 28 of the 35 schools, respectively, in 1929-

1930.

The number of different cour8e8 offered.Before presenting

for each field the totals in number of all courses offered, a

, better idea of the tendency toward enrichmcint of the highschool program may be had from consideration of the number

of different courses making up the offering for each period.

Actual count shbws that in 1906-1911, 53 courses, and in

1915-1918, 72 courses with distinct titles appeared in the 35

programs, while in 1929-1930 the number had increased to

306. It is true that the materials of insiruction probably

differ little in some of the courses which bear different titlei.

An increase of 475 per cent, however, in the number of

courses listed from the first to the last period inky certainly

be taken as indicative of efforts toward a richer and more

varied offering for the modem high-school pupil.

The number of courses offered in each field.The total of all

comes ofkred at the three periods in each of 11 major fields

of instruction, such as English, social. studies, mathematics,

etc., togetter with the calculated average in number offered

and the percéntages of increase from period to period are

given in Table 59. The total for all subject groups together,

, a [ 102

tVIPIr 12:24:,!14

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]
PROGRAM OF STUDIES

TABLE 59.-771e totai and the average numbers of courses offered, and the percentages of increase or decrease in the average numbers offered in the various subject fields of $5 schools in 1906-1911, 1915-1918, and 1929-1930

4

field

, Total number of

anuses offered by

all schools

I Average number of

ooursee offered

Percentage of increase or decrease in aver- age number offend

Subject , 1906- 1915- 1906- 1906- 1915- 1929- 1900- 1915- 1929- 1911 to 1918 to 1911 to 1911 1918 1930 1911 1918 1930 1915- 1929- 1929-

1918 1930 1930

,.. .. ......._

I I 3 4 1 6 7 8 16 English 42 126 L 2 a. 6 (i) (i) 200 Social studies

Mathematics

184 167 244 4.7 4.8 7.0 0.2 48 40 141 137 183 4.0 3.9 5.2 3.0 33 30 Science

Foreign language

188

90

177

97

172

117 & 4 2 6 & 1 2. 8

4, 9

3.3

6. 0

& 0

4

18

0

27 Commerce 146 230 283 4. 2 & 6 & 1 57. 0 23 93

Household arts

Industrial arts 22 00 166 . 6 L 7 4.7 183. 0 176 esa ______ _ 19 50 101 . 5 L 4 2. 9 180. 0 107 4110 Fine arts 1 1 187 . 1 . 1 4.8 __ _ _ _ - 15, 900 f5, 900 Physical education ,. - 50 L 4 (I) Miscellaneous (salmi- (I) (I)

Lure, pedagogy, etc.) __ _ 15 25 74 .4 . 7 2. 1 75. 0 200 425

All subject fields_ _ 828 944 11683

.st 23, 7 , 27. 0 48. 1 14. 0 78 103

I The separate courses for the field of English were not reported for the seoond period. I No courses in physical education were offered in the first and second periods.

while showing an increase be een 1906-1911 : i d 1915-1918, of from 828 to 944, is most marked for to: , 1930 period with a total of 1,683 courses, or more than double the number

offered at the earliest period. All fields except science show

an increase. In the academic fields the percentages of increase,range from 27 for foreign languages to 200 for English. In the nonacademic fields, however, the increment has been

much more marked: From 93 per cent increase for the commercial studies to 15,900 per cent increase for the fine arts.

The nature of the courses offered in eaeh field. .11..tationtr.

of space will not permit listing the names of all the courses

offered for the thkee periods within each field. The number

of schools offering those 'most frequently appearing in the

program of studies, however, are listed under each major subject field foi the imparate periods in Table 60. The num-, bers in parentheses qpposite each subject field represent the number of different courses (a:judged by the different titles)

41the

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NATIONAL SURVEY OF SECONDARY EDUCATION

offered within that field. For example, in the field of English, in 1906-1911,6 courses were offered; in 1915-1918, the

separate courses were not designated and only 1 course is

shown as being offered; in 1929-1930, 20 courses were

offered.

TABLE 60.Number of schools offering courses within the various subject

groups for each of three periods

Subject field and courses 1908.-1911 1915-1918 1929-1930

3 3

INGLIS!!

General course Public speaking

Journalism

American 4.: .1 Ancient history Medieval history Civics

English history Economics

Modern history

SOCIAL STUDI Sociology MATH Z MA TICS Algebra Geometry Solid geometry Trigonometry Advanced algebra

Physics Chemistry Physiography Botany _ Physiology Zoology Biology General science

SCI "NCI

TORSION LAMM:U.08

German

French

Greek

Spanish

COMM ZRCIAL 'TIMM

3 Bookkeeping Stenography Typewri Co II reoVaphy Commercial law

Commercial arithmetic

Commercial English_ Salesmanship

I

411. INDUSTRIAL ARTS

Manual training Mechanical drawing Printing Woodwork

Automobile mechanics

[ 164 ]

(6)35

1

(8) 8130

29

22

17

(6)

85as32

20

(6)

34

34

118

3

(8)

27

25

2120

19

8

(1)

(9)

82

342929

1921

Mr I. 11I (9) as83

1924

14

1615

(6) 8482

148

13

(14)

33

2423

5

(13) 28

52 AIN 40 4. VIM 10 I. 41. Or

(20) 19

18

(38)

(13)

(20)

(9)

(44)

36

23

488

26

343536

32

3633

119

156

30

1935

18a20

35

sa

35

2727

2

16

(46) 1329

16

1410

1 4

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7.

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1526

22

'qZP

33

(6) 36

36

34

19 36

ao

29

23 f 217

1 33

33

145

82

33
PROGRAM OF STUDIES

TABLE 60.Number of schools offering courses within the various subject , groups for each of three periodsCoLtinued

Eirbject field and courses 1906-1911 1915-1918 1929-1930

1 2 3. 4

, HOME:BOLD ANTS (3) (10) (34) Domestic science 15 28 6 Foods 13 Clothing 1 Home economics_ 9 Sewing 9 Cooking 7 TIN Z A MIS ( 1 ) ( 1 ) (S) Art (general)

Design J i

4 Orchestra 21 Band_ M Chorus

Freehand chairing 11 Glee club 11 Music (general) 11 Music appreciation 1(

PHYSICAL ID tICA TIO N (-) (-) (11) General coma_ 21

I MISCLLLAN ZOII8 (4) (3) (44) P . . xi: 6 10 : Pgyw-ii e A. 5 7 0 Agriculture_ 3 18 1 NoTz.The numbers in parentheses in each case represent the number of differently named

courses offered in each subject group.

Contrast in provisions for needs of academic and nonacademic

pupils.An idea of changes in the relative emphasis placed

upon the needs of academic and nonacademic pupils with

the advance of years may be had from a computation-. of the

percentages of courses in the fields making up the two groups

which were offered at each period. In 1906-1911, courses

Offered in English, social studies, mathematics, science, and

foreign languages (considered as the academic studies) constituted 76 per cent of the total number offered, in 1915-1918,

they constituted 61 per cent, and in 1929-1930, they constituted only 50 per cent of the total for all fields. The diminution for this group of subjects is due to the relatively greater

number of courses in the fine and practical arts, or nonacademic group, offered in later years. The titles listed in the

( 185

lE

1,

I.
NATIONLL SURVEY OF SECONDARY EDUCATION

V.°

table indicate a more emphatic trend of courses in the nonacademic fiolds 'toward practical rather than theoretical

content. ,

Nature of newer courses in academic I .;.Although the

names of all courses offered are not shown in the table for each

subject field, a few examples will indicate, even for the academic fields, the more immediately significant nature of the

high-school offering in later years. In English a decreased

offering of such courses as composition, rhetoric, and grammar

is accompanied by an increase in courses designated as

public speaking, journalism, dramatics, effective speaking,

current literature, and interpretative reading. In social

studies, although courses in ancient, medieval, and English

history, and in civics have decreased with the advance of

years, there has been an increase in the number of schools

offering economics, modern and world history, sociology,

citizenship and contemporary life, vocational civics, and

occupations.

In mathematics, science, and foreign languages the number

of courses offered increased less than in the other fields.

Significant of the emphasis given to exploratory needs of

pupils by the modem junior high school, however, is the fact

that among schools having the ninth grade in this type of

organization, a tendency is noticeable to offer courses% in

applied and general mathematics and in exploratory and

general science.

5. SUMMARY

I. Over the quarter century represented, the tendency has

been increasingly to organize the program of studies to allow

pupil choice from two or more curriculums. Schools offering

only one curriculum of the constants-with-variables type de- cm23attheearlyperiodto7atthelateperiod. More attention to the needs of the pupil not preparing for

college is z from the fact that with the increase in number

of curricul Ili. offered, thè proportion of college preparatory

curriculums has decreased, while the proportion of general,

fine arta, and practical arts curriculums has increased.

2. The subjects required in 1929-1930 indicaie that the early

practice of requiring strictly college preparatory subjects of

( 166 )

.

.01
PROGRAM OF STUDIES

all pupils for graduation is being abandoned. Only English,

American history, and physical education were required by

half the schools. Algebra was required by 45.7 per cent and

geometry by 34.3 per cent of all schAls. Except for certain

social studies (aside from American history), variously required in from 5 to 27 per cent of the schools, no other subject

was required by as many as 10 per cent of all schools.

3. The most significant changes over the full period are

shown in the tendency to provide a much wider range of

materials of instruction, and these of a richer and more

practical nature. Between 1860 and 1895, the number of

units offered by the average school changed very little; between 1895 and 1918, the average school shows an increment

of approximately one unit per year;, and between 1918 and

1930, an increment of approximately two units per year is

shown for the average school. The \number of jhe d rent

courses offered increased 475 per cent between 1906 ts 930,

while the taal number offered more than doubled.. Thetie

increments are far greater in the nonacademic than in the

academic fields, but in each the tendency is to make the

offering more immediately significant.

[167]

411

fa.
CHAPTER XVII : TRENDS IN 15 COMMONWEALTH FUND

SCHOOLS

1. PRELIMINARY STATEMENTS

Relationto junior high school study.Paralleling closely the

study made by Glass of the junior high school curriculum is

another one made under subvention from the commonwealth

fund and dealing with the senior or 4-year high school curriculum. This study was made by Counts.' Several of the

systems in the former study are also represented in Counts'

study. The same reasons which prompted a repetition of

Glass' study made the bringing down to date of Counts'

study also desirable.

Cities inducled.The 15 cities represented in the present

study are Atlanta, Berkeley, Cleveland, Detroit, Joliet,

Kansas City (Mo.), Lincoln, Los Angeles, New Orleans,

Newton (Mass.), Pueblo, Rochester (N. Y.), St. Louis, Salt

Lake City, and Trenton. Eight of these. cities as may be

seen by reference to Chapter VII, were represented in the

study made by Glass.

Metiod of the study.The plan followed in conducting the

study is similar to that employed in the study of the junior

high school curriculum. From the superintendent of schools

in each city were secured assurances of cooperation and the

names of the officials to whom forms were to be sent. The

data collected are for the second semester of the year 1930-31,

thus paralleling those secured by Counts for the second semester of 1923-24. When information is not for the c0 as a

whole, it was secured from the same individual schools as are

represented in the study for 1923-24. As far as possible,

the exact methods followed by Counts were followed. In

all cases the last four years of Hi:. or 12-grade systems are

represented.

Organization of this chapter.The information secured is

treated in this chapter as follows: (1) IriAe general plan of

counts, George S. 'The Senior High School Curriculuni, Supplementary Educational,

Monographs, No. 29, 1926. The UniverSity of Chicago Prow

[ 168 I

-s1

I

%

., i

4

e
PROGRAM OF STUDIES

organization, which includes the proportion of pupils of highschool age enrolled, the plans on which grades are organized,

the types of secondary schools in the various cities, and the

number of curriculums offered, (2) the total offering, treating

by cities the number of units of work in each major subject

field, (3) the required work, under which is shown the number of schools requiring each major subject field and the total

number of semester hours required in each field; (4) the

subjects of study, showing the percentage of recitation time

devoted to each subject field and the percentage of the time

allotted to major subjects within each field.

I. THE GENERAL PLAN OF ORGANIZATION

Proportion of pupils of high-school age enrolied.In Table

1 of his monograph Counts shows for each city the percentage

which the high-school enrollment is of the estimated population of the city from 14 to 17 years of age. The average for

all schools was 39.6 per cent in 1923-24. For the nine cities

of this group with more than 100,000 population, the Federal censtis of 1930 shows the number of pupils aged 14 to 17

years and the number of pupils of this age who are attending

school. In six of the cities in 1930, the percentage of pupils

aged 14 to 17 enrolled in schools more than doubled the percentages .shown by Counts for 1923-24; for two cities the

1930 percentages tripled those of 1923-24; and in one city

the 1930 percentages were one and one-half times those of

1923-24. The average for the nine cities of more than 100,000

population for 1930 shows 78.3 per cent of those 14 to 17 years

of age in attendance. It is probable, however, that the

method employed by Counts in securing his averages is a

more conservative one than the present method. If so, the

increment is somewhat exaggerated.

'Organization of 8chool gracks .In 1923-24, 11 of the 15

cities either operated completely on the 6-3-3 plan or were

in transition to this plan schools operated on the traditional 8-4 plan 1 school operated on the 6-2-4 plan; and

1 school was on the 6-2-3 plan. By 1930-31, however,

there were several changes in types of organization. Only

9 systems were organized on the 6-3-3 plan, and 2 of these

[ 169 1

4

2
NATIONAL SURVEY OF SECONDARY EDUCATION

.9 also had schools on the 6-6 plan, while 1 had added junior- college work to make the 6-3-3-2 plan. The remaining six

cities were variously organized: Two were on the traditional

8-4 plan and J of these 2 was on the 644 plan in 1923-24;

1 was on the 7-4 plan, 1 was divided between the 7-4 and

the 6-3-2 plans, 1 was on the 6-24; and 1 on the 6-24 plan. These data indicate that in 1930-31 some cities had not yet decided on any one plan of organization as being best suited

to their needs.

Number of high schools of certain types. Thè number of

high schools of various types within each of the 15 cities at the

two periods is presented in Table 61. The table shows that

in 1930-31 these cities had one and one-half times as many

high schools as in 1923-24. The total number (if 4-year high

schools did not change during the seven years, the number of

3-year senior high schools more than doubled ; the number of

3-year junior high schools was multiplied by one and one-half, and, the number of high schools of some other types was

almost tripled during the 7-year interval. The greatestincre- ments are shown for Detroit, Lincoln, Los Angeles, and New

Orleans.

Number of curriculums.The number of curriculums offered

changed little during the seven years represented. The average for 1923-24 was 8.1 curriculums as against 8 curriculums

in 1930-31. In 1923-24, however, 13 of the schools offered

more than one curriculum, while in 1930-31 this number was

reduced to eight. Space does not permit listing of the many kinds of curriculums which were offered at the two periods.

( 1701
omb Neil' °toms fti Newton TABLE 61. Number of public secondary schools of Ow various types in each of 15 cities, 19B3-B4 and 1980-81 City 4-7ear high schools 8-year senior high chools 19231-7.--2487-1.-4-11.---jrall------930-3 923- 193041 3 3 6 Atlanta Berkeley ,Cleveland Detroit Joliet f=City Irma Pueblo .411 Rochester st. Louis Salt Lake City TrentonTotal 1012442 81a9131a 47 47 317321 17 419103161 As. 21 38 NNMMIMIMIMMMMIWMII1lMI. 3-year Junior high schools 2-year Junior high schools High schools of some other type Total 1923--24 1930-31 1923-24 193041 1923-24 1930-31 1923-24 1930-31 $ 7 8 8 18 11 13 13 4 7 1 1 9 12 4 4 1 1 a e 17 22 1 30 34 a 19 2 16 37 1 1 1 3 3 8 12 2 4 3 a 1 13 23 8 15 so 83 4 13 1 2 4 3 41 -4r 2 11 1 4a 298 1 1( 1( 7 8 2 9 10 3 4 4 1 62 92 6 4 11 31 143 2115 4 131 34 4 ....... - - - - . 1 SID Ir 1 7 _ . ..... .........._
NATIONAL SURVEY OF SECONDARY EDUCATION

S. THE TOTAL OFFERING

Number of units of work ofered.The 7-year period repret sonted has witnessed a large increment for the schools repre- sented in the number of units of work offered in such major subject fields as English, social studies, mathematics, and

the like. The data are presented for each of the cities in

Table 62. Over the 7-year period there has been an increase

for the avers,.ge school in each major subject field with the

exception of English, physical education, and commerce.

The average for the former is the same at the two periods, while the latter two show a loss of one unit from the earlier

to the later period. The greatest increment is shown for

the industrial arts, which increased from 13 units in 1923-24

to an average of 24 units in 1930-31. This great increase is

due in a large measure to the increment in the offering at Los

Angeles. Averages for all schools indicate * substantial

increase in the total offering of from 79 units in 1923-24 to

100 units in 1930-31. live schools show a decrease in the

total units of work offered over the 7-year interval, but an

increase is shown for the remaining 10.

a

.. to 172 1

Al s. . el* ,.

*
01. TABLZ 62.Nu mber of units of work offered in the high schools of each of 15 cities in ipach of 11 major divisions of subject City and year English matter Social. studies Maths- maim Science Atlanta: 1291 11 Berkebs7: 11161 Cleveland: - Detroit: 1934 1931 Jabot: 1924 1931 Kansas City: 1924 1931 Lincoln: 1934 1931 Los 4!..eies: 11931 New Orleans: 1924 1931 Newton: 1891 684 117a664 10894914848 4 a84aa548444 7a54a811 a6544 4 8494 4 4 7 h 7449797748 Physical education 244131 o 6110 4110 34441;4 144 Music trial arts 2 2 34i o 4 4 11164 4 1$10 44 2 4 46310 67/1 o 62 a 3 4 1144 4 124 204 3 4 22 24 1413 4 211st 1921.10 74 144 401054214 30 101 h 224 V20 1164812a5,-10 941362434fio 730,10 24 Foreign langUage Commer- cial sub- Salta 11. 13 101312161216144 161410121612124 122211161316 124 944 124 17134 138494 126104 16204 1413164 hti Wool- laneous subjects Total 132 via a a. a» 23)10 694 167281304e 964 164874 1: 90410 C) 877834o g ss66 1274 287H o 8700)4 10592 4 011=11 Pao aIrma 1 s 8 4 h 1 % ........_..... 64 4 4 954 74 6 1924 1931 6494 646 54 e84 7 64 54 3 6 6 0 64 6 64 a 44 23IM 4 6 55 e 6 6% mat----- ----,---- - 4tI 6 6 1462A Indus- 7 Rome I a a6 746 12234 6 546119 12129 ea - mil 01, 46.1 MI da 71N 1 684 935 P. 7 4 a 8
TABLE 62.Number of units ofFork leered in the high schools of each of 15 cities in each of 11 major divisions of subject matterContinued City and year studies Mathe- matt+, 1 Ps. Pueblo: UAL 1931 Backwater: 1994._ 1931 St. LOUIS: 193i_ _ pat 1931 Salt Lake City: 1934. 1261 Trenton.: 1934.. Averx: 3 Physical educa- tion 677444 447458%745 3,4 44a64464 104 444 4 546754 824241 4 1 ugly 7 8 3,10 2 4 4 14% 11 3 4 76 3 4 2%3 Indus- trial arts Home eco- nomics Foreign language Commer- cial sub- jects Miscel- laneous subJects 19 11 I 13 10164444 114 6154 5724 3424448821 6 32 47 47 1324 Is 1013 14 4 15 8 15 12 2313 114 13 84 12 15 12 10% 12% 12 15 11 Total 0 14 Z 11 c0 5166Mo 63 12031s ol 77 0 71 4 41 834 674 o ay544 79 100 English 0000000 Social mor 866 .4116 ..... 6 1931 Science et 54834 5 664 Art *; 10 8 1 81)i o a. 64 % .......... 4 7 193 a6 7 .64 Airp*****1.°. t +. e font er 191 7 ;4 e. 7 4 74 41toi CA041
PROGRAM OF STUDIES

The total offering at Los Angela. , The greatest increase

in the total offering is indicated for the city of Los Angeles.

Counts shovi.ed in detail the designation of a total of 127%

units of work offered in Manual Arts High School of this

city in 1923-24. Although lack of space will not permit,-

the repetition of that table here, an idea of the even greater

variety of courses now offered in.this city may be had from

Table 63, showing a total of 287%0 units in the specific

courses offered in grades 9 to 12 for the city as a whole in

1930-31. It has already been seen in Table 62 that there

was an increase for Los Angeles in every subject field over

the 7-year period. Noteworthy increments are shovn for

the industrial arts, home economics, science, foreign languages, music, and art.

4. THE REQUIRED WORK

Subjects required of all pupit8.Several changes have taken

kirk over the 7-year period in the number of schools requiring certain of the major subject fields. A comparison of

these data for the two periods is afforded in Table 64. The

most significant increments in the required work have been,

especially in grades 9 and 10, in the fields of social studies,

science, and physical education. Decreases are shown for

grade 9 in the number of schools requiring mathématics,

industrial arta, and home economics. Few ch es are

shown for grades 11 and 12 in which English, social udies,

and physical education are almost the only subjects required.

There has been an increase, however, in the number of

schools requiring physical education lin grade 11 and in Se

number requiring English in grade 12.

(1751

. I

.4

; f!

0
44;

.* NATIONAL SURVEY OF SECONDARY EDUCATION

6

TABLE 63.The total offering in grades 9, 10, 11, and 113, 1930-81, Los Angeles, Cal(f.

Designation of &urge

English: English 1 and 2 . English 8 English 4

011 English B9 and A9 Dramatics 1

Dramatics 2

Dramatics 3

Dramatics 4

Directing Public speaking 1 and 2

Journalism B9 and A9

Journalism 1 and 2

Upper-grade composition Creative writing English literature 1 and 2

Types of literature 1 and 2

(novel, short story, drama

and essay) Shakespeare ....... _ American literature__ Modern literature

World literature

School annual

Senior review

Library science 1 and 2

Number

semester

hours of

credit

allowed

.1m 4w 4. __ Total

Social studies:

Social studies 1 and 2

Aviation history (experi- mental) International relations

Modern world history (since 1789) 1 and 2

United States history 1 and 2. _ United States history and

civics 1 and 2

C ivies

Economics

Occupational orientation.. Pan Pacific history_ Problems of democracy Social problems

Total

.a Mathematics:

General mathematics B9 and

A9

Social arithmetic B9 and A9_ _ Related mathematics (boys). Algebra B9 and A9 Algebra 1 and 2 Algebra 3 and 4_ Plane geometry 1 and 2 Solid geometry Trigonome Applied mathematics 1 and 2__

Total. 6

10

5

652%

5

8102%

10

6

510 10

5

10

10 142%

10

6

lo

lo

10

65

6

6

65

so

lo

lo

lo

lo

lo

lo

105a

lo

oo

Designation of course Number

semester

hours of

cred it

allowed

Science:

Biology 1 slid 2

Biology 3 and 4

Physiology 1 and 2

Botany 1 and 2 Zoology 1 and 2

Hygiene General science 1 and 2

Physics 1 and 2

Applied physics 1 and 2_ Upper-grade physical science

1 and 2

Chemistry 1 and 2_ _, Chemistry for nurses Electricity 1 and 2

Electricity 3 and 4_

ElectriCity 5 and 8

Surveyhng 1 and 2 _ _____ _ _ _ Minerology Geol. 1 and 2

Assa : Engineering problems Projection Photography 1, 2, 3, and 4 Total

Heagh and physical education: Ninth, tenth eleventh, and

twelfth 14 . e physical edu- cation; ysIncluding

healthful living Ninth, tenth, eleventh, and

twelfth grade physical education; gjrl8 including healthful

Ninth, ten enth, and

twelfth e corrective

physical education; boys

including healthful living_ __ Ninth, tenth, eleventh, and

twelfth grade corrective

physical education; girls

including healthful bing.. _ Military science and tactics_

Total

Music:

Music B9 and A9

Music organisation (junior high school) Music appreciation History of music 1 and 2_ Elementary music theory and sight reading 1 and 2

Harmony 1 and 2

Ksrmony 3 and 4

Glee club

Chorus GS 41UP Volga

Band

Orchestra_

[ 176 ] 4

10

101010

10

1a20

10

1020

5

10

55

40

1010

1010

10

50

1010

1010

15

2%

15

1515

s

414f .1k.1 A

I;k:: 121:4V.:4;

eAr .

_ _

_ _

_ ... .

2%

_ _ _

a

s.

. _ _ __ . . ______. _

_ . ... _ .

_

1,1

..... ........... :4 4o, 44 4

4.1 ...........

e.

a

a

_ _ .....

_ _ _ _ _ _ _ _

. _ _

5

58

.

_ 52%

lo
PROGRAM OF STUDIES

TABLE 63.-The total offering in grades 9, 10, 11, and 12, 1980-31, Los

Angeles, Calif.-Continued

Designation of course

M usio-Continued. Vocational orchestra

Band and orchestra instruments (junior high school)._ _ Band and orchestra instruments(senior high school)

String quartets and ensembles _ Violin (senior high school)...

Pipe organ 1 and 2

Piano

Art:

Total

Art 1 and 2

Design__ - Art appreciation________.___ _ Life drawing 1, 2, and 3

Advertising art 1, 2, and 3_

Art history and criticism_

Art composition 1 and 2_ _ Sculpture 1 and 2

Clay modeling 1 and 2__ _ _ _ _ Leather work 1 and 2_

Art metal 1 and 2

Pottery 1 and 2_

Reed craft 1 and 2

Weaving 1 and 2

Needle work craft 1 and _ Stage art 1 and 2

Textile craft and 2

Wood carving 1 and 2_ _ _ _ _ Art crafts 1, 2, 3 and 4

Decorative arts 1, 2, 3, 4, 5, and

6 .. Costume design- AN. ..... ow dim Total

Industrial Arts:

Number

semester

hours of

credit

allowed

15

5

15

15

15

5

15

205

Autoehop B9 and A9_ ..... _ Drafting B9 and A9

Electricity B9 and A9

Printing B9 and A9 OD lir Woodshop B9 and AA

General metal BA and AO__

General shop 1 and 2

Reed craft B9 and AA

Vocational aeronautics

Domestic architecture

History of architecture

Architectural styles_ Graphics Elements of architecture_ _ _ _ _ _ Machine design Mapping Auto electric. 1 and 2

Vocational auto electrics 1, 2,

3, and 4 Automechanics 1 and _ _ Vocational automechanics

2, 8, and 4_ Bookbinding and leather craft

1 and 2

Building construction 1 and 2..

10

5

21k..¡

15

15

5

10

10

10

10

10

10

10

10

10

10

10

10

20

ao

10

23E44

10

10

10

10

10

10

10

10

40

10

10

10

10

10

10

10

10

40

10

40

10

10

Designation of course

Number

semester

hours of

credit

allowed

Industrial Arts-Continued.

Cabinet making 1, 2, 3, and Vocational cabinet making 1,

2, 3, and 4 Vocational carpentry 1, 2, 3,

and 4

Ceramics 1 and 2

Vocational ceramics 1, 2, 3,

and 4

Vocational cooking 1, 2, 3, and

4 Architectural drafting 1 and 2_

Vocational architectural draft1, 2, 3, and 4

Mechanical drafting 1, 2, 3,

and 4

Vocational mechanical drafting 1, 2, 3, and 4 Freehand engineering drawing 1 and 2

Industrial electricity I, 2, 3,

and 4

Vocational electricity 1, 2, 3,

and 4

Vocational electric wiring 1, 2,

3, and 4

Forge Foundry Vocational machineshop 1,

8, and 4_ Ornamental iron 1 and 2

Paint shop 1 and 2 Pattern making Linotype 1 and 2 Printing 1, 2, 3, and 4 Vocational printing 1, 2, 3, and

4 Machineshop related drafting

1, 2, 3, and 4

Automechanics related drafting 1, 2, 3, and 4 Sheet metal 1, 2, 3, and Vocational sheet metal 1, 2, 3,

and 4

Steam and gas engine Upholstery 1 and 2 Vocational upholstery 1, 2, 3,

and 4

Welding 1 and 2 Vocations

Total

Home economics:

Home making BA and A9 10

Foods 1 and 2 10

Foods 3 a Dietetics 1 and 2.. 10

Lunchroom cooking 1 and 2_ _ 10

Clothing 1 and 2. 10

Clothing 3 and 4 . 10

Millinery 1 and 2 10

Cosmetology 1 and 2_ 10

Home nursing and first aid_ _ _ _ 2

Nursing i and 2 10

[177 1

20

40

40

1040

40

10

40

10

10

40

40

5

5

40

10

10

5

10

10

40

20

20

10

40

10

10

40

10

10 1, 015

sa

_

- _ . ..... - ea 411* elr .... _

, .... _ _ _ _ _

_

111

_ _ _ -

- _ _ _ 2

1,

;z:.. . .

4_

.... .. _

ing .... .. _

)1:'

...... _ 4_ _

_ _ _ _ _ ... _ . _

40 j.

20 -If

_ _ .. ,
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 63.The total o.ffering in grades 9, 10, 11, and 12, 1930-81, Los "Angeles, Calif. Continued

Designation of course Number

semester

hours of

credit

allowed

Designation of course Number

semester

hours of

credit

allowed

Home economiesContinued. Practical home arts (experi- mental)

Household management Household chemistry 1 and 2_ _ Vocational home making 1 and 2

Camp cooking (boys) Boys' home activity Home making for oommereial

girls 1 and 2 Senior home economics

Social arts (experimental) Vocational cosmetology 1, 2, 3, and 4

Power sewing i and 2

Vocational power sewing 1 and

2

Vocational millinery 1, 2, 3, and 4

Vocational dressmaking 1, 3, and 4

Total

Foreign language, classical: Latin 1 and 2

Latin 3 and 4 Latin 5 and 6

Latin 7 and 8

Greek 1 and 2 Greek 3 and 4 Greek 5 and 6

Foreign language, modern:

Spanish 1 and 2 Spanish 3 and 4 Spanish 5 and 6 Spanish 7 and 8 Conversational 8panish 1 and

2 (experimental ________ French 1 and 2 French 3 and 4 French 5 and 6 French 7 and 8 Converiational French 1 and

2 (erperimental) German 1 and 2 German 3 and 4

2,

a»

e. a10

155

510

52

40

10 20

40

40

309

10

10

10

1010

1010

10

10

1010

10

101010

10

Foreign language, modern German 5 an4 6

Conversational German 1 and 2 (experimental) Conversational Italian 1 and 2

(experimental)

Total_

Agriculture: Home beautification 1 and 2_ _. Agriculture 1 and 2

Floriculture 1 and 2

Horticulture 1 and 2_ _____ Landscape and design 1 and 2_ Poultry Dairy industry Animal husbandry 1 Animal husbandry 2_ Vocational agriculture 1 and 2_

Total

10

10

10 220 Commerce:

Typewri 4 1, 2, 8, and 4.. __ _ Junior b a training B9 and A9

Bookkeeping 1, 2, 8, 4, 5, and 8_ Business organization Stenotypy 1, 2, 3, and 4 Shorthand 1, 2, 3, and 4___ Business law 1 and 1_ _ _ Business practioe 1 and 2. _ _ e. Machine bookkeeping 1 and 2_ Machine calculation

Stenographic office Oractice 1 and 2

Business correspondence__ _ Business mathematics

Economic geography 1 and 2... Advertising 1 and 2

Salesmanship Advanced salesmanship 1 and

2

Merchandising 1 and 2_ Store practfoe 1 and 2

Total

10

4111 O

10

1010

5

5

552090

`11M. 101030

520

20

1010

10

510

5

510

105

10

1010 205

[ 178

....

_ .

a

_

.... .

....... .._

--.1"11,. - ; -

_ _ _ _

10

10

10

_ _____
PROGRAM OF STUDIES

TABLE 64.The number of schools requiring each major subject field, 1923-24 and 1930-81

Subject field

Grade 9

1923-24 1930-31

3 English Social studies

Mathematics

Science

Physical education

Art

M

Industrial arts

Home economics

15

5

312

22

4

e Grade 10

1923-24

15105

6

142

15

22

3

11

12

1930-31

15

3

2

6

13

1 Grade 11

1923-24 1230-31

7 14 13

4 5

3 3

12 Grade 12

1923- 930-31

4 7 10 11

17 7 Grade 12 is not represented for 2 cities in 1923-24 and kw 1 city in 1930-31 on account of

operation on the 11-grade basis.

Semester hours &voted to constants.The extent of changes

which have taken place in the required work may be seen

from andther angle from the presentition in Table 65 of the

number of semester hours of work required in each field in

1923-24 and in 1930-31. The most marked increment is in

the field of social studies, followed in a lesser degree by illcreases in science, English, and physical education, in the

order named. Although the total shows- that more work

was required in 1930-31 than in 1923-24, slight decreases

are to be noted in mathematics, industrial arts, home

economics, music, and art.

TABLE 65.Disfribution of the total number of semester hours devoted to

the constants in 15 systems, 1925-24 and 1930-31

Subject filld

English

Social studies

M athematic:a_

Science

Physical ed tion

Music_

Art

Industrial arts_

Home economics

Total

br Number of se- meat& hours

1923-24 1930-31

488 508

178 266

90 70

90 136

234 2354

25 14

16 a

10 5

324 18 1, 1634 1, 2664

179

....... ..

......

6

a

1

mk.

1

..... WO.

I

Na. ___ - _

,

[ I %a- " 4 _,.,1.3.. .;

7 9

4k _
NATIONAL SURVEY OF SECONDARY EDUCATION

6. THE SUBJECTS OF STUDY

Percentage of recitation time devoted to each subjectThe

preceding tabulations have shown the fields of subject matter

offered and required at the different periods. They have not indicated, however, the percentages of pupils which enroll in these separate fields. The most detailed part of Counts' investigation is with respect to these items of information. The procedures followed by Counts were employed

in securing the data. Forms were prepared on which prin- cipals of each school in the 15 cities enrolling pupils in grades 9 to 12 were requested to indicate total enrollments in the

major subject fields. Data represent the majority of these

schools in all cities except Cleveland, from which no report

was received.

The results reported in Table 66 represent the percentage of the total pupil hours which are devoted to each subject

field. Over the 7-year period, the averages show a decrease

in the time devoted to English, mathematics, art, home

economics, foreign language, and miscellaneous subjects.

Under miscellaneous subjects are included time devoted to

agricultural and teacher-training courses. The most sig- nificant reductions are in the .fields of mathematics and

foreign languages which may be interpreted to mean less emphasis on conventional college preparation. Increments are

to be noted in the time devot6d to the social studies, science,

physical 'education, music, industrial arts, and commerce.

The greater increments shown for the social studies and commerce indicate a tendency in later years to emphasize preparation for citizenship and for business.

Proportion of time within each major subject field devoted to

2:18 diri8iom.Heads of departments within the particular

school which was studied intensively in each city were asked

to indicate the percentage of time devoted to each of the

branches of their field. Comparative results for English, social studies, mathematics, science, and the foreign languages ,(designated as the academic fields) are shown in

Table 67. More attention in late years is being devoted to

composition. than to literature in grades 9, 10, and 11, the

figures show, but the tendency is in the other direction for

grade 12. In the social studies, the tendency is for less

[ 180 ]

.
IMIDOlid AO SHICIal9 

TABLE 66.-Percentage of recitation time devoted to each major subject field, 1923-24 and 1930-31 

City and year 

1 

Atlanta: 

1924 . 1931 

Berkeley: 1924 

1931 

Detroit: 

1924 

1931 Pm. 

op 1924 1931 

limmd Kansas City: 1924 

1931 

Lincoln: 

1924 1931 

Los Angeles: 

1924 1931 ______ _ New Orleans: 1924 

1931 

Newton: 

1924 1931 

Pueblo: 

1924_ 

1931 

English Social studies Mathe- matics Science 

3 4 

Physical' educa- Music 

tion 

7 

Art 

8 

18. 7 8. 6 16. 3 7. 9 8. 0 2. 2 O. 2 16. 4 12. 7 13. 7 9. 5 5. 1 2. 6 I. 1 9 

Indeettrial arts Home eco- nomics 

5. 2 

4. 4 

16. 1 9. 9 9. 1 8. 8 16. 7 6. 5 a 1 8. 9 4. 5 1&6 11 2 8. 5 11. 1 15. 6 . 4. 1 2. 5 9 1 4. 8 

20. 3 14. 2 12. 6 8. 6 5. 4 1. 6 1. 9 . 4. 0 

17. 3 12 7 11. 7 9.5 11.6 3. 3 2. 0 5.8 

5. 5 4.1 

15 3 10 0 8. 5 l& 9 & 1 3. 3 14. 7 5. 7 

12. 0 9 2 5 2 12 7 7 0 1 3 48. 8 4. 3 

21. 2 16. 6 9. 0 11. 8 6. 5 1. 7 1 1 8. 0 

19. 8 17. 0 10. 8 11. 1 12. 4 3. 5 2. 4 5. 5 

19. 8 15. 9 13. 6 8. 0 4. 4 4. 1 2. 4 3. 0 

20 7 ' 13. 3 10. 4 W. 7 5. 8 7. 3 2. 1 4. 

14. 1 9. 5 7. 9 9. 0 16. 2 3. 4 3. 8 9. 8 

12. 2 10. 8 6. 9 10. 2 16. 3 8. 1 4.6 8. 5 

21. 0 12. 6 12. 8 8. 5 3. 9 . 5 1. 2 1. 5 

20 6 14. 6 10. 9 5. 0 6. 9 . 5 1.0 1.0 

17. 9 10. 9 12. 3 10. 9 7. 4 1. 2 1. 6 & 5 17. 8 11. 0 11. 3 11. 0 8. 7 1. 4 .9 8. 3 

2f). 7 12. 5 10. 0 9. 2 4. 0 0 0 9. 1 

21 2 14. 6 7 1 10. 8 3. 8 3. 7 2. 4 10. 1 

4. 8 

4. 8 4. 4 

4. 1 5. 3 

5. 6 

1. 2 

1.8 

3. 7 4. 0 8. 7 

2. 5 

Corn - meroe Foreign language 

11 13 

10. 7 12. 4 

18. 2 7. 4 

7.6 9. 

12. 8 6. 9 11. 4 11. 5 15. 2 6.4 

11. 1 4. 4 

9. 3 4. 1 

11. 3 9. 2 

8. 1 4. 

11. 0 12. 5 

12. 9 9. 1 12. 0 7. 7 

9. 9 8. 5 

72. 8 13. 9 

24. 9 12. 8 

8. 8 16. 1 

14. 0 13. 0 

10. 6 13. 9 

13. 8 10. 0 

Miscellaneous 

13 

O. 2 . 2 

9 

1. 3 . 8 

1. 3 

i 

boa. 

1 . _ _ .............. 401610 

' 

6 

4.a. . 2 . 4 

M. OD a/ GP 1 . . 6 

1 

o oss _ _ I s " 18 !k .9. P"8. 6 ..._. . 
111111=1 16 TABLE 66.-Percentage of recitation time devoted to each major subject field, 19E1-24 and 1980-3/ --Continued City and year English Social studies Mathe- matics Scienoe Physical educa- tion Music Art Indus- trial arts Home ec°. nomics Corn- mere. Foreign language M iscel- laneous 1 2 I 4 1 e 7 8 e le 11 12 12 Rochester: % lks 1924 1931 21. 0 12. 0 2.2 9. 3 11.6 9. 7 11.3 11. 9 & 2 6. 8 & 6 2. 7 1. 6 & 0 1. 0 9. 2 0. 6 2. 1 14. 9 16. 2 20. 0 11. 2 _ _ _ _ . i St. Louis: 1924 15. 9 12. 5 & 0 11 7 & 4 2 2 4. 6 13. 4 5. 1 12. 4 8. 8 1931 18. 6 14. 4 9 6 13. 7 9 9 5 4 & 2 & 7 & 1 6. 0 9. 4 Balt Lake City: 1924 18. 0 12. 9 12. 8 & 9 11 5 3 1 2. 9 5. 3 5. 7 10. 3 & 6 1931 19. 4 13.4 2 9. 6 11. 6 4. 9 & 0 & 3 4. 6 11. 8 4. 8 . 4 Trenton: 1924 22. 8 8. 9 0 5 7 0 5 6 1 0 3 8 5 6 3 2 20 4 11 3 1931 17 6 14. 1 & 7 7 5 7 9 2, 3 1 8 & 6 2 6 21 1 8. 8 A vamp : . 1924 IA.8 11.4 11.0 10.2 7. 7 2. 5 2. 1 7. 5 4. 7 12. 4 11. 1 . 3 1931 17. 7 12. 7 9. 5 10. 7 9. 2 3. ß 2. 2 8. 3 3. 8 13. 9 8. 3 . 1 o -1 . ......... ______________ . _ ... _ , ......... . __,......... _ _ _ ....... _ _ _._ _ . ..... - .. 4
PROGRAM OF STUDIES - enthasis on special fields of history, with more on world history and civics or citizenship. The most important changes

in mathematics indicate less time to geometry but more to

composite mathematics. In science more attention is given

of late to general science and paid biology with a resulting

decrease in the time devoted to physics, chemistry, botany,

and zoology. No marked changes are to be noted_ in the

foreign languages. All courses except , Gernaul show a

slight reduction.

q

V e ties 1

-
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 67. The average and range in percentages of time devoted to certain courses in each of the academic fields, 1925-24 and 1930-81

Subject field and comes

Avetage Range

1923-24 193041 1921-24

1 English: Composition, ninth grade Literature, ninth

Composition, tenth L1t&ature ten

Composition, eleventh grade Literature, eleventh grade Composition, twelfth grade Literature, twelfth grade Social science:

Ancient history Medieval and modern historY

Modern history World history English history

Industrial history United State=

Civics and ci

Vocations.., Economia

.e

Sociology Government and politics Other (social studies, geography, Latin-American history) Mathematics:

Composite mathematics

trithmetic

Algebra

Geometry Trigonometry SurveYing Applied mathematics Science:

General science

General biology. Chemistry Physics Physiology and hygiene Physiography Botany

ZoologY Geology Other (advanced biology, utronomy) Foreign language: Latin

8nanish

_ Gerfnan

Greek

2 3

1930-31 49. 0 54. 0 33.0- 01 0 34.0- 80.0

51. 0 46.0 40. 0- 67.0 20. 0- 66.0 48.0 50. 0 20.0-83.0 0- 70.0

52. 0 50. 0 17. 0- 80. 0 30. 0- 67.0

44. 0 46. 0 15.0-60.0 0 80.0

56.0 54. 0 40.0- 85.0 20. 0-100

39.0 31. 0 0 -100.0 0 - 50.0 51.0 64.0 0 -100. 0 50. 0

23.1 8.2 0 -42.0 0 - 355

10.0 4.8 0 -30.5 0 21.7

11.3 9.6 0 - 40.5 0 - 42.8 8.3 12.6 0 - 3&9 0 - 44.6 1.3 .4 0 - 7.5 0 - 3.6 1.4 .6 0 - 11.8 0 - 6.4

17. 2 21. 6 L2- 33.1 1.9- 39.3

16.0 19.6 0 - 41.6 8/2- 60.2 t 4 2. 1 0 - 26.5 0 ,8.9 3.9 5.4 0 - &8 0 -.154

3.1 L 7 0 14. 2 0 - 6.7

L 3 1.9 0 - 17.3 0 - 19.1

0. 5 0 -82.3

7.8 12.0 0 -41.5 0 - 81.1

. 6 & 5 0 - 7.4 0 - 15.4 49. 4 50. 8 23.7-67.4 24.1- 616

39.9 30. 6 28.9- 6L 6 l& 3- 41 6

2.1 L8 .7- a. 1 0 - 6.6

. 2 .1 0 - 1.3 0 - 1.8

1 2 0 11 4 20.8 2549 0 - 48.3 0 - 46.6

12.1 23.7 0 - 44.0 11.9- 36.7

21.1 1&3 4.6-44.0 56-24.6

19. 9 13. 3 9. 1- 31. 6 & 9- 19.1

& 0 6.5 0 -217 0 - 20.0

7. 8 7.6 0 -39.6 0 - 24.3

7. 1 4. 0 0 17. 3 0 - 13.1 & 6 1.9 0 13.0 0 9.3

. 2 0 - .4 0 - .3

1 8 0 - 16.2

39. 7 36.4 227- 62.2 19.4-58.8

31.5 30. 9 6.3- 5a2 1.8- 70.7

2& 5 24. 5 65- 47.9 1.4- 56.8

2. 2 7. 3 6 - 7. 1 0 - 25.2

0 .7 0 - 53

Similar data for physical education, art, praztical arts for

boys and girls, and .commerce (designated as the special

fields) are shown in Table 68. In physical education more

attention is given of late to organized play than to formal

gymnastics. New branches of art, such as appreciation, design, color theory, and arts and crafts are being empha184 )

grade..

0-100. -

- -

(

defa;

4 o/

Ai

I)

_

.
PROGRAM OF STUDIES

sized more in late years. In the practical arts and commerce

newer and perhaps more practical courses, such as printing,

auto repair, home nursing, vocational home economics, office

practice, and business organization are taking a proportion

of the time formerly devoted to the more traditional courses.

TABLE 68.-The average and range in percentages of time devoted to

certain courses in each of the special subject fields, 1925-24 and

1930--.11

Subject field and courses Physical education (boys): Organized play Formal gymnastics Military drill Hygiene Light and heavy apparatus work

Swimming Selftesting activities Physical education (girls): Organized play Formal gymnastics_ Hygiene Dancing Swimming Apparatus work Art (grade 10): Object drawing Nature drawing Pose drawing

Illustration

Still life

Memory drawini Color theory Design A pprmlation Arts and crafts

Practical arts (boys): Manual training Mechanical drawing Printing . Auto repair Machine shop Carpentry Eltrldty

Shop mat Sheet metal

General shop Architectural drawing Pattern making Other (welding, forging, radio) Practical arts (girls): Sewing». Cooking.

Home management Home nursing Vocational home economics

Household chemistry Milli Otberjoys' ner home economics, home economics,

hy

[ 185 1

Average

1923-24

39. 0

21. 0

11 0

11. 0

10. 0

& 0

$3. 0

20. 0

31. 0

l& 0

10. 0

& 0

20. 0

44. 8

7. 0

2. 3

5. 3

3. 8

5. 5

2. 6

1. 7

1. 3

2. 1

. 7 55. 2

301

& o

.4

. 5

L 3

4. 5

1930-31

47. 0

19. 0

l& 0

5. 0

& 0

5. 0

38. 0

12. 0

15. 0

23. 0

6. 0

6. 0

10. 0

7 0

13. 0

7 0

9. 0

6. 0

6. 0

17. 0

& 0

17. 0

13. 0

30. 8

9. 8

S. 1

0

8. 1

7. 3

3. 2

2. 5

2. 4

1. 2

1. 5

4. 4

4& 2

29. 9

4. 5

3. 7

2. 3

L 8

. 9

11. 7

Range

1023-24

4 193031

20. 0-40. 0 40. 0-80. 0

l& 0-40. 0 0 -4q1 0

0 -80. 0

0 -20. 0 10. 040. 0

0 -25.0 0 -20.0

0 -40. 0 0 -25. 0

0 -30. 0

0 -60. 0 10. 0-44. 0

O. 0-35. 0 0 -21. 0

0 -40.0 0 -20.0

0 -40. 0 15. 0-40. 0

0 -40. 0 0 -20. 0

0 -19. 0 0 -20. 0

7. 0-20. 0

3. 0-17. 0

0 -2&

0 -18. 0

0 -20. 0

0 -20. 0

0 -26.

0 -40. 0

0 -22. 0

0 -42. 0

0 -81. 5 0 -35. 0

22. 1-100. 5. 7-80. 4

0 -21. 2 0 -18.9

0 -10. 1 0 -17. 4

0 -17. 4 0 -22. 5

0 -23. 5 0 -19.8

0 -21 7 0 -24. 7

0 -13.0 0 -14.2

0 -10. 7 0 -8.6

0 -19. 3

0 -11.8 0 - 3.7

0 -22.2 0 6. 2 O - 7. 4 0 -11. 6

23. 7-93. 7 . 7-76. 9

& 3-58. 2 0 -49. 0

0 -25. 4 0 -19. 7

- 5. 5 0 44. 2

0 - 7. 1 0 -20. 1

0 -14. 4 0 -17. 6

O -16 4 0 -6.0

0 -73. 9

ml i,

3

23. 0

20. 0

18. 0

15. 0

l& 0

& 0

8.

7- 0 - 0

lb,
NATIONAL SURVEY OF SECONDARY EDUCATION

i.

TABU) 68. The average and range in percentages of time devoted to certain courses in each of the special subject fields, 1923-24 and 1930-31--Continued

8ubjec4 field and courses 1923-at 1041

Range

1923-24

Commerce:

Typewriting Bookkeeping Stomps=

Co arithmetic_

Office practice. Commercial law

Business organization

ammnmaenshirelay and spelling_

geography Salesmanship and advertising A mounting Other (commerce, filing, banking).

4

1930-31

30. 9 33. 2 16. 0-64. 8 14. 3-47. 4 22. 9 19. 3 18. 0-27. 7 9. 1-27.7

17.0 16. 7 1. 1-29. 4 6. 2-227

10.7 7.5 0 -2L 6 0 -16.7

1.4 4.9 0 - &O 0 -21.6 2.9 11.8 0 - &9 0 - 9.3

.3 2.6 0 - 4.4 0 -118 4.2 18 0 -12.7 0 -16.2

6.3 16 0 -19.3 0 -12.0

1.4 L5 0 - 6.8 0 -

.8 .8 0 - &1 0 &2 1.2 2.1 L2- &8 .3-19.9

O. SUMMARY

1. Over the 7-year period represented, high-school attendance on the average more than doubled in the 15 selected

cities included in Counta' study. Different methods were

used, however, in making the computations, a fact which

may exaggerate the increment. The number of high schools

increased to one and one half times its total at the opening

of the period.

2. .4.n increase of from 79 to 100 in the -umber of units

of work offered in the average school is shown. In Los

Angeles, a total of 127% units was offered in the Manual

Arts High School in 1923-24, whereas in 1930-31, 287%0

units were offered for the city as a whole. Averages for all schools show the largest increment in the industrial

arts, but all fields except English, physical educations, and

commerce show an increase.

3. The most significint increments in the number of

schools .requiring the subject fields have been in grades 9

and 10, in which social studies, science, and physical educa-

. - tiop are most involved. Decreases are shown for mathematics, industrial arts, and home economics. Increments

in the number of semester hours of work required are most

marked for sopial studies, and to a lesser degree for Einglish

and science.

o ( 186 )

Average

Ei a

6.4

,

L 41
rr PROGRAM OP STUDIES

4. More indicative of changes are averages showing the

actual percentage of recitation time devoted by pupils to

the different subject fields. Increments are shown for

social studies, physical education, music, industrial arts,

and commerce. Reductions, most significant for mathsmatics and foreign languages, are also shown for English,

art, and home economics.

5. The percentages of recitation time devoted by pupils

to the divisions of subject fields indicate more attention

to composition than to literature except in grade 12 more

time to world history and citizenship; less time to geometry

and more to composite mathematics, more time to general

science and to biology; more to organized play and less to

formal gymnastics. New courses in the field 'of tart, 8UC. . as appreciation, design, color theory, and arts and crafts

are receiving emphasis in late years. More practical courses

in the vocational fields, among which may be mentioned

printing, automobile repairs, home nursing, vocational

home economics, office practice, and business organization,

are taking time formerly devoted to more traditional mimes.

4

[1871

1.7.4 V"

e

m41P40, :i

.. .

.. IL iiiia4-. Im.sicie;i:,..' . - . -A-, ..'" . ,.: 4. ".'*!. '

. . t _.> . , .. 4,-,,-._;-,,u,r-, .' : -0i. --;...'..: ', . 4-. 4 .,...._.i.:,,..,,. is_ .,,,L,,,,,,,-,..:.,1,, _.4: =..-,--ad.-11:74;(4..". N.41.17.' 4- t'-_--4..,-, - 1 .- 1 6:- .- 4 .-L- 4 V.Z.--,./Wii ufi

*

sub
CHAPTER XVIII : TRENDS IN 39 RECENTLY REVISED

PROGRAMS

1. PURPOSE AND METHOD OF THE STUDY

Parallel ofAe junior'high school study. The present investi- gation makes use of the data for grades 9 to 12 secured in the

manner described in Chapter VIII. Thirty-five of the schools

from which data for grades 7 to 9 were utilized for that

chapter, also sent programs of studies for grades 10, 11, and 12, both before and after revision. Because many schools

include grade 9 in the upper division of the high-school organization, the same data as those appearing for grade 9

in Chapter VIII, even though grade 9 in many cases was a part of the junior high school, are included with that shown

for grades 10, 11, and 12 in this chapter. Four additional

schools from which data for grades 9 to 12 only were reported

are added to these 35.

Purpose of the study.The present chapter therefoie reports chan.:.: incident to revigion in grades 9 to 12 of 39 schools, by describing the situation both before and after revisiont

By presenting results of analyses of two programs of studies

from the same school, one being the program followed after

the most recent revision, and the other, the program in use

just before revision, opportunity is afforded for conclusions

as to the direction in which the senior or 4-year high school is moving. As indicated in Chapter VIII, the schools from

which programs were secured are a selected group ; the changes

reported are actual in that they are those occurring within

identical schools; and the revisions revealed are those which

have taken place within the five years immediately preceding. Size-and location of cities represented.The cities from which

programs were received vary in size and location. According to the Federal census of 1930, 10 of the cities were of more than 100,000 population, 17 of them each had between 35,000 and 100,000 inhabitants, 8 were in the 10,000 to 35,000 population group, and 4 had fewer than 10,000 inhabitant&

[ 1881

4

-
PROGRAM OF STUDIES

Four of the cities are in the New England States, 12 are in

the Middle Atlantic section, 5 are from the South, 14 from the

Middle West, and 4 are from the far western States.

Method of the 8tudy.The data presented in the following

sections are those obtained through analyses of the two sets

of programs of studies. The body of the chapter is organized

within three main sections. First, there is presented the

general plan of organization of the schools represented ; second, the nature of the work which is required of all pupils;

third, the nature of the work which pupils may elect.

I. THE GENERAL PLAN OF ORGANIZATION

Organization of grades.Since 35 of the schools represented

in this chapter are the same as those included in Chapter VIII,

data concerning the general plans of organization within the

39 schools are almost the same as those already reported.

Before revision, 24 of the schools were organized on the

6-3-3 plan, 4 were organized on the 6-6 plan, 3 on the 6-24

plan, 3 on the 8-4 plan, 1 on the 7-2-3 plan, and 1 on the 7-14

plan. The organization of 3 is unknown. Few changes in

grade organization took place in connection with revision of

the programs of studies. The organization of 6 schools for

this period is unknown. Schools organized on the 6-3-3 plan

increased by 1; those organized on the 6-6 plan decreased by 2; those on the 64-4 plan decreased by 1; 1 school changed

to the 64-2 plan and 1 to the 7-5 plan of organization, there

was no change in the school organized on the 7-2-3 plan, and

schools organized on the 8-4 plan decreased by 2. The

abandonment of the traditional 8-4 plan of organization by

two schools is perhaps the most significant of the changes

indicated.

The administrative arrangement of programs azeording to

type8.Following again the classification of programs of

studies according to types defined by Koos and indicated in

Chapter XI, section 3, the following ty'pes were employed

before rev*ion: Single-curriculum type, none; pure multiplecurriculum type, none; constants-with-variables type, 8; combination type, 22; unlmown, 4/ After revision the following plans were in operation: No/school employed the single-

[1891

gab

t

a

-
1 NATIONAL SURVEY OF SECONDARY EDUCATION

curriculum type; 1 school arranged its progiam according to the multiple-curriculum type; 8 are still organized on the

constants-with-variables type and 22 on the combination type of program, the organization of 8 schools for this period

is unknown. Although no conclusion's concetning changes

are justified in view of the number of schools whose orpinization is unknown, it is evident that a considerable majority of

schools at bath periods preferred the combination type of

program.

Number and kinds of curriculums offered.---Averages show a

slight increase in the number of curriculums offered as a

result of revision. Before revision, an average of 4.6 curri- culums was offered, but this was increased to 4.8 curriculums during the revision. The kinds of curriculums offered, classified under seven principal divisions, are shown in Table 69.

An increment is to be noted, as a result of the revision process in all kinds of curriculums except that for normal-training

pupils: The most significant increment is in the number of

general curriculums offered after revision.

TABLt 139.The number of senior high schools orering certain kinds of curriculums before and qfter revisions

Curriculum

Number of schools

Before re- After re- vision vision

College Ireio'L._ tory General

Commercial

Industrial arts

Home conomic&

Normal training Fine arts

24

1418

12

48

25

18

25

21

143

S. THE TOTAL OFFERING

Number of schools offering eiectives.In this section of the

chapterare presented the number of schools offering electives

in each major subject field, the total number of units offered, the number of unita offered and the number elective in each

major subject field, and the number of schools offering

certain &visions or courses within each major subject field. The number of schools in which the major subject fields

[190]

- 22 11
110M:310.011n1312

PROGRAM OF BTU4DIES

are elective, before and after revision, is shown in Table 70.

English, the social studies, and physic#1 education are

required in grade 9 in most schools and few electives are

shown in these fields for this grade. Many schools, however,

offer electives in this grade in industrial arts, home economics,

foreign language, and commerce. In grades 10 to 12, most

schools offer electives in all fields, except English and physical

education, which are largely required in these grades. Increments restating through revision are for the most part in the

fields of music, art, and industrial arta. Little change has

resulted in the other subject fields.

TABLE 70.The number of schools (in a total of 39) in which the major

subject fields are elective, before and after revision

Subject field

Before revision

Grade

9

Grade

10 Grade11 Grade

12 Altar revision

air Grade

10 Grades 11 Grade12 English Social studies__ _____ Mathematic.

Science

industrial arts

Physical education__ _ Music_

Home economics______ _ Art

Foreign language _____ _ _ _ Commerce

Other (Bible; teacher

trainbag):i

3 4 7 17

81

84

35

35

3

32

34

2sas3

2126

37

39

84

3

31

32

27

37

39

4 a

12

18

22

19

86

3

24

31

26as33

a 5 37

so

82

5

81

27

37

39

Total number of unite offered.Probably the most

cant differences between the programs of studies in use after

revision and those in use before revision are to be seen in the

tendency to broaden the program by offering a greater number of units of work. Before revision, the average school

offered 60.7 units of work in grades 9 to 12. As a result of

revision, this average had increased to 67.8, or a net increment of 7.1 units in the offering of each school. The range

in, the nuxtber of units offered by the lowest and the highest

school has also increased. The range before revision is 32

to 115 unite; after revision, from 33% to 124 units, the latter

amount being offered at Oakland, Calif.

191 1

I.

_ 3

41111 M., 4/1 4M, 1.

[
NATIONAL SURVEY OF SECONDARY EDUCATION

Unit8 elective and uni18 Offered in major ftelc14.--To indicate

the distribution of the Waits over the major subject fields,

Table 71 is presented, showing the average number of units

elective and the avertige number in the total offering of each

field, before and after révision. In agdition to averagesin the

fields of English, mathematics, etc., included in the table also

are the averages allocated to such activities as clubs, home

room, and the like (designated as the socializing-integrative

actiiikres-). It will be noted from the total offering that each

major subject field shares in the total increment which the

revision has brought about. The industrial arts, foreign

languages, music, art, and commerce, however, have profited

most. The difference between the average number offered

and the average number eleCtive is the average number of

units required in each field; this will receive later treatment.

The increase in the amount of time devoted to the different

fields is even greater than that indicated, due to the fact that

the average length of the school period in the 16 schools for

which this item is shown increased from 47.5 minutes before

revision to 52.3 minutes after revision.

TABLE 71.-The average number of units of elective work and the average number offered in the major subject fields, before and afte. revision

Subject field

Before revision After revision

Elective

3 Total

offered

English Soda' studies _ Mathematics

Science.

Physical education Music

Art _ Industrial art;

Home economics _ Foreign language Commerce

Socialising-integrative acgti vi ties i

Other

1 2

3. 2

8. 8

& I

. 1 3.9

2.9

& t

4. 7

10. 2

8. 7

. 4 & 8 4. 9 4.4

5.7

. 7 4.0

2.9 & 2 4.8

10.2

8.7

. 4

Elective Total

offered

2.5

8. 5

4. 1 5.2

. 1 & 4

3. 8

10. 3 4.9

11. 8 9. 7

. 3

8. 1 5. 4 _ 4. 7 5. 9

. 8

5.5

3.8

10. 3 4.9

11. 3 9. 7

. 1

. 3

Cour8e8 ojered in the academic fiel4d8.-The number of

_schools where as many as three courses are offered in the

fields of English, social studies, mathematics, science, and

411. %.< [ 192

4 4

_F.

MP di ..... 404 4. v. .

,

strartb-a. la. r-

) - .

"f

3

- 4 .
ti PROGRAM OF STUDIES

a foreign language (designated as the 'academic fields) is

shown in Table 72. Those courses which have increased

most as a result of revision are: In- the field of English, the

general course in English, literature, .grammar, library,

practical or special English; in social studies, the general

course, ancient history, world history, social problems,

international relations; in mathematics, the general course;

in science, general science, hygiene, and chemistry; in

foreign languages, Latin, French, Spanish, and German.

Decreases are shown for penmanship, commercial English,

Europeag history, civics, advanced algebra, biology, botany,

zoology, agriculture, and psychology. Only slightrchanges

are noted in the remaining courses.

TABLE 72. The number of schools offering certain courses in the academic

fields, before and After revision

Subject field and courses Before revision After revision

Grade

English: English Composition Literature

Grammar

Penmanship._

43pelling Library Practical English Commercial English_ Short story.J Public speaking and expression

Dramatics

Journalism

Other (story telling, oral English, etc.) Social studies:

Social studies

History American history Ancient history Medieval and modern history Modern history World history European history Civics

Vocational economic, and

community civics Social problems _ Problems of democracy _ Geography Economics

Sociology__

Grade

10 Grade

s: 11 38

12

8

4

4

" 13

2

12

1 122

37

3

1

17

5

12

142

2

3

2

42

Grade

12 Grade

9 Grade10 Grade

11

7 Grade

12

34 24 35 38

2 1 4 1 6 8 4 2

1 1 1

1 3 9

2 6

1 1 4 I 3 1 3

1 1 6 7 2 8 6 1 5 2

8 5

3 4

1 2 20 7

1 2 1 2

19 16 2

1 6 7

1 112

18

32

\. a

8

15214

6

1

1 105

22

38 37

3 2

6 9

O 3

42 3

3

3 6

7

1 10

5 4

1 3

321 10

3 2

2 1 6 .9 4 15

6

2 3 10

4 2 1 4 1 a

2 3 15

1 2

6 5 23

7

-

41 9

., ..........

..... _ _

_

3

a 7

1 11

.1

1 8

1

1 . ....

1

.4* ,

5

- 7 - - - -

___ _ _ _

_ _ __

_

12

10

1 5

1

4 2

__

7 _____._

1 ,

_ _ 1
NATIONAL SURVEY OF SECONDARY EDUCATION

TAMA 72. The number of schools offering certain courses in the academic fields, kiwis and After revisionContinued

Subject field and

Before reon

Grade

9

Grade

10 Grade Grade

11 12 After revision

Grade

9

1 z 3 Social stud

Industrial history

International relations

Other (medieval and State

*4 history, vocations).____ _ _ Mathematics:

Mathematics or general matbematks

Arithmetic

Algebra

A d vanoed algebra_ _ _ _ Plane geometry Solid geometry Trigonometry Practical mathematics_

Shop mathematics_ _ _ Re clews

Other (surveying, etc.)._ _ Science:

Science or general science..__ _ B iology Botany Zool

Ph o ogy_____

H ygiene Ph ysical geography. _ .... A griculture _ ..... .

Physics C hemistry Psychsiogy. Other (shop, industrial, lab- oratory science, geology) _ Foreign language: Foreign language

GermIII- _ Greek

4

17

2

21

22

3

175

27

1 34

10a

2

148

3

532 2

se

22

10

4

5

3

36Bo15

14

1

13

5

22

820

3

4/111M=1.411M54

425

13

7

428

34

26

3

33Bo 25

15

14

Grade

10

7 Grade

11 Grade

12

8

4

1 1 3

2 7 4 1 2 a3

1 17

1328

12

5

1a

31as16

14

22 4 3 5 _______ 4 1 4

27 4 3 ............... W. M. . . 8 20 16 35 7 _______

15 .17

, 2 29

4 1 1 3

7 4 1 2 7

1 2

35 29 a 2

9 4 1 ___ 8 5 2

4 1 2

2 5 2

1 8 1 2

1 5 2

3 2

1 1 28

1 3 14

1 2

2 4 12 a

1 2 3 3 38 37 36 35

26 32 32 29

13 25 27 24

6 14 19 17

1 3 2 2 3 3 Courses offered in the specialfields.Under the title; "Spe- cial Fields," are indicated (Table 73) the courses offered in

three or more schools in the fields of phirsical education,

music, art, industrial arts, home economics, commerce, and

the socializimg-integrative activities. Courses in which most

increments are noted are: The general course in physical

education; chorus, glee club, band, orchestra, theory or

harmoni, and appreciation in the field of music; art and

appreciation in the field of art; ninth-grade mechanical

drawing, woodwork, shop, and printing in the field of hick's.

194 I

Sok

muses T

_ - -- --

.. ..._ .....

- - e e -a.-- - - ...... do, 8c=iaM._e ____.. ____ .. Italian

ID a

40 411, 1

1

11. 1./ 411. go do co 6

4, MA _ ...... 23

... .

.010

O

e e e e e --8 MaIM. .... ........___

............ Or 00.-61,b

1

- 2 A22

32 ___ ..... 12 gal. ... 7

10

23 _______ ______

(

_

_ _AL

4

ANIA1

, wInm van _______
PROGRAM OF STUDIES

trial ails; home management and dietetics in the field of

home economics; typewriting, shorthand, bookkeeping, commercial law, business organization and administration, office

practice, salesmanship, accounting, and advertising in the

field of commerce, finally, all socializing-integrative activities

show an increase following revision. The number of courses

showing an increment in the commercial field is especially

noteworthy.

TLBLE 73.The number of schools oering certain courses in the epecial

fields, before and after revision

Subject field and

Before revision After revision

Grade

9

Grade

10

Grade

11 Grade

12 a Grade

9 Grade10 Grade

1-1 Grade

12

Physical education: Physical education Health

Ph cal education and byP ysical training and health. Other (swimming, dancing, etc.)

Music:

Music

Chorus

Glee club

Band

Orchestra

InstrumentaL

Theory or harmony Appreciation Other (history, conducting, etc.)

Art:

Art

Freehand drawing Commercial art

Design Arts and crafts_

Appreciation Other (history, stage craft, etc )

IndusUial arts:

Industrial or manual arts_ _ Mechanical drawing Architectural drawing Woodwork

Home mechanics

Shop Machine shop Auto shop, Sheet metal

Electricity Printing Pattern

Vocational agriculture.. Other (radio welding, eta).

75a23

58

8

112

1

1 20

8

14

16

18

112

17

3

3

a6

2

6

12

78

8

13

29

6

13

12

a2

710

26

19

2

8

42

4

10

4

2

7

195 j

15

3

3

2

11

5

10

14

1 11

9

7

11

6

11

2

2

4

7

2

6

8

2

13

5

2

12a

1114

2

7

3

4

4

2

2

12

19

7

10a5

5

2

6

14

269

3

21208

13

12

425

52

2

2

3

3

12

12

1716

193

1510

2

188

6

12a

a

5

18 9

27 24

1 12 132

21 10

4 .10

a

4 6

14 11 2 1

1 2

5 1 12

26

1 12

1116

1618

2

14

10

413

6

7

113

410

6

20

6

9

3

9

10

2. 149

8

12

2

3

119

141720

3

11731210

6

2

a

19

13

72

3

8

1

5 mimes

3 5. 6 7 e

27 25 18 29

1 2 ene

1 ....__________ .. a 1 1 3

. 3 9

8

i 3 1 10

6

6

8 _ ............

3 s 8 _ _ _ _ _ ...

. _ 8 8

21

..... _ Ow 1.01,400" 9

7 11

1 s

3 6

3 5 3 3 3

5

8

3 1 1

1

OP- VID

at,

a

6

r .....

1 6

3

4

4

8

23

1 1

1

4101

8

8
NATIONAL SURVEY OF SECONDARY EDUCATION

Tina: 73.The number of schools offering certain courses in the special

fields, before and after revisionContinued

Subject field and courses Before revision After revision

Grade

9

1 3

Home economics:

Home economics

Foods

Clothing Home management.. Millinery Costume design Dietetics

Nursing Vocational

Other (laundry, sanitation,

Commerce:

Typewriting Shorthand

Stenography Bookkeeping Commercial arithmetic

Commercial geography__ Commercial law

(Aloe practice Salesmanship Business organisation and

administration

Junior business training__ _ Accounting Advertising Retail selling Secretarial training Banking Filing Office appliances Other (Investments, Indus- history, etc.)

-integrative activities:

Guidance

Assembly Clubs

Auditorium

Home room

Activities

Other (Bible, teacher training)._

7

21198

2

1

14a

22

4

12

2

3

2

2

Grade

10

Grade

11 Grade12

Grade

9

Grade

10

Grade

11

1 22

26

9

3

9

2

11

1 19

8

28

13144

12

2

7

12

6 2 3

18 13

Z1 15

9 15

5

6 9

2 2

3 3

2 1 1 3

27 19

8 13

12 13

23 9

2

a 1 6 20

13

4 11

2 5

1 3 2

3 2

1 2

1 4

a

1 5

10 10

15

18

7

22

18

7

1

1 .....

53

in...1111.

8

4a3

4

3

8 Grade

12

2 5 1 9 13

27 2e 15

14 13 26

1 8 4

4 5 4

3 2

5 4 2

2 4 2

2

21 31 22

8 23 18

2 15 13

30 30 12

11 4 10

1 9 24

1 2 19

1 11 13

8 6

1 4 a

2 4 5

2 1 5

4

2 a

a

6 10 16' 1 1 1

2 2 2

2 2 2

2 2 2

1 1 1 4 9 14

4. THE REQUIRED WORK

Number of units required for graduation. Under this

section of the chapter are included data showing the number

of units required for graduation, the number of schools

requiring the major subject fields in each grade, the average

number of units in each subject field required in each grade,

and the specific courses required by grades in each major

subject field, before and after revision. Most schools require

16 units of work, taken in grades 9 to 12, for graduation from

[ 196 I

...... .......

..... .... .. .. . etc.).

: I 1

8

e ..... .....

1.1010.

a

.....

e. OD

t OP

411.

11 .....

M. a.

411, ..... .

MD M. 411D a

7

1

5

5

411

41,

11 3

1 6
PROGRAM OF STUDIES

high school. The range is broad, however, in the number

of units required in courses which must be taken by all

pupils. It is broader after revision than before: 3¡ to MI

units are required by the lowest and highest school before

revision, while 4 and 131 units are required by these same

schools after revision. The tendency seems toward requiring a greater number of units. Before revision, the average

based on requirements in 38 of the 39 schools is 7.5 units as

against 8.1 units after revision.

The number of schools requiring the maior subject fields in

each grade.An idea as to the major suNect fields, such as

English, _social studies, mathematics, and the like, which

share in the increment noted in the total required work may

be gained from the data presented in Table 74. It will

be noted that, exceiA in grade 9, few schools require work

in fields other than English, physical education, and the

social studies. Following revision of the work of these

grades, however, small increments are recorded for science,

industrial arts, and home economics. Only one school is

indicated as requiring work for these grades in such activities

as clubs, home room, assembly, etc. (designated as the

socializing-integrative activities). In grade 9, the greatest

increments are in physical education, mathematics, and the

socializing-integrative activities, but all fields except Englisii,

which is req by all, show an increased requirement in

this grade following revision.

TABU: 74.The number of schools in which the major subject fields are

required, before and after revision

Subject field

Before revision

Grade

9

Grade

10 Grade11 Grade

12 After revision

Grade Grade Grade Grade

9 10 11 12 4 6 7 8 English Sodal studies

Mathematics

Science.

Physical education

Art

Industrial arts

Rowe economics

Socialising-integrative activities

39

24

19

184 as

117

2

28

20

524 32ZI13

18

ao a 39

28

23

2137

14

16 as

114

334

2 89

22

7

2S

12

1 2

34

1 [ 197 ]

s 1

. ....

115dwo 1

4. .11. et a. O. 8

7

1 Musk.. 33

a

lamier. 38

as 1

1

4
NATIONAL SURVEY OF SECONDARY EDUCATION

v Average number of units of work required:---Averages computed for the number of units of work required in grades 9

to 12 indicate a few changes as a result of revision. English

is required most with an average of 3.6 units, both before

and after revision. Social studies is the only other field for

which an average of more than one unit of required work is

shown. With revision, the average in this field increased

from 1.7 units to 1.9 units. Averages for mathematics,

industrial arts, and music remained the same at 0.6, 0.1,

and 0.1 of a unit, respectively, for the two periods. Home

economics, in which the averages are 0.1 of a unit and no

units required before and after revision, is the only field in

which a reduction is shown. Science and physical education

each increased from 0.6 to 0.7 of a unit with revision. In art

and the socializing-integrative activities, not enough work was

required to make an average for all schools of one-tenth of

') a unit. In all cases averages are computed by dividing the

total number of units by 39 schools.

Courses required in the academic*Ms.I-Where two or more

schools require certain courses in grades 9 to 12 in' the fields

of English, the social studies, mathematics and science

(designated as the academic fields) the results are indicated

in Table 75. Only one school required foreign language in

grades 11 and 12 after revision, and no school required it

before revision. Data for the foreign-language field are not

shown in the table. In the field of English, the course

most commonly required is a generalized course, designated

as "English." The tendency has been to require this

course in grades 9, 10, 11, and 12. Except for a course

in literature, which shows a small increment after revision,

other courses in this field are seldom required in the upper

grades. In grade 9, however, a few schools require separate

courses such as composition, literature, grammar, penmanship, and spelling. The first two show a small increment

as a result of revision.

198

r P
PROGRAM OF STUMP=

TABLE! 75.The number of schools requiring certain courses in the

academic field, before and after revision

Subject field and

Before revision

Grade

9

Grade

/10 Grade

11 Grade

12

After revision

Grade

9

Grade Grade

10 11 Grade

12

3 7 6

English:

English Composition Literature

Grammar

Penmanship_ _ 8

IfitalTyg Public speaking and ewesoral English, special etc.) Social studies:

Social studies

liistory American history World history Civics

V conomic, and

community civics

Orb=P 7clemocrecy____ - - Other (ancient and modern

history, geography, e

Domicil _ ........ Mathematics:

Mathematics or general mathematics

Algebra

fa

Plane

Other lliiteretic, advanoed

algebra, de-) Science:

Science or general science__ . Biology Other (physiology, botany, apr lied science

A 2

1 362

12

3

107

2

123

3

3

16

12

11

1 1442

2

20

2

11

12

1 10

4

4

4

12

2

3

15

1

mM. MP. go. 3

2

18a

18

3

37 38

12 4

3 12

1 14

MM. NoMMM. 3 1

1

1 3

1 4

29

2

12

10

7

eMsedige 4

-gm2

Likewise in grade 9 in the fields of the social studies, mathematics, and science, the course most often required is a general

pne, which in each instance is required in a greater number

of schools after revision. Courses require& in other grades

in these fields are: American history in grades 11 and 12,

civics and prosblems of democracy in grade 12, algebra in

grade 9, plane geometry in grade 10, biology in grade 9,

and science in grade 11, which is usually either physics or

chemistry. Among these, algebra and plane geometry show

decreases after rerision.

Courses required in the specitil : .--Data similar to those

presented for the academic fields are shown in Table 76 for

ea, 1281896-18-14 [ 199 )

g.

comes

1 4

3 sion

Other

. etc.)MI e C e e 416

1

1 a9

3

1

1111 41. 03

35

1

.....6

1

40,44, 8

ii 1

3

1 e C 1 1

1

M 1.44 44 4. -Am, 6

di .0. 1

1

3.116b..

. . . .

11.

IMIIMEMINMION 338

12

English,

8 11

118

1

34

4

12 4

11

1

41Ib a
NATIONAL SURVEY OF SECONDARY EDUCATION

special fields including physical education, music, art,

industrial arts, home economics, and such activities as

clubs, home room, and the like. 'Except in Physical education, few courses are required in any but the ninth grade.

Courses and activities showing tbe greatest increments as a

result of revision are physical education, music, guidance,

assembly, clubs, and home room. Few changes have taken

place in the fields of art, industrial arts, and home economics.

TABLE 76.Ths number of schools requiritte certain courses in the special fields, before and After revision

Subject field and courses Physical education: Physical education Health PhysJ education and byPhysical training and health_ Gymnasium Music:

Music_

Chorus

AppreciatIon_ Art:

Art

Freehand drawing

Design_ Appreciation_

Industrial arts:

Industrial or manual arts__

Mechankal drawing Shop Printing Other (electricity, machine practice) Home economics:

Home economics a e. Sewing Cooking Home management Socialising-integrative activities: Guidance

Assembly Clubs

Auditorium_

Home room

Activities

Before revision Attar revision

Grade

del 10

3

Grade

11a

a4

13

3

3

1

13

12

2

, 2

2

22

2

13315

1 Grade

7 Grade

129

9 2

1

12

2

112

4

2

2

_ _ ____ 2

4

18 1 4 1 5 1

1 4 ___..._

2

_____

......

MP MP 41k

mi. .111. O.

19

1

. 11. om NO

sw gib 5. SUMMARY

1. As a result of revision, few changes are shown in the

types of organization of grades or in types of arrangement

of programs of studies. In later years, the combination type

I. [ 2001

4te5P 6 . 77-it AT. 7

AID .ew I Mi M. , ...... , ...... fl MD ..... G Gram.,

9 12 9 10 11 27 95 29 23

1 2 _______

1 1 ;,

9 _______ . ............. 13 1 , __ ._-____

2 ..... _. _______ __ 1 1 1

_ .. . . .........___ --- ----I --- - - i-------- a 1 __ ..... _______ __

ow M 0 . e 1 .. .. IMU _

_ _ . ______

_

_._ _........... .. ........___ ________ _______ __ _-______

. ...! . :'...........' .... _ _ _ _ _ _ 3 ... , _ ..._ _ _ 1 ........... _ .. ..... . . _ ... ._ - _ .. ... ______ _ _ ...... _ w AO ...w.e .0. ..... e M... .....e....... Prin_________ .......____ ______._ 4 _______

......... 1 IN . . .. ...

. 1 __ . 3 .. ........ . ......... ._______ _______ .............. _-____ ....

, ....../-...... m"

'_______ ___ _____ _ 1 1 WV ..... 1 1.

, _______ .. 1 El 1

__ _ _ _ __ 1 1

____ _ 10. M. Ow OD i 1

. $ 1 1

1 1 1COS i_______

1

,

_ . . . ................. 4 AID MD

40

or *I. ow .= ......

3

3

Grade
PROGRAM OF STUDIES

of programs shows an increase. An increment is shown in

the average number and kinds of curriculums, the increment

being largest for the general curriculum.

2. The average number of units of work offered has

increased from 60.7 to 67.8 and the length of the classroom

period from 47.5 to 52.3 minutes.

3. Increments are shown in the number of schools offering

electives in English, fine arts, and industrial arts.

4. Each major subject field sgows an increment in the

number of units of work offered, those for the nonacademic

fields being the more noteworthy.

5. Increments are shown for the cowses or divisions of

the academic fields as follows: English grammar, literature,

library, practical English; world history, social problems,

international relations; general mathematics; general science,

hygiene, chemistry, all foreign languages. Decreases are

shown for penmanship, commercial English, European

history, civics, advanced algebra, biology, botany, zoology,

agriculture, and psychology.

6. Increments are shown for courses 4offered in the special

fields, as follows: Physical education, chorus, band, orchestra,

glee club, music theory and appreciation, art, art appreciation; mechanical drawing, woodwork, shop, printing; dietetics,

home management; typewriting, shorthand, bookkeeping,

commercial law, business organization and administration,

office practice, salesmanship, accounting, advertising; all

socializing-integrative activities.

7. The number of units of work specified as required for

graduation has increased in the average school from 7.5 to

8.1 units following revision. Few changes in the fields

required have been made, but increments in grade 9 are to

be noted for physictl education, mathematics, and the

socializing-integrative activities.

8. Increments in the specific courses required are for the

most part those of a general nature, such as those in English,

social studies, mathematics and science. In the nonacademic'

or special fields, increments are also to be noted in physical

education, music, and the socializing-integrative activities.

Most of these requirements are in grade 9.

[201 1

4
CHAPTER XIX : TRENDS IN 26 PRIVATE SCHOOLS

1. PRELIMINARY STATEMENTS

Purpo8e of 8tudy.An examination of the literature of the field

the

reveals no study of changes which have taken place in programs of studies of private schools in the past several years. It is the purpose of this investigation to indicate changes which were made, incident to revision of the curricu- lum within the past five years, in 26 senior or 4-year sec- ondary schools under private control.

Method of cobrutuding study.In an examination of returns from more than 900 private schools, on a general form sent in connection with the Survey, it was indicated by 90 schools

the

that they had made revision of the programs of studies within past five years. A request was sent to each of these schools for a copy of their revised program of studies as well as a copy of the program in : be mediately preceding re- The 26 usable replies :4* ed are the basis of the t study. The method of securing these data suggests the selected nature of the private schools from which re- sults are reported.

Chttratteristia of schools represented.Although not a large number of schools are included, many different kinds of institutions -are represented. For example, the study in- cludes boys' and girls' schools, country day schools, military schools, college preparatory schools, university laboratory schools, and schools established by such religious denomina- dons as Catholics, Lutherans, Church of Christ, Nazarenes, and Friends. These schools range in enrollment from 52 to 634, with an average of 227 pupils in grades 9 to 12. In all schools, except one in which only grades 10 to 12 are repre- sented, data were secured for grades 9 to 12. All sections of the United States except the far West are represented. Three of the schools are located in the New England States, 6 in the Middle Atlantic States, 3 in the South, and 14 in the Middle West.

visit,.4

.

,e2T. [ 202
2ePROGRAM OF STUDIES

Organization of this The data will be presented in

this chapter under three general headings. limier the "General Plan of Organization" will be included the administrative types of organization represented, the arrangement of

programs according to types, the number and kinds of

curriculums offered, and the total number of units of work

offered. The section on '"R6quired Work" will report the

number of units rimpiired for graduation, the number of

schools placing requirements in each of the major subject

fields, the average number of units required, and the specific

courses required in each of these fields. The third division

of the body of the chapter is devoted to "Elective Work."

Here are included the number of schools offering electives

in each of the major subject fields, the average number of

units offered in each field, and the specific courses which are

offered as electives in each of the major fields.

N. THE GENERAL PLAN OF ORGANIZATION

Administrative types of organization.Almost all of the

schools represented were organized under the traditional 8-4

plan. However, while 20 were thus organized before revision,

only 18 repoited organization on this plan after revision.

Schools organized as 6-year high schools increased from four

to six at some time during the process of revision and two,

reported as 3-year high schools before revision, were not so

reported for their current organization.) Data were lacking

on the grade organization of two schools after revision.

The administrative arrangement of program according to

type.---The types listed in Table 77 are those defined by Koos

as cited in Chapter XI, section 3. Few changes appear in

the figures for before and after revision. The programs of

TABLE 77 .This number of private schools having certain types of programs of studies, before and after revision

Type of program

Single-curriculum Multiple-curriculum

Constants-witbvariablea_

Combination

Unknown_

Total

Before

revision

A fter

revision

2

1 12

11

26

A - [ 2031

40

es.'

41.

N.

113

111

, 4
NATIONAL SURVEY OF SECONDARY EDUCATION

studies seem about equally divided between the constantswith-variables and the combination types with the single and

multiple-curriculum types seldom used.

.Number and kinds of curriculum offered.The 12 schools

reporting more than one curriculum before revision offered

an average of approximately three curriculums while the 11

making a similar report after revision showed an average of

about four curriculums. An increase of almost a whole

curriculum has thus resulted during the revision process.

The kinds of curriculums offered at these periods are indicated in Table 78. It will be noted that a small loss is shown

after revision in the college preparatory curriculum, but gains

are indicated for the commercial, industrial arts, and fine

arts curriculums.

TABLE 78. The number of schools offering certain kinds of curriculums,

before and after revision

Kind of curriculum Before

revision

After

revision

College preparatory General

Fine arts

Commercial

Industrial arts

Home economics

203

2

186

3

95

2 Total units of work offered.Revision has resulted in an

increase of from 33.4 units of work offered by the average

school before revision to 35.8 units offered after revision, or

an average increase of 2.4 units,, The range from the lowest

to the highest offering was 20 to 53 units before revision as

compared with 18 to 66 units after revision.

S. THE REQUIRED WORK

Work required of all pupils.All schools require from 16

to 18 units of work for graduation from the 4-year high school.

The average requirement has changed hardly at all incident

to revisionfrom 16.6 units before revision to 16.7 units

after revision. The specific courses which are required of all

pupils, however, have experienced more change. Before

revision, 10 units of work were in subjects or courses which

every child hads to take, but after revision the number of

00\

a [ 204]

q.

6 a

64, 7
S*.

PROGRAM OF STUDIES

such units had increased to 10.5 units. The range is very wide: Before revision only 3 units were in courses required of all pupils in the lowest school, while 203 units were required of all pupils in the highest, the corresponding figures after revision are4 and 264. In view of such a wide range

in the requirements, it seems probable that a unit does not

have the same weight in all schools.

TABLE 79.The number of private schools in which the major subject fields are required in grades 9, 10, 11, and 12, before and after revision

a Subject field

Before revision After revision

Grade

9

English

Mathematics_ _ ...... Science

Physical education.... Music

Art

Industrial arts

Home economics._

Foreign language Other

25

13

21

4

10

5

4

4

8

Grade

10

25

9

17

4

10

5

3

Grade

114 25

763

9

3

9

3

2

24

9 Grade

12

a Grade

9

Grade

10 22 1 25

16 12

1 17 4 7 8 8 3 6

1 5 2 4 4 7 8 6

7

269

112

8

5

38

8 Grade

118

25

9

8

28

42

138

Grade

12 22

132

3

8

42

16

7

I Ninth-grade programs were received from only 25 schools.

Schools requiring the major subjed fields. Some idea as to

the major subject fields such as English, social studies, mathematics, and the like oyer which the work required of all

pupils is distributed before and after revision may be obtained from Table 79. English is the only subject which is

required in each grade in practically all schools. Mathematics, amial studies, and physical education are next in

order, hut none of these is required half as frequently as

English. There has been little change among the subject fields in the requirements before and after revision. A

decrease is shown for mathematics and physical education

after revision and a slight increase in music and foreign language for the same period. The other subject fields are

practicalli the same for each period. Included under

"other" are religion Bible, and Church history. The

[ 205 ]

kevi.

1, ..__......e

gocia1 studies

_ 7

1 9

c. t..1 JA

_ .....

_

1 .4. 1
a

NATIONAL SURVEY OF SECONDARY EDUCATION

religious character of the instruction in some of these schools

is indicated by the frequency of this requirement.

Number of units required in each field.In Table 80 are

given the average and range in the number of unitsof work

required in each sub7ect field. Averages were computed by

dividing the total number of units by the 26 schools in each

instance. Almost one unit of English is required by the

average schoól for each of four years, judging from the

figures 'shown in the table. Mathematics, social studies,

and foreign language, in the order named, rank next in importance. The most significant changes incident to revision

are a decrease iu the average number of units required in

mathematics and an increase in the requirement of foreign

Itio languages.

TIBLE 80.The number of units of work required in the major subject fields in the average and the range of schools, before and After revision

Is a

Subject field

Before revision After revision

Average Range o E neigh soa studies

Mathematics

Science

Physical education 63

M usie_

Industrial arts

Home economics

Foreign languatte 4. Other

2 & 8 L 6

L

. 6

. 4

. 2

. 8

. 9

. 6

a Average

1,, & 0

. 8

1.G-&O

.. 5-2. 0

. 0

. 5-&

1 0-4. 0

1. 0-2. 0

4

& 8

L 6

1. 4

. 6

a

. 2

. 8 1. 4

. 7 Range

& 040

1. 0-4. 0

1.040

. 8-2.

;5-1. 0

. 5-1. 8

2. 0-1 0

1.0-2.0

2.04 0

1. 0-4. 0

Specific courses required.Changes which have been made

in the specific courses required within the academic subject

fields such as English, mathematics, etc., incident to revision,

are indicated in Table 8f. In English the courpe most often

required is a general one, designated as English. Except

for a few schools offering courses in public speaking, changes

are seldom shown in *this field. In the social studies there

seems toIbe a tenctency to offet American history in grade 11

in some schools ii,stead of confining it to grade 12. There is

also a slight tendency to .offer More courses in citizenship

or -social proli;lems. In mathematics college entrance re-

/"-11010

[ 206

,

. 1 A

)

lb

5-3.

5-3. 0

5-2.

0

.

It
PROGRAM OF STUDIES

quirernents seem of late not so rigidly adhered to, judging by

the de4crease in the number of schools rrz;quiring algebra and

plane geometry. General science was required in ,more

schools after revision as were also foreign languages. Except for decreases .indicated in algebra and plane geometry,

modifications in none of the subject fields have been great.

TABLE 81. The number of private schools requiring certain courses in

the academic fields, before and after revision

Subject field and courses Before revision After revision

Grade

9

Grade

10

Grade

11 Grade

12 English: English LI terature

Public speaking and

sion

Drama

Penmanship Spelling Social studies:

History American history Ancient history Medieval history Modern history

a World history English history Civics and citizenship Social problems Political *clangs Geography Mathematics:

Mathematics

General mathematics

Algebra Advanced algebra Plane geometry Solid geometry Trigonometry Advanced rfthmj

Science:

Science or general science__ _ Agriculture r Physiology Biology Chemistry. Physics Foreign language:

gn language Latin

French

German

26

10

2

12

22

25 25 3

2

12

3

6

9

34

4

20

3122

2

3

2

5

2

1 32

2

1 12

2

1

Grade

9 Grade

10 Grade

11 6 7 8 Grade

12 24

12

8

3

2

13

16

-r 4

4

25

12 Z3

13 3

2

23

6

3

4

726

4

15

1

182

2

123

1

1 - - -

111. 33

2

1 3

22

1

. [9207 1

.4W

4

are

4

4

%.)

_ _ _ _ _ _

1 1 18

13

1

1

5

1 ....

1

Z. ma, II1D 1

1

1

alb w

loorslo ea a.

1

1-3

11

. MP

.A.

4111

0,0 1 3 4

a

_s

1 1

1

11

1 1

11

_

16.1i

diu

1

ID
P.

NATIONAL SURVEY OF SECONDARY EDUCATION

TABur 82.The number of privase schools requiring certain courses irÌ - the special fields, before and after revision

Subject field and coursei

Before revision After revision

Grade

9

Grade

10 Grade

11 Physical education: Physical education or health.

Gymnasium Music:

Music

Theory

Vocal

Glee club

Appreciation Art:

Art

Drawing Decoration

History Appreciation

Industrial arts: )

Shop

Home economics:

Home economics

Foods

Clothing Ire - Household arts

Other:

Religion Ethics

Psychology

122

2 Grade

12

122

2

112

2 2

11

11

1

13

18 8

Grade

9

Grade

10

7 122

1

12

13 12

2

1

12

1 2

27 7

Grade

11 Grade

12 12

2

7

12

2

7

2 Changes which have taken place in the courses offered in

physical education, music, art, industrial arts, and home

economics (designated as the special fields) are shown in

Table 82. Physical education is the only one of these fields

in which a requirement is made by a fourth of the schools.

There is a slight tendency to require more work in the

industrial arts, but iii the vmaining fields few changes are

indicated.

4. THE ELECTIVE WORK

Number of 8chool8 in which offered.Data, similar to those

already shown as required, are indicated in this section for

elective wprk. The number of schools which offer electives

in each major subject field, before and after revision, is indicated in Table 83. Judging from the table, the greatest changes which have been met) in the program of studies

incident to revision are in increments in the elective offerings.

These increments are shown for English, the social studies,

[ 208

s tl a

a

_ _

1 .........

..... ..... _

......

v 3

3

......

138

1 2

1 2

1

1

1

1

1

11, 1

1 a' 4S

1
PROGRAM OF STUDIES

the early grades of mathematics, science, music, art, industrial arts, home' economics, foreign language, and commerce.

Only one or two schools offer electives in physical education.

TABLE 83.-The number of private schools in which the major subject fields are elective in grades 9, 10, 11, and 12, before and after revision

Subject field

Before revision

Grade

9 Grade

10 Grade

11 Grade

12 Grade

9

1 3 3 4 5 En lish

studies 8

3

14 4

13 6

13

412 Mathematics 5 9 17 19 9

Science 14 12 17 20 11 Physical education_ _ _ M usic_

15 5

15

15 2

10 Art 6 9 8

Industrial arta 5 4 5 3 7 Home economics 6 5 Foreign languages_ _ _ 17 21 24 20 19

Commerce 7 8 14 13 7 Other 1 V

After revision

Grade

10

7 6

15

14152

109

6

8

22

7 Grade

11 Grade

12

8 6 8

15 17

18 16

21 21 2 3

10 10

8 8

7 5

7 6

24 25

16 16

1 1 Number of units elective.-The facts revealed in the preceding table are indicated from another angle in Table 84,

showing the average and range in the number of units of

work offered in each field before and after revision. The

table shows an increment in the avtrage number of units

offered in English, social studies, mathematics, music, art,

TABLE 84.-The average and range in the number of units of elective

work in the major subject fields, before and after revision

Subject field

Before revision

Average Range

1 -3 3 English 0. 6 0. 6- 5. 8

Idal studios; 1. 8 O. 6- 5. 0

Mathematics 2. 0 1.0- 6.0

Science 1. 8 1. 0- 6. 0

Physical education . 2 4. 0- 4. 0

Music_ . 8 1. 0- 8.0

Art . 9 . 5- 4. 3

Industrial arts 1. 8 1. 0-30. 0

Home economics . 7 1.5- 4.0

Foreign language 7. 8 1. 0-22. 0

Commerce & 0 . 5- 8.0

Other . 2 1.0- 3.0

After revision

A veisge Range

4

1. 1 2.4

2. 2 2.8

. 1 1.9

1.1 1.4

1. 1 7.9

4.0

. 1 0. 5- 8. 5

. 5- 6. 0

1. 0- 7. 0

1. 0- 6. 0

1. 0- 1. 0

1. 0-12. 3

. 5- 8. 0

. 6'40. 0

. 5- 8, 0

1.15-14. 1.6-11 5

1. 0- 2. 0

209 I

4

_ __ _

. _ _ _ _ 6 6

OP M. -

p. ab

o .

[

5

6

0
NATIONAL SURVEY OF SECONDARY EDUCATION

home economics, foreign language, and commerce. The

increase is greatest in commerce, in which field an average

of three elective units before revision has increased to four

elective units after revision. Slight decreases'are shown for

physical education, industrial arts, and "other."

Elective co:ur8e8.An idea as to the specific courses which

contributed to the increments shown in the preceding section is to be gathered from Tables 85 and 86, in which the

number of schools offering courses, before and after revision,

in the academic and the special fields is presented. In

Table 85, showing the academic fields, the most significant

increments in English are for public speaking, drama, and

journalism; in social studies, for American history, ancient

history, citizenship, and social problems, in foreign language,

for French. Few increments are shown in mathematics

and science. In Table 86, showing the special fields, the

most marked increments are for theory and instrumental

music; for drawing fre the field of art; for household arts in

home economics; and for junior business training, typewriting, and accounting in the commercial field.

TABLE 85. The number of private schools offering certain elective courses

in the academic fields, before and after revision

Bubject field and courses Befnre revision After revision

Grade

9

Grade Grade

10 11 Grade12

Grade

9

Grade

10

Grade

11 4

Grade

12 English: English Literature

Modern literature

Public speaking and awes-

_ sion_

Drama

Journalism

Other brary, penmanship, business English). Social studies:

'History. American history Ancient history Medieval history Modern history World history SKIM

Civics

, .1

and

Social problems_

412

M. ID MP 4

2

4

2 2

3

12

7 3

3

2

1 2

1 210)

3

. 4D 2

7

111, 4

1a 3

3

2

4

13

1

12

1 4

4

5

2

3

4

2

2

101%

.

alb 11

, 11a»

i 4

2

3

a a a. a 1

aa- . ....

19

1

#123.

1
PROGRAM OF STUDIES

TABLE 85.The number of private schools offering certain elective courses

in the academic fields, before and ckp.er revisionContinued

Subject field and courses Before revision

Grade

9

Grade Grade Grade

10 ' 11 12

1 2 6

Social studiesContinued.

Problems in a democracy Geography Economics

Other (vocational guidance, German life, po tical sci- ence)

Mathematics:

Mathematics

General mathematics

Algebra

Advanced algebra__ Plane geometry. Solid geometry Advanced arithmetic

Trigonometry

Science:

Science or general science__ Physical -geography Biology Botany

Zoology. Physiology Chemistry _ _ ...... .0.1M

Physics Foreign language: Latin

French

S_panish ennan

Italian

Foreign language General language greek

52

8

2

2

13

- - - -16104

8

2

2

After revision

Giade Grade

9 10

14

1 2 3

2 1 1

1 11 1 8 3 1 4 11

3

11

1 1 1 13 2 1 2 1 2 3

1 8 9

8 13

18 23 20

14 12 10

5 6 b

10 11 10

1 1 1

1 2 1 3 4 2

6 Grade

11 Grade12

7 2

45

6

12

16125

8

112

3

12

3

1 10

38

2

1915

710

13

8

12

12

12

14

11

11 1210

19

1549

12

2

9

5

1429

19

3

1010

2114

49

122 TABLE 86. The number of private schools offering certain elective courses

in the special fields, before and after revision

Subject field and courses Before revision

Grade

0

Grade

10

Physical education:

Ah Physical education or health_

6 Dancing Military science Music:

Music

Theory

Vocal 1 a

40 Grade

11 Grade

12

4

211 ]

5

7 8

15

After revision

Grade

9

Grade

10

Grade

11 2

a

54

14 Grade

12

2

1

f.

_ _

_ ,

. _ _ _

_ _

1

MP Oa

41.

AD MP

M. O. 4. O.

1 ......

......

...v. *.

_ ......

to Instrumental_ . (

.6 7

3

6

4

_

_ OP

.111

., 1 3

.o mo M e MI 1 a

14

15
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 86. The number of private schools offering certain elective courses in the special fields, before and after revition-7-Continued

Subject field and oourses Before revision After revision

Grade

9

1 MusicContinued.

Appreciation Orchestra

Glee club

Other

Art:

Art

Drawing A ppreciation

istory Decoration

Industrial arts:

Mechanical drawing Shop Manual training Vgmtional agriculture.._.__ - Electricity Printing__ __ _ Woodwork

Motors

Other

Home economics: - Horne economics

Foods

Clothing Household arts

Nursing_ Commerce:

Commercial geography Commercial arithmetic..__

Junior business training Bookkeeping Shorthand

TypeWriting Commercial law. - Salesmanship Stenography Accounting Secretarial

Office practice Other

Other:

Religion

2 Grade

10 Grade

I 1 3 4 2 1 2

4 4 62

1 1

1 1 1 2 2 2 2 2 2

11 1 1 1 1 2 1 1 3 2 2 2 3 2 2 1 2 3 1 1 6 8

1 10 3 12

1

12

Grade Grade

12 9

1

12

3

3

49

116

1

Grade

10

17

13

15

2

22

14

12

4

113

7 Grade

118

1

3

12

3

2

2

5

15

5

2

1

3

3

7

3

23

Grade

12 2

8

16

2

2

3

1 2

13

13

-----9

10

133

14

1

' 2

2

2

1

1

1

14

9

5

14

3

3

2

2

4t, SUMMARY

In general, the changes in programs of studies in private

schools are less frequent than in the programs of public high

schools as disclosed in the foregoing chapters. The following

4 trends are shown:

1. Small increments, as a result of revision, obtain in the

number of schools which have abandoned the 8-4 type of organization, seemingly f1114 the 6-6 type. The average num-

[ 212 I A

141111s, Ca, *

.....

_

_ _ __.____

- Kthicl

ea. de. .

1

1

I. 11

1 1

8

1

IMP 1

1 1

1..

1 1 1 1 1 1 1It

1

1

V

:

WS, I

4a

nu,

. . .... 1

.' I. . f: 1 A r '

. -.1-_-:._-.,......:-..A.......,--,_,,:, ::-.-- - -,,-...44___.). , , :, i,...._:.: ....22i_AL-2.-eq-Arm----

1 1 1

2

5

12

32

9

13

1

.
rIPP----- ber of currietums offered has increased from three to four.

A small loss is shown in the number offering the college

preparatory cuirriculum.

2. The total number of units of work offered in the average

school increased from 33.4 to 35.8 as. a result of revision.

The number of units in courses specified for graduation

increased from 10 to 10.5.

3. Few changes are shown in the number of schools requiring each subject field. Increases are indicated in music and

foreign languages and decreases in mathematics and physical

education. A decrease is also recorded for the number of

units of work required in mathematics, but an increase is

sh9wn for foreign language.

4. Changes in specific courses required are also small.

Increments are shown for general English, public speaking,

citizenship, general science, foreign language, and industrial

arts. Decreases are shown for algebra and plane geometry.

5. ,The greatest changes, as a result of revision, apply to

the elective work. Increments in the number of schools

offering electives are shown for the following fields: English,

social studies, early grades of mathematics, science, music,

art, industrial tome economics, foreign language, and

commerce. Increments are also shown in the number of

units of work elective in each of the preceding fields except science and industrial arts. Slight decreAses are shown for

industrial arts and commerce.

6. Increments are also shown in the following specific

courses offered within the various fields: Public speaking, drama, and jouriialism; Americ :tory, ancient history,

citizenship, social problems; Fre ' t music theory, instrumental music, art, household arts, junior business training,

typewriting, and accounting.,

N ,

PROGRAM OF STUDIES

4

[213]

es. 6
'DIVISION III : HOW THE PROGRAM OF STUDIES WORKS OUT

CHAPTER XX : PURPOSE AND METHOD OF

THE STUDY

1. THE PURPOSE OF THE STUDY

In the earlier chapters of this report the changes which have

taken place in the programs of studies of representative high

schools have been described. In addition to the changes in

subjects offered and in subjects required, the changes in the

percentage distribution of work being taken by all highschool pupils have been reported.

The purpose of this part of the study is to analyze the

opéiation of the programs of studies of the high school in

terms of all work taken in four years by high-school graduates.

To this end it is desirable1. To determine the present percentage distribution of

work acttially completed by graduates ii different subject

fields durini the 4-year high-school period.

2. To make an analysis of subject patterns now being

studied in foreign languages, science, and mathematics.

3. To determine what changes have taken place since 1890

in percentage distribution of high-school work among various

subject fields.

4. To study recent trends and present practices in the

distribution of work taken in high school .and college by

college graduates.

it. THE SOURCE OF THI?DATA

The data were taken from the high-school ivcords of the

graduates of certain high schools and from the high-school

and college records of the graduates of a number of coll es

and universities. The high schools represented were: The

Classical, Technical, Commercial, and Hope Street High

Schools of Providence, R. I. ; the Central and Eastern

High Schools of.yeehington, D. C.; the Joliet Township High

School, Joliet, Ill. ; the East, West, North, South, and

a [ 214

a

.
PROGRAM OF STUDIES

Manual Training High Schools of Denver, Colo.; and the

Long Beach (Calif.) High School. The higher institutions

included were: Vassar College, Princeton University, the

University of Chicago, the University of Denver, George

Washington University, the University of Wyoming, and

Leland Stanford University. In most instances, a sampling

of the records of the graduates was taken, but in the Denver

high schools all graduates of certain years were used. A

more detailed statement about the origin of the data will be

made in connection with each section of the report.

3. THE METHOD

The record for grades 9 to 12, inclusive, was looked up

for each of the graduates and the information was transferred

to a standard form in terms of total semester hours. One

college entrance unit was counted as 10 semester hours. All

tabulations were made from these information sheets. For

Denver, where the inclusion of all graduates in 1930 made

the numbers large, the information was punched on Hollerith

cards anct jabulated on Hollerith tabulating machines. The

tabulations were made by hand for the other cities.

[215 1

If *

Tp
CHAPTER XXI : THE PRESENT HIGH-SCHOOL CURRICULUM

AS IT WORKS OUT

I. THE SCOPE OF THE CHAPTER

Irr The purpose of this chapter is to report the present percentage distribution òf high-school work among the various

subject fields as shown by an analysis of the work taken by

graduates of high schools in several cities. The subject

groups used are English, the social studies, foreign languages,

mathematics, science, and nonacademic subjects not including physical education.

All graduates of the five high schools of Denver for June,

1930, and a selected sampling of graduates of the four high

schools of Providence, the Central and Eastern High Schools

of Washington, the Long Beach High School, and the Joliet

Township High School for the same year, were used in the

study. By this selection of high schools, a wide geographical

distribution was secured. Providence and Washington are

Eastern cities, Joliet Township and Denver represent the

territory included by the North Central Associatiop of

Colleges and Secondary Schools; Long Beach typifies the

far Western high school.

The records for the ninth grade were included in the study,

regardless of whether this grAde wit's a part of a junior high

school or the first grade in a 4-year high school. In the-five

cities the high-school records of 1,105 boys and 1,261 girls

were studiej The distribution of the graduates among the

cities is showit in Table 87.

TABLE 87. The nuthbers of high-school graduates included from the five

cities in which records were studied

City

1 Denver, Colo z

44.41 Washington, D. 0 4-1 -

ik -- ......ft, Joltiet, Ill 'tong 0e 0 1 1 Ckif

Provi . i a.. S I ,. Total

Number of graduates

Boys Girls

3

Total 6

711 112 94

100es 1,105

216 1 a 826 1, 537

117 229

105 200

100 200

112

1,261, 2, 366

o

111.4% 200

[ 7
PROGRAM OF STUDIES

In addition, data reported in a recent investigation of the work of the gradus of the Trenton (N. J.) Senior High

Schtol; the Grover Cleveland High School of St. Louis,

Mo.; the Sacramento (Calif.), Senior High School; and the

three high schools of Springfield, Mass., for the years 1926-

1929 are utilized in the first part of the chapter.' The

methods employed in that study in gathering and reporting

the findings were si to those used in the present study.

The following que ns were studied in this part of the

investigation:

1. What percentage of the work completed by the graduates of the high schools of nine cities in 1926-1930 was taken

in each subject field?

2. What differences were found among the nine cities in

the percentage distribution of the work taken by the highschool graduates in 1926-1930?

3. What differences were found among individual specialized high schools within the same city in percentage distribution of work completed by the graduates?

4. How did the percentage distribution of the work

completed by the graduates of certain high schools compare

with the percentage distribution of work being taken at a

given time by all pupils in the same high school?

5. What relationship existed between scholarship rank and

percentage distribution of work completed by high-school

graduates in one city in 1930?

I. PERCENTAGE DISTRIBUTION OF THE WORK COMPLETED BY THE

GRADUATES OF THE HIGH SCHOOLS IN NINE CITIES

The percentag6 distribution of work completed by

graduates of lhe high schools of nine cities in 1926-1930,

including the four cities studied by Gamble, As determined

' by computing first the average percentage distribution of

work taken by the high-school graduates of each of the nine

cities in the various subject groups and by finding next the'

median of the average percentages for the nine cities in each

I Gamble, Joeeph N. The Place of Natural Science in Proems of HighSchool Graduates.

School Review, 39: 177-185, Mprch, 1931.

217 1

6

[

a 4
NATIONAL SURVEY OF SECONDARY EDUCATION

subject group. These median percentages are shown in

Figure 12.

From the figure it is evident that the nonacademic grout

of subjects accounted for the largest percentage of the work

of the graduates of the nine cities and the science group for

the smallest percentage. Among the academic fields the

largest percentage of work was taken in English, followed by

)*. Subject rialto Per

°out

0

4 ?10

g 12 oot

16 28

Inglish Social Studies

Foreign Languages . Mathematics

Solutes q lionaoadanle Subject%

21.1. 16.8

13.8 11.5

10.0

27.6

%

_

.

. ..'

, novas 12.Median percentages of work taken in six subject fields by high-school graduates

tlkil

the social stUdies, foreign languages, mathematics, and

science.

In terms of median percentages, the various subject groups

included approximately the following fractional parts of the

total semester h:ours taken by the high-school graduates of

the nine cities: English, one-fifth; social studies, one-sixth;

foreign languages, one-eighth, mathematics, one-ninthj

science, one-tenth; and nonacademic subjects, 'one-fourth.

in nine cities, 1926-1930

to. ( 218 ]

q

I. ;

' o

a

is

.

.

.

t

A
PROGRAM OF STUDIES

3 DIFFERENCES AMONG CITIES IN PERCENTAGE DISTRIBUTION OF

WORK

Percentage distribution among subject groups.-The percentage distribution of work completed by graduates of the

high schools of nine cities in classes 1926-1930 is shown in

Table 88. The schools are arranged in the order of increasing

percentage of nonacademic work,

TABLE 88.-Percentage distribution of work completed by high-school graduates in classes 1926-1980 in nine cities arranged in order of

percentagea of nonacademic work 11, City

Number of

grad- uates

1 Washington 1_

Den ver

Joliet I

St. Louis 3

Providence 1_

Bacrafnento

Long Bach I

Bpr d 1_ _ _ _ _ _ _ _ Total (median) _ _ Median deviation from

meaian

229

1, 537

200

1, 500

1, 246

200

610

200

2, 716

8, 438

Date of

graduation

Percentage distribution by subject groups Elitat- Social

studies

31930

1930

1930

1926-

1926-29

1930

1929 1930

1926-29

4 5 25. 4 15. 1

21. 8 19. 7

21.4 16.8

21. 6 15. 7

21. 1 18. 9

18.6 15.5

20.8 16.8

19. 4 18. 3

19.8 12.9

21. 1 16. 8

. 7 1. 5

Foreign

language

Matheglatics Science

Non- aca- demic I

8 9

19. 6

14. 8

14. 6

13. 8

8. 6

10. 7

16. 7 19. 2

7.4 11.3 20.6 22.5

14.5 14.0 9.0 . 25.2

10. 5 1 1. 3 10.7 27. 6

15.5 12.4 10.0 28.0

12.8 10. 5 8.9 30.5

9. 4 9. 1 11. 6 32. 2

9 13.8 11.5 9.4 32.6

13. 8 11. 5 10.0 27. 6

1. 7 1. 0 1. 1 4. 6

I Does not Iiiclude physical education. Sampling of graduates of 1930.. The Washington graduates were all a oollege-preparatory

group. & Data adapted from J. . ill N. Gamble. The Plat* of Natural Science in Programs of High-School Graduates. fool Review, 39: 177-185, March, 1931.

The lowest percentage of work taken in English was 18.6

taken by the graduates of the Providence high schools, and

the highest was 25.4 taken by the graduates of the Washington high schools. The percentage of wort in English

cdmpleted by the graduates of the latter high schools was

about one and olt-third times the percentage completed b.yr

the graduates of the former.

Considerable agreement was found among the nine cities

in percentage of work taken in social studies, although the

agreement was less close than in English. The range in

percentage was from 12.9 in Springfield to 19 in Denver.

[ 219 ]

1

_ _ _ Trenton 1.. _ _

. ..... . wa. ....

.

7

29 ' mop_ _ ..... _

I

z

L'

_3 6

:
NATIONAL SURVEY OF SECONDARY EDUCATION

The percentage of social studies work completed by the

graduates in the latter city was slightly more than one and

one-half times the percentage/taken by the graduates in the

former.

Very large differences occurred in the percentages of semester hours taken in foreign languages by the eaduates of the

nine cities. The range was from 7.4 for the Joliet graduates

to 19.6 for the Washington graduates. The percentage of

, foreign languages completed by graduates in the latter city

, was about two and two-thirds times the percentage completed by graduates in the former. As noted in the table,

however, the group of 'Washington pupils was preparing for

college. The median deviation from the median was 1.7

per cent which was.larger than the median deviation in any

of the other academic subject groups.

In percentage of work taken in mathematics, the cities

fell within the rangelrom 9-.1 to 14.6 per cent. The smallest

percentage was taken by the graduates of the Long Beach

High School and the largest percentage by the Washington

college preparatory graduates. The median deviation from

the median was only 1 per cent, which was smaller than for

any other subject group except English.

Except in one city little viation was found in percentage

of work taken in science. he range in percentage for eight

of the nine cities was from 8.6 to 11.6 per centa difference

of only 3 per cent. In the Joliet Township High School,

however, 20.6 per cent of the semester hours were in this

field. The high propòrtion of science in the work of the

Joliet graduates was no doubt due to the science requirements there. Of the 16 curriculums offered 1 requires 5

semester hours, 5 require 20 semester hours each, 7 require

30 semester hours each, and 3 require 40 semester hours each

of science.

In percentage of work completed in the nonacademic group

the range was from 16.7 per cent for the colleges-preparatory

pupils in Washington to 32.6 per cent in Springfield. The

median deviation was 4.6 per cent; this was decidedly larger

than the deviation in any pf the other subject, groups.

z. [ 220]

1111411/4..

4
a PROGRAM OF STUDIES

V In _general, irith the exception of foreign languages, most

of the differences among the high schools in percentage of

work completed in the academic fields were small. Notwithstanding the tendency toward agreement in percentage

of work taken in the majority of the subject groups, some

striking contrasts in percentage distribution of work completed by the graduates are found. For instance, the

graduates of the Washington high schools were highest

among those of all the cities in percentage of work taken in

English, foreign languages, and mathematics, but were

lowest or next to kiwest in percentage of work completed in

social studies, natural science, and nonacademic subjects.

The graduates of the Long Beach High School, on the other

hand, were relatively low in tnglish, foreign languages, and

mathematics, but were high in social studies, natural science,

and the nonacademic fields.

Percentage distribution between academic and nonacademic

groups.It has already been pointed out that there were

large differences among the high schools in attention given

to the nonacadfpic subjects. These subjects were Dot,_

prominent in the programs of the Washington graduates,

but were of considerable importance in those of the graduates

of some of the other cities. Figure 13 shows, however, that

all the cities held to the academic tradition to the extent

that the pupils took at least 'twice as much academia as

nonacademic work.

Academic subjects accounted for about five-sixths of the

work of the Washington graduates; by whom the sinallest

amount of nonacademic work was taken, and for slialtly

more than two-thirds of the work of the Springfield and

Long Beach graduates, who averaged highest in nonacademic

work.

Although the subjects taken by tgh-school graduates

were mainly academic, the importance of nonacademic

subjects is shown by the fact that more work was taken in

the nonacademic field than in any single academic field in

seven of the nine cities.

Percentage distribution among subject8.The percentages of

work completed in individual subjects within the fields of

(221 )

Os/

410).

.

OP .

I

,

I

%

-
NATIONAL SURVEY OF SECONDARY EDUCATION

foreign languages, science, commerce, and several other nonacademic sut.:ects were computed for the graduates of Denver, Washington, Joliet, Providence, and Long Beach. The percentages are shown in Table 89.

novas 11.--Percentage of academic and nonacademic work completed by hligb-eebool graduates in nine cities, 1926-1930

The cities varied considerably in the percentage of work taken in individual foreign languages. In Denver, Latin

received the most time with Spanish a close second, in Washington, French ranked first with Latin a strong second; in Joliet, Latin dominated the situation; in Long Beach, Spanish was dominant, and in Providence, Freuch stood out

as the most important foreign language. The percentages of work completed in the sciences showed

some marked vaiiations from city to city. General science

(222]

cities

Dom.

Joliet

traits*

It. Lids

Previlleass

lasi 'sub

- 7 ,,

tor Cost

0-3

ft.!

Ti.,

4.5

et-s

6.7

76.

1 ".7

211.5 25.1

n.6

30-5

32-r

32-6

;+.
PROGRAM OF STUDIES

was negligible in Denver in grades 9 to 12 because it had

been placed in grades 7 and 8 where it was required of all

pupils. On the other hand more than three-fourths of the

science completed in Providence was general science. Biology was the most important science in terms of percentages

in Long Beach and Washington, and it was tied with chemistry for first rank in Denver. In Long Beach one-half of all

science completed was biology. The status of the sciences

in general was that biology and general science were highest

and chemistry was lowest in percentage of work.

TABLZ 89.-Percentage distrution of work completed by high-school raduates ih five cities in June, 1930

Subject

English

Social studies

French..

Latin

Total hareign language.

Mathematics_

General science

g=try

Physics Other

Total science

TYPini

Other

Total oommeree_

Home economics

Industrial artsArt

Music_

Psychology

Total miscelloneous

Number of graduate&

Cities represented

Joliet ton

1314em Providence

21. 4 19. 4 16. 8 18.2

18. 6 2. 3

16. 4 16. 7

L 3

L

. 8

& 4 2. 0

7. 3 4. 3

1. 2 &

2. 4 . 9

4.6 4.7

19. 6 7. 4 9. 4 l& 5 11. 7

14.6 1L 3 9. 1 12.4 11 4

1.3

& 7

2. 1 L b

4. 5

3. 6

L d

4. & 4

L I 7. 7 & 1

& 8 . 6 1. 2

1. 3 . 6 1. 7

L 8 . 6 1 1

1. 6 . a 1. 9

Kt 7 11. 6 10 0 12. 2. 4

L 4

2. 4

L 2

3. 5

2. 7

4. 1

L $

L 1 1 4 3. 1

I. 9 1 2 1 0

1 7 3. 1 1 4

9. 7 9. 2 & 6

9. 4 11. 5 12. 1 15. 4 16.9 13. 1

2. 9

2. 7

L 9

1 2

L 4

2. 1 1. 3

.8

L 0

(I) & 1 I. 2 2. 4

4. 4 & I 4. 0

1 8 3, 0 L 8

6. 6 b 8 1 8

. 1 . 1 . 3

5. 2 10. 4 16. 9 11. 2 10. 8

206 299 200 200 1, 036

Included in atocrography and transcription. I Included In social studies.

s Sampling ot Denver graduates In order to avoid weighting the mean unduly.

[ 223

a Mean

Waahing Denver 7 21. 8 . 25. 4

o I& 3 16. 1 1 2 & 5

8 411 : t -*I . e . . 6.1 3.6

ri . . 2 .8

6.3 6.7

14. 8

13.9

1. 8

5. 6

. . 04

1 4,

. 6

3-0

11. 0 1 3

L

. , r.+. & 6 me

Stenography & 1 Bookkeeping L

(I)

L

....-_,.- - ..... - - - - ....... - - - -

.,_ 11 I ...... 3. I

L 4

. a

1. 4

(I)

F -

212

t '

1

9. 1 ,..4

9

6

I I
NATIONAL SURVEY OF SECONDARY EDUCATION

Commerce was the most popular nonacademic field. In fact, in three of the five cities, a larger percentage of work was complete4 in commercial subjects than in all other non- academic subjects combined. The proportion of semester hours in commerce was especially high among the Providence gradtltes. The old standard subjects of stenography, typewriting, and Sookkeeping accounted for more than half the time devoted to commerce.

Of the subjects included in the miscellaneous group, home economic,s ranked first in Denver and Washington, industrial arts ranked first in Joliet and Prpvidence, and music ranked first in Long Beach.

4. DIFFERENCES AMONG SPECIALIZED HIGH SCHOOLS WITHIN THE SAME CITY a It is apparent from the data presented in the preceding section that there are considerable differences from city to city in percentage distribution of work completed by the high-school graduates. Are there likevise noteworthy varia- tions in the distribution of work taken by the graduates of different specialized high schools within thesame city? This question was studied by comparing the percentage distribu- o

tions of the work of the 1930 graduates of three high schools of Providenci. The Provi4ence schools are the Classical High School, the Commercial High School, and the Tech- nical High School.2 . The data for these high schools are shown in Table 90. Percentages adapted from the data reported by Gamble for theCentril,Technical, and Col`nmerce High Schools of Spring-

, field are included in the table for p ],Eses of (romp:

One

Tbe

Providence

records used

school, the

consisted of

Hope Street a ogs 11. of those of the graduates of each high school.

I School, was omitted from this pert of thestudy.

[224]

t

I

t

' i -4

,i

. . ,___m_v-»:-.1;A:1_, . ,..' ,..-,t, ..; t714: ,::..-,Qx.,.,2,-.4.4,,%.. ..,L,..4, ai4.; ,474 -.: jw, .- ..,ti ,:...it,, ..' 6 ' - - "1":' _ - -; Pi . . . :. ..- ''' '-..--.4- ;,14140:1,17:0 -4A-rcrei14-1.-.fd4,- IkM01-=,--f-Itl-ti,-...f !'...ii-r24.9.-2.: r--- ,- .- --14. :il.N% ..z tt" t V- -5.,

4.
PROGRAM OF STUDIES

TABLz 90.Percentar distributions of work completed by graduates of 1930 from indwidual specialized high schools of two cities 1

44

Subject group

1 Providence:

English &dal studies

Foreign languages Mathematics

Science

Nonacademic 2

Springfield:

Foreign languages Mathematics

Nonacademic 9

High school

Classical,

Providence; Central,

Springfield

Commercial,

Prey klence and

Springfield

Technical, Provides°, and

Springfield.

19. 8

12 2

38. 8

19. 8

7. 7

1. 7

21.9

12 3

77.0

l& 5

10. 3

13. 2

4

19.3

19.2

6.6

7.0

41.4

19.8

16.9

& 8

& 7

4.0

61.8

l& 3

l&

8.0

14.3

13.9

34.5

17.3

9.0

& 7

15.6

14.7

34.8

Data for 8s is .4, d adapted from Gamble, op. cit. s Does not i " s physical training.

Wide differences existed in the percentage distributions of

o work taken by the mites of individual specialized high

schools within the same city. The differences -were comparatively small in English and social studies, but they

tended to be large in all other subject fields. They were

especially marked in fpreign languages and in the nonacademic group. In general, the differences among specialized high schools withiii the same city were greater than the

differences among cities.

The differences between the conservative type of high

school, the commercial high school, and the technical high

school were much the same in Providence and Springfield.

In both cities, the graduates of the conservative type of high

school took larger-"percentages of work in English, foreign

languages, mathematics, and science, and smaller percentages of work in social stuclies and the nonacademic

subjects than did the graduates of the commercial high

school. Likewise, the graduates of the commercial high

3choo1 in both cities took larger percentages .of work in

English, social studies, and the nonacademic group, and

small& percentages of work in foreign languages, mathematics, and science than did the graduates of the technical

high school.

[2251

studies

_ Science

'

.

'MO MO

IMO

, 7.r

s
NATIONAL SURVEY OF SECONDARY EDUCATION

6. COMPARISON OF PERCENTAGE DISTRIBUTION OF WORK COMPLETED BY HIGH-SCHOOL GRADUATES WITH PERCENTAGE DISTRIBUTION OF WORK BEING TAKEN BY ALL PUIPILS

In a study of the high-school curriculum in 1924, Counts found the puce'ntage distribution of work being taken by all pupils in a group of high schools.' Comparable data for 1931 for the same schools visited by Counts in 1924 have been secured as a special project of this Survey.4 Gamble has reported a study in which the records of high-school graduates only were used. the present study, likewise, is based upon the work of laigh-sphool graduates. It is per- tinent to this discussion of the present high-school program' of studies to raise the following question: How does the

percentage distribution of work completed by the high-school graduates of certain cities in recent years compare with the

percentage distribution of work being taken by all high-school pupils in the same cities? Available data for Deliver, Trenton, and St. Louis are shown-in Table 91. The informs- tion regarding Denver was gathered in this study 0, the data for the total membership in Trenton and St. Lquis are for 1931 and are taken from the revision of Counts' study the data for graduates in these cities are. taken from Gamble's study.

TABLE 91.- Percentage distribution of work completed by high-school graduates or carried at a given time by total membership of high schools In certain cities

Subject group

Trenton

. st. Louis

Total

membership

Graduates

Total

membership

Graduodes

Total

member. Gradu

ates

b' 1 I a a s s 7

Sods' studies

Inglish 15. 5 17. 8 17. 6 19. 9 18. 6 18, 3

Foreign know 14. 7 16. 1 14. 1 14. 5 14. 4

Matbanstke 10. 9 i2. 1 8. 8 13. 4 9. 4 9. 0

&deny& 10. 2 11. 3 8. 7 12. 9 9. 6 9. 7

Nonacademic I 8.6 11. 4 7. 5 8. 8 A. 7 9. 3 39. 1 81. 3 43. 3 BL 0 84. 3

Physical education included.

Mocograph Counts, G. S. No. U. The Senior High Chicago, Department

Sdhool Curriculum. Supplementary Educational

6 See Table 66. of Education, The University of Chicago, 1925.

Gamble, op. cit.

0. .1 [ 226 j

A

Is% Denver

ship

31t4 li _ _ _ ... ...... _ _ _ _ 16.3

37. 8

I

Ì" .

- i,;.Z:Lif:gitmka;:*:;r1: I.

t.0.&21;t:ri:4;:(11":"
'PROGRAM 9111 STUDIES

The graduates in Denver and Trenton. took a smaller

percefitage of nimacademic work and a larger percentage of work in each of the academic subject groups than did the

total membership .of the high' schools. In St. Louis the

graduates took a larger percentage of nonacademic worg

and a smaller percentage of work in each of the academic

subject groups except social studies and mathematics than

did the total membership.

When the data given for St. Lotis in 1931 are compared with what Countsafound in 1924,1t is interesting to note that

the total membership Wok a much smaller percentage of nonacademic work- in 1931 than in 1924, namely, 34.3 per cent in 1931 and 43.1 per cent in 1924. The corresponding

increase in the acadvatie subject grouPfl from 1924 to 1931

was distributed almoit equally among the five groups. Two possible realEions may be advanced to explain tti) differences between the gradtates and the total Membership

in Denver and. Trenton. It may be that the more highly

selected group represented by the. graduates found thee

academic subjects more to their liking than did the total

niembership of the high s.hoolA. -On Ahe other hand, it is

possible that the graduates wished to take a larger amount

of nonacademic work, but were forced to take academic

subjecls in order to meet graduation requirements or. tor

prepare for college efitrance. Whatever may .be the explanation, thb`differende between the two groups -with respect:to

Perceiltage of work taken in academic and nonacademic

fields is a clear6cut one.

4 A. RELATIONSHIP BETWEEN SCHOLARSHIP RANK AND PERG'ENTAGE

DISTRIBUTION OF WORK COMPLETED

The problem and* method.--It *has been shown that the

percentage distribution of work completed in high school

tends to vary considerably from city to city and from school

to school within a given city, and that it; is somewhat different

for the fourlyears !I work of high-school kradiiates than for the

work being taken dt a given time- by all pupils of the same

school. Po*to liory with the scholarship of the pupils;

that is, Do the rel:tqr pupils tend to take more work in gertain

subject fields than do the pupils vitiniave infeiior schola§tic

records?

( 227

t.

4

4.1 Aar+

41:

: .

, I

-

jt---`4112tT

Alb .. .

':i A e' "

. °lb , ...4"' e 1 1.._.:-..:01:itk. -.v... -:._. 4 ... t2A. e1 -. -.". x.-.41:: s . LL..2;..'-...li-k-1e141i_4;'::.WAL: - .S, # - -

r I

ts

.

_

Alb
>' NATIONAL SURVEY OF SECONDARY EDUCATION 4 An attempt 'was made to answer this question through

analyzing the records of the 1,537 pupils who were graduated

from the five Denver high schools in 1930. Tabulations were

made showing percentage distributions by subjects, for boys and girls separately, for each of the four quarters of the class based on scholarship. Those in the top quarter are referred

to in this discussion as being in rank 1; those in the next to

the top quarter in rank 2; and so on.

Plycefaage distribiaion by subject groups.-The percentage distribotions among the subject groups of the work corn-

, pleted ib grades 9 to 12 by boys and girls in the four scholarship raiiks of the Denver high schools are shown in Table 92.

TABLE 02.-Percentage distributions among the subject groups of the work eimpleted in grades 9 to 1 e by boys and gills who were graduated from the Denver high schools in 1930. (Classifization according to schoiarihip rank)

.4

Scholarship rank

Boys:Rank 1

Rank 2

Rank 3

Rank 4

Girls:

Rank 1

Rank 1.

Rank 3

Rank 4.

All boys_ All Orb

Subject groups

Social

studies

20. 6

21. 3

21. 0

21. 8

21.8

22. 3

X/ 2

72. 8

l& 7

19.9

20. 4

21. 3

18. 7

19. 2

19. 8

20. 0

Foreign

language

M tithematics

Nonacademic

7

1& 3

14. 7

12. 9

10. 8

1841

16. 1

11 3

12 0

20.5

17. 4

1& 5

l& 4

11 8

11.0

10. 3 & 1 11. 5

12. 1

12. 0

12. 5

10. 4

9. 1

9. 2

S. 8

10. 4

14. 17. 2 18. 2

18.0

22. 3

24. 2

28. 3

21. 2

72. 2

20. 3

19. 2

13. 7

l& 8

17. 1 12. 1

9. 5

l& 6

22 2

According to the table English and social studies were

fairly constant throughout the four sch'olarship ranks,

although in both fields the percentages of work taken by

both boys and girls increased slightly with decrease of rank.

The fact that all the high schools required a considerable

amount of work in both Eiglish and social studies was no

doubt partly responsible forilhe small amount of variation in

these subject fields.

[228)t

4

5

11. 1
PROGRAM OF STUDIES

ao ' A decided relationship txisted between scholarship rank

and the percentage of foreign language studiéd. The difference in percentage of work taken in foreign languages by the boys in rank 1 and rank 4 was 7.5 per cent in favor of rank 1;

for the girls, the cormsponding difference between the ranks

was 6.3 per cent.

The percemtage of work taken in mathematics showed a

similar but somewhat less marked tendency to decrease from

highest to lowest rank. The superiority of rank 1 over rank

4 was 5.1 per cent for the boys and 4.7 per cent for the girls. The boys in rank 1 took less work in science than did the

boys in rank 4, but the girls in rank I took more work in

science than did the girls in rank 4.

The data show a marked negative relationship between

scholarship and per6entage of nonacademic work. The percentage of work taken in the nonacademic field by the boys in

rank 4 was 7.8 per cent greater than the percentage taken by

the boys in rank i ; for the girls the difference was even greater

and amounted to 10.3 per cent. High ability, as indicated

by scholarship rank, was correlatedepositively with the total

amount of academic work for both boys and girls -who

graduated from the five Denver high schools in 1930.

Sex was apparently a factor of some importanc41 determining the percentage distribution of work aiiong subject

groups. Little difference between the sexes in percentage of work taken iii English and social studies was found, but

considerabre differences appeared in the other subject groups. The girls took a considerably higher percentage of their work in foreign languages and nonacademic subjects than

did the boys, while the boys exceeded the girls in percentage

of work taken in mathematics and science.

Percentage distribution by subjects.The percentage distributions according to subjects, of the work completed by

the four scholarship groups of the graduates of the five

Denver high schools in 1930, boys and girls combined, are

shown in Table 93.

[229]

.

.4gif

PROGRAM OF STUDIES

industrial arts; the pupils of Rank 4 took 4.3 per cent of their

work in that subject, whereas only 1.2 per cent of the work of

the pupils of Rank 1 was taken in it.

7. SUMMARY

1. The various high-school subjects excepting physical

education were classified into the following groups: English,

social studies, foreign languages, mathematics, science, and

nonacademic subjects, ind the percentage distributions of the

work completed by high-school pupils of nine cities who graduated between 1926 and 1930, inclusive, were computed. It

was found in general that the subject groups ranked in the

following order in median percentage of semester hour's:

Nonacademic subjects, English, social studies, foreign language, mathematics, and science.

2. The differences among the various cities in percentage of

work taken by the graduates in English, social studies, and

mathematics were usually small. Considerable similarity in

percentage of work taken in science was found, although one

city showed marked variation from the median. There were

large differences in the percentages of work taken by the

high-school graduates of the various cities in foreign languages

and the nonacademic group.

3. The high-school gradtiates in all nine cities held to the

traditional course of study in that they tookiht least twothirds of their work in the academic subjects. The proportion of academic to nonacademic work ranged from about

five to one in Washington, to approximately two to one in

Long Beach and Springfield.

4. Significant differences were found among five of the

cities for which data were available in emphasis placed on

individual subjects within the foreign language, feience, and

nonacademic fields.

5. In cities having specialized high schools the differences , among individual high schools within the same city in percentage distribution. of work completed by the graduates in

1926-1930 were more marked than ihe differences among

cities. The ; nces were especially noticeable in foreign , languages an the nonticademic groups.

12840r-413--11 [231]

'As
NATIONAL SURVEY OF SECONDARY EDUCATION

6. The high-school graduates in two of the three cities in

1926-1930 completed a higher percentage of work in the academic fields than was being taken in those fields at a given

time by all pupils in the same :h schools.

7. It was found by 4udy. I the percentage distribution of

work completed by the 1930 graduates of different scbolarship ranks in one city that high scholarship rank was correlated positively with amount of work in academic subjects.

The relationship between high scholarship rank and the study

of foreign language was particularly evident.

8. Sex appeared to be a factor of some importance in

determining the percentage distribution of work among the

subject groups. The girls took a larger percentage of work

in foreign language and the nonacademic fields, while the

boys surpassed the girls in percentage of work taken in

mathematics and science.

4 [ 2821 .
CHAPTER XXII : WORK TAKEN IN FOREIGN LANGUAGES,

SCIENCE, AND MATHEMATICS

1. THE PROBLEM

Need for more detailed analyeis. The general facts about

the percentage distribution of work taken by high-school

graduates of nine cities in the various subject fields were presented in the preceding chapter. No detailed investigation,

however, was made of the individual programs upon which

those percentages were based. This is an important point.

For instance, if a certain percentage of the work of the

graduates in one city was in science, it may have been true

that a few students were taking much science, or that many

students were taking some science, .or that large variations

existed among the percentages takeniii-science by individual

pupils. Furthermore, it may have represented much work

-in a single science or a smaller amount of work in each cif

several sciences. A similar situation exists with reference to

foreign languages. Further, analysis of these subject groups

should, therefore, reveal interesting facts about the present

high-school program of studies as it works out.

At least three years of English are required for graduation

in so many high schools that marked uniformity exists in

the amount of work completed in this field in all high schools

studied. The comes in the social studies are organized in

different ways in different schools so that the results of any

analysis not based upon detailed study of the courses of the

various schools would be misleading. Such a carefuLstudy

of the details of courses of study was impossible in this

investigation.

The fields represented.Foreign language was studied from

the standpoint of the two questions stated below. Similar

questions were considéred in the analysis of work taken in

science.

1. What per'centage of the high-school graduates in five

cities in 1930 studied no foreign languillge, one foreign lan-

[233 )

ji

- ti - !

111 \.1 - 4

\ I a

. . O

: 1 t :; 4

, \I i . 11104 . , *

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1.
NATIONAL SURVEY OF SECONDARY EDUCATION

guage, two foreign ages, three languages, four lan- guages? 2. What

were studied

foreign languages and combinations of languages by the high-school graduates of five cities in 1930 and what percentoge of them studied each language and _t,g.ch language combination?

The position of mathematics is sodiewhat similar to that of English in that at least two years of mathematics are usually required for high-school iraduation or for college entrance and the sequence of courses i rather definitely prescribed. For this reason, the questions raised in con- nection with foreign language and science would not be applicable to this field. A question may well be raised,

what

however, as to what other subject fields are studied and to extent they are studied by pupils who show special interest in mathematics? In this study data were available to show the relationship in one city (Denver) between amount of

work

mathematics completed 'and percentage distribution of taken in all subjea fields by the graduates of 1930.

P. FOREIGN LANGUAGES

Number of foreign 1anguage8 Studied by graduate& The percentage distributions of the graduates according to number of foreign languages studied by a random sampling of the 1930 graduates of high schools in Washington, Denver,' Providence, Long Beach, and Joliet are shown in Figure 14. The bar graph for the average of the five chi& shows that a few more than one-fifth of the graduates studied no foreign language, one-half of them studied only one foreign language, one-fourth of them studied two languages besides English, and about 1 graduate in 25 sttidied three languages besides English. When the five cities are compared, marked differ- ences appear. In Washirgton and Denver practically all graduates studied at least one foreign language; in Long Beach more than one-fourth of them and in Joliet more than onthalf of them studied no foreign language; in Washington

instead

I In order

of the

to avoid

total

undue weighting of the data from Denver a sampling hu been used

mately 200, the

distribution. Since the number from each .city is thus made approd- eggregative average may be used without introducing any appreciable term.

oa [234]

410

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PROGRAM OF STUDIES

more than one-half studied two or three foreign languages;

in Providence about one-sixth studied three.

The languages and combinations of languages studied.The

languages studied by the high-school graduates included in

'Table 94 were Latin, French, Spanish, Ita1i German, and

Pored. temomeoe nor/

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haulm 14.Pareentages of graduates In five cities In 1960 who studied no foreign knguage,

ooe torolgn ¡MOM two *woks language*, or three foreign isogonal in grades 9 to 12

Greek. Italian and Greek were found only in Providence.

German was studied ináll the cities, but only by a few graduates. Greek was taken only in combination with Latin

and French. All the other languages were studied alone as

well as in combination.

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TkBLE 94.-Percentage distraution of foreign-language patterns conspleted in rades 9 to 12 by high-school graduates of 1930 in five cities

_ Foreign-language patterns

Nir Percentage distribution

Washing- ver ton Joliet Provi- Averdance age

6 No foreign language

Latin alone

French alone

Spanish alone

Italian alone

German alone_

Total-1 languais

lAtin and French

Latin and Spanish French and Spanish Other combinations of 2 Iangusto

& 3 2. 6 51 0 5 lao 21. 1

Z. 7

& 3

3L 6 & 7 27. 1

13. 6 1& 5 & 0

5. 0 . & 0 34. 5

10. 5 40. 0 6. 5

6. 0

5. 0 . 2 2. 0

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16. 0

10. 3

L

L 5

64. 1 46. 3 36.0 .54. 2 49. 0 49. 9

8. 7

16.6

2. 4

22. 7

14. 9

3. 1 L 0 & 0

7. 0 &O 13. 0

2. 5 8. 0

3. 0 L 5

1. 6 . 9 & 5

11. 6

& 6

2. 0

2. 6

Total-2 languages X 6 46 7 1LO l& 9 18. 0 24. 8

Latin, French, and German__ _ . 1 1. 3 Latin, French, and Spanish__ _ . 7 2. 2

Latin, Greek, and French

IAtill, German, and Itlailksh___ . 1 Latin, French, and I

7. 0

5 2. 5

4. 6

. 5

L 8

L 1

. 9

. 2

. 1 Total-3 knguagas L 0 t 4

Latin, Greek, French, Spanish

14. 5 4. 1

. 5

Of the graduates who studied only one language, the

largest percentage on the average chose Spanish, the next

largest French, and the third largest Latin. Decided variations were found among the 'tides in percentages studying

each language. Spanish was first in Denver and Long

Beach; French was first in Providence

Latin held first rank in Joliet.

In the 2-1: .s. wage group, the :

. s :ntage of graduates studied Latin and French and he second largest percentage studied Latin and Spanish. Only a small percentage

of pupils took hench and Spanish. The Latin-Spanish

combination was first in Denver and Long Beach, while

Latin-French was first in Washington, Providence, and Joliet.

Providence was the only city in which a considerable

percentage of the pupils studied three languages. Of the

a-language combinations, Latin-Fitnch-German held first

rank, Latin ch-Sianish was second, and Latin- [i ehGreek was third. One girl who studied four languages took

[2361

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PROGRAM OF STUDIES

95 semester hours or nine and one-half units in French,

Spanish, Greek, and Latin.S. SCIENCE

Number of seienzes studied by grad 51 .The percentage

distributions of the graduates according to the humber of

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hams likPereentsgss al graduates in five cities In 19.0 who studied no science, one saienco, two sciences, throe misname, or lour or mare sciences in grades 9 to 12

sciences studied by a random sampling of the 1930 highschool

graduates of Denver, Washington, Providence, Joliet, and

Long Beach are shown in Figure 15.

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..4Rp NATIONAL SURVEY OF SECONDARY EDUCATION

The bar graphs for the average of the five cities show that

only 1 in 20 of the graduates studied no science, more than

two-fifths of them studied only one science, nearly one-third

studied two iciences, and more than one-fifth studied three

or more sciences.

When the five cities are compaied, marked differences

appear. In Washington, Long Beach, and Providence more

than three-fifths of the graduates studied only one science,

in Denver one-half of them studied two sciences and another

fifth studied three or more sciences; in Joliet about two-fifths

studied two sciences and more than half studied three or

more sciences.

The scientes and combinations of sciences . studW.The

sciences studied by the graduates of the five cities and the

various combinations of sciences taken by them are shown

in Table 95.

Marked differences among the cities in the percentage of

high-school graduates who studied only one science are

shown by Table 95. General science alone was studied by

two-thirds of the Providénce students. No other science

was studied alone by the graduates of the Providence high

schools. General science alone was studied by only a very

*small percentage of the graduates of the other cities.

Biology alone held first rank in Washington, where it was

the only subject studied in the science field by 42.4 per

cent of the graduates, and in Long Beach, where it was the

only science studied by 39.5 per cent of the graduates.

When the graduates of the five cities who studied only one

science were considered together, it *as found that biology

was taken by the largest percentage and that general science

was taken by the next largest percentage. A very small

percentage took physics, chemistry, or any other science

alone.

Ten 2-science combikations and ten 3-science combinations

are shown in Table 95. As a result, the percentage in the

average column for aziy single combination is small, the

largest being 5.9 per cent for general science and biology.

This science combination held first rank in Washington and

Long Beach, and stood fairly high in the programs of the

Joliet graduates. 4 [238]

. .
PROGRAM OF STUDIES

TiBLic 95. Per. le distribution of science patterns completed in

grades 9 to 12 by high-school graduates in the class of 1930 in five

cities

Science patterns

Percentage distribution

Denver Washing' Joliet ton Long Beach

No science

General scienoe alone

Biology alone Chemistry alone Physics alone Other science alone_

Total-1 science_

General science and biology General science and chemistry General science and physics General science and other

Biology and chemistry Biology and physics Biology and other Cltry and physics. Chemistry and other Physics and other

Total-2 sciences

General science, biology, chemistry__ General science, biology, physics General science, biol.' other._ _____ General science physics_ .. General mime, chemistry, other---- General science, physics, other.. _ _ _ _ _ Biology, chemistry, physics Biology, chemistry, other Biology physics, other ObsmIefzy, physics, other

Four sciences

Five sciences

2

10. 7 a 4 5. 0 1. 0

8. 3 42. 4 1. 4 13.5

3. 4 & 7 4. 4 . Providence

1 0

MO .w

ob. DIM -OD MD ND 2. 0 39. 5

3. 5 & 5 12. 0

7. 5 67t 0

Average

5. 0

13. 5

1& 6 4. 0

3. 2

8. 4 las 61. 6 2. 0 1. 4 9. 2 & 0

. 5 8. 9

. 5 4.8 8.0

1..0 1.5

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1 9

2.9 15.0

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1. 5 2. 0

. 5 2 5

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. 5

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1. 4

t 2

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6. 1

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. 8 1.0 2. 2 1. 4 1 2

6. 9

1 9

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4. 5

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. a 11. 0

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. 5 1. 0

1. 0 2. 0 & 5

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1. 0 1 9

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1 5

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3. 0 1 0

MD Ow O diD OP Do 12. 0 4.0

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4.

. 7 The chemistry and physics combination was second in

rank among the 2-science combinations; it held first place

in Denver where it accounted for 14.6 per cent of the science

patterns: Biology and other science was third and biology

and chemistry was fourth among the 2-science combinations.

Among the 3-science combinations, only two appeared as

often as in 10 per cent of the cases in a single city. These

were (1) biology, physics, and other science, and (2) chemistry, pVsics, and other science, both in Joliet. TM) Agy

3-science combinations studied by some graduates in eacirof

the five cities were (1) general science, chemistry, and physics,

[ 2891

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NATIONAL SURVEY OF SECONDARY EDUCATION

and (2) biológy, chemistry, and physics. The various

4-science and 5-science combinations were studied by such

small percentages of the graduates that they are not listed

in this report.

MOW 4. MATHEMATICS

Relationship between study of mathematics and study of other

subject fields. t e percentage distribution of high-school work, : I according to the amount of mathemitics

completed, was computed for 1,533 pupils who were gradu- ated from the five Denver high schools in 1930. These data

are shown in Table 96.

TABLE 96.Percentage distribution of work completed in grades 9 to 11 by 1,633 Denver high-school graduates of June, 1930. (Classification according to amount of mathematics completed)

Semester boars of

mathematics

Number

of grad- uates

Percentage distribution by subject groups

Enttligh Social Foreign

studies language

Mathematics Science

6 7 Nonacer

demic

0 or 8

10 or 18

20 or 25

80 or 118

40 or 48

104 196 814

418

187 22. 1 21 1

22. 7 21. 3

19. 7

la 8

la 7

la 1

18. 4

17. 11 3

11 3

15. 5

18. 5

16. 5

O. 2

& 3

11 2

18.4

28. 8

6. 3

7. 6

10. 7

12. 2

12. 6

41. 8

34. 1

20. 9

14.1

9. 7

The amount of mathematics studied by the Denver grad- uates had little relattaship to the percentage of work taken vo by them in English 'find' social studies. A slight tendency

toward a decrease in these fields with an increase in the

amount of mathematics was found, biii the relationship

was of little or no significance. Some relationship is to be

expected, since the number of semestir hours a pupil ordi- narily carries each semester is fixed and more work in one field

will result in lesawork in some other field.

The pupils who studied more mathematics took a larger percentage of work in foreign language than did the pupils who studied less mathematics. Unquestionably, there is

decided tendency for amount of study in these two

different fields to be positively correlated. This may be

due, in part, to the fact that foreign language and matheII [ 240 ]

i

..... 4

, widei';'

ast

0

4:
PROGRAM OF STUDIES

matics form the most conservative part of the program of

siudies and, coniequently, those who wish to take the major part of their work in the.traditional, academic high-school

subjects naturally fill their programs with many semester houri in both ,fields. College entrancé requirements also

tend to cause correlation between the amounts of work

taken in mathematics and foreign language. Students who

are preparing for certain colleges must take several courses

in both fields in order to be admitted.

lbws of 11sthesstioS

Per

Coat

0

Per I

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20 15 30 r to ip 0 or 5 10 or 15

20 or 25 30 0r 35

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'objects Cost

Per Ivor Vest of Vest la Isoessaissie *Appel. o 10 15 20 30 5 ISO 45 0 or 5

10 or 15

20 or 15 or 35 100 ir

20.9

9.7

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IV AIP.-40. Flom 16--Percentages of work taken in mathematics and in the nonacademic subjects by

graduates who took different amounts of mathematics in high school

A tendency for the pupils who took the more matheinatics

to take the more science was also discovered. This finding

is omit that would nattirally be anticipated as there is an

obvious functional relationship between these two fiel

The percentage of work taken in mathematics and m he

nonacademic field by the graduates who studied different

amounts of mathematics is shown in Figure 16. The percentage of semester hours taken in nonacademic subjects

by the high-school graduates fell off very decidedly with (an

increase in amount ofmathematics studied. The percentage

of nonacademic work taken by the pupils who earned credit

ts

[ 2411

5

_ 111

A. 1%; 7 - Af! 30 /A l UMW MINN v

N..

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4

Not I

i i 4

111.3
NATIONAL SURVEY OF SECONDARY EDUCATION

in 40 or 45 hours of mathematics was less than one-fourth of the percentage taken by those who had only 0 or 5 hours

of mathematics. Without question, the pupils who took

more mathematics did so mainly at the expense of the nonacademic subjects rather than by taking less work in the other academic fields. It is probable that the negative

relationship between the study of mathematics and the study of nonacademic subjects results from the fact that most

pupils who take a large amount of work in the nonacademic

field are preparing neither for college entrance nor for ad-

. vanced study in professional or technical &Ms, and, therefore, need no work in mathematics beyond the minimum

requirements for high-school graduation.,

6. SUMMARY

1. It 1) fourths of the graduates in five cities studied one

or two foreign languages. More than one-fifth of them studied no foreign language and about 1 in 25 studied three er

more foreign languages.

2. The differences among the cities in number of foreign

languages studi&I by the high-school gradwites were large. In Joliet, more than half the graduates took no foreign language; in Washington, on the other hand, more than half the graduates studied two or three foreign languages; in Providence about

o one-sixth of the graduates studied three

foreign languages.

3. The graduates from high schools in five cities in 1930 studied Latin, French, Spanish, Italian, German, and Greek.

Among the graduates who studied only one language, Spanish was first, French was second, and Latin was third. Thé largest percentage of pupils who studied two laliguages took Latin and French.

4. Ninety-five per cent of the graduates in five cities

studied some science in high school. In all the cities except Joliet from two-thirds to nine-tenths of the graduates had studied one or two sciences. In Joliet more than half the

graduates studied three or more sciences.

5. of the graduates who studied only one science, the

largest Percentage took biology and the next largest per-

[ 242

el

a

. .

km441,

I.

s
PROGRAM OF STUDIES

centage studied general science. In the 2-science 'group, general science and biology held first rank and chemistry

and physics was second in rank. The only 3-science combinations studied by some graduates in each of the five cities

were (1) general science, chemistry, and physics, and (2)

biology, chemistry, and physics.

6. The amount of mathematics studied by Denver grad- uates has very little relationship to the percentage of work

taken in English and social studies. It was positively correlated with the percentage of work taken in foreign language and science and was negatively correlated with the percentage of work taken in the nonacademic group.

4.1 4

e"

*a. [243]

o

a

1.1

IL

a

a

A
CHAPTER XXIII : TRENDS IN WORK TAKEN BY

HIGH-SCHOOL GRADUATES, 1890 TO 1930

1. THE PROBLEM

It was shown in Chapter XXI that there are wide differences among high schools in average percentages of work

taken by the graduates in various subject groups. In some

high schools English and foreign languages receive the most

emphasis; in other high schools the sciences and the nonacademic subjects are pa:rticularly important; in still others the

work is quite evenly distributed among the various subject

groups. These facts raise a number of interesting questions

concerning the history of_ curriculum development, among

which the following questions are outstanding:

1. How does the percentage distribution of work taken by

the graduates of representative high schools in 1930 compare with the percentage distribution of work taken by the gradu- ates of the same high schools at earlier periods?

2. Are the differences that now obtain among high schools

in percentage distribution of work taken in various subject

groups larger or smaller than the differences that existed

some years ago?

An attempt will be made to answer the preceding questions by a study of the records of graduates at 10-year intervals in

the following high schools: The Plat High School and the

Manual Training High School, Denver, the Classical High

School, the Commercial High School, the Hope Street High School and the Technical High School, Providence, and the

Long Beach High School. The records used consist of a

sampling of the records of all of the graduating classes except those of the 1930 classe;s of the East High School and the

Manual Training High School in Denver, where the records

of the whole classes are used. For the East High School of

Deny-6r and the Classical and Commercial ffigh School of

Providence, the records are studied for the& :4;1 of 1890,

1900, 1910, 1920, and 1930. For te Manual Training High

[244]
PROGRAM OF STUDIES

School of Denver and the Hope Street and Technical High

Schools of Providence, the records are taken for the graduating classes of 1900, 1910, 1920, and 1930. For .the Long

Beach High School, the records of the graduating classes of

1910, 1920, and 1930 are used.

B. GENERAL CHANGES IN PERCENTAGE DISTRIBUTION OF WORK

SINCE 1890

The general changes in percentage distribution of work

taken by high-school graduates since 1890 will now be presented through comparing, at 10-year intervals, the average

distributions for the high schools studied. In this comparison Long Beach is omitted since there are no available data

for that school before 1910. The percentages for 1890 ate

timed on three high schools, but for the later decades six

schools are included. Figure 17 shows the mean percentage

distribution.

Certain definite trends are apparent in this figure. English

has gained steadily since 1900 ; social studies in 1910 were back

at approximately the same position as in 1890 after making a

good gain between 1890 and 1900, but since 1910 they have

gained steadily the nonacademic subjects made a gre4t gain

between 1890 and 1900, a slight gain during the next decade,

another large gain between 1910 and 1920, and they have

been at a standstill during the last decade. While English,

social studies, and nonacademic subjects have been gaining

ground, foreign languages, mathematics, and science have,

with the exception of a slight gain for science between 1900

and 1910, lost ground in every decade. The losses in the case

of foreign languages have been very heavy, but the langages

still outrank the social studies in these schools,- Sincé the

social studies in the larger group-of-schools-studied iii 1930

definitely outrank the languages (Fig. 17), it follows that the

true status of foreign languages in 1930 is less favorable than

this figure indicates.

The situation of the foreign ° ages is presented in

greater detail in Figure 18, which makes comparisons at 10-

year intervals for Classical High School of Providence, East

High School of Denver, and the Long Beach High School.

If present tendencies are carried to their apparent outcomes,

( 245]
NATIONAL SURVEY OF SECONDARY .XDUCATION

the foreign languages may be 'expected to occupy a still

smaller place in the future.

The second question that can be answered from the data

relating to percentage distribution at 10-year intervals is

West Pietas

ad Tears poor Itat

o 5 30 39 bo %ma

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slaw somas

LINlice XA0 Pamela

irrasers

rge

1910 LIN

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13-1 11.1 13.6 114

13-0 134

11.11

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Fawns 17.Meign peroontago distributions of work taboo by paduatoo of oh ales Rebook,

1890, 1901), 1914, litleo 1910 this: Are these high schools more alike now than they were

in 1890? Stated in other words: Are representative high

schools becomipg more nearly standardized? Table 97

12411

4.71'

11>

Pao

tio

1930

1100 . , 11.3

111.9 11.11 10.

_ V17 ' . 2

ti 301 t

. . ...,, rot; ::;..1.; 4-.. as.7

173

vac 04.5

2.00 0.9

1990 13.9

sours

On 171

, so

Om /07

1930 Ittt g l

19io Ix; s.

197) aLa .0

090

191X) 1990

rriA4' 1.4

io 1 so

." -
PROGRAM OF STUDIES

shows the largest differences between the percentages of

work taken in each of the subject groups by the graduates of

the various high schools for each dettde from 1890 to 1930.

From this table it is evident that high schools have been

slowly but certainly becoming more nearly standaidized.

In 1890 the average of the greatest differences in all subjects

was 26.7; this average decreased steadily until it was 18.5 in

1930. The average of the greatest differences in the five

Mewls ma

Tours oast 0 o 30Pr

)10Ost - 5)

Claestsal.

Prertipme

10, 1900 Mo

nos

tly

Not, Dorwer MO

MO

MO

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PlAiMiglaktfttlfOrWOMWOIREMI'lleit

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Pumas 18.Percenteges at work In foreign languages taken at 10-year intervals by the graduates of the Misdeal High School a( Providence, the last High School oi Denver,

and the Lang Beach High School

a academic fields in 1930 was lees than half as large as in 1890.

Mathematics alone among the academic fields showed an

increase in the greatest difference from 1890 to 1930. On

the other hand the greatest difference in the nonacademic

field has increased greatly since 1890. This means that the

influences making for standardization in the college-preparatory field have been effective even while the rapid development of nonacademic subjects has been taking place.

12611"ila--11 ( 247 I

o

I hw

1 - . 60 CLa .//041

e1

W. I

WS pf Mil 15.11 U.3 ./

V

VP iit-. -1t0"e

- I i. .1
NATIONAL BURVICX OF SECONDARY EDUCATION

The subject group in which the percentage distribution of the work of the graduates showed the greAtest average variation during the entire period was foreign language; 'the least variation among the schools occurred in mathematics.

TABLE 97.-Greateat 'differences between percentages of teorknasicen in the subject fields by graduates of seven high schools in 1890, 1900, 1910, 1920, and 1930

8uh)ect field ig 1900 1910 1920 1930 Average

1 3 3 4 1 $ 7 Fnglisio Social studies 29.0 9.0 9.6 17. 1 11. 8 15. 3 9.8 20.2 13.6 7.4 7.0 116

Mathematics Foreign languages_ 78.2 48 5 46.1 41. 1 31. 8 47. 8

Science &8 4.5 8.7 7.0 1t2 tk 8 2&7 163 11.1 10.6 6.9 14.7

. Average of academic.. Nonacademic 29. 9 19. 7 17. 6 l& 6 14. 2 19. 6

10. 7 34.9 82.9 84.7 89. 7 30. 6 ........., Average of all 26.7 222 20.2 19.7 1&5 21.5

S. SUMMARY

, 1. By far the most important subject group in the early part of the period, as measured by percentage distribution of

work, was foreign languages. However, a continuous and

marked decrease of emphasis upon this subject field took place until, in 1930, it was surpassed by English and the nonacademic group.

2. The percentages of work taken in mathematics and in

science declined steadily between 1890 and 1930, but the

decline was less marked than in foreign languages. 3. English, social studies,' ind the nonacademic subjects gained in percentage of work taken by the graduates. 4. -WI& differences occurred among the schools during the 40-year period in the percentage of work taken by the gradu- ates in foreign language and the nonacademic field. The

difterences among schools in the peroentage of work in mathematics, on the oth-er hand, were comparatively slight. 5. The differences among high schools in percentage dis. tribution of work taken by the graduates in the various

academic subject groups with the exception of mathematics

( 2481

,

.. , .

.

. , .. -

I 4 w I ..._.....

I , I ,

4

.

.16

- . . e

r
PROGRAM OF STUDIES

became progressively less between 1890 and 1930; the differences in the percentage of work taken in the nonacademic

subjects, on the other hand, became greater during the same

period.

6. The most striking facts revealed by this analysis of the

four decades from 1890 to 1930 are a decided broadening of the

work done in the nonacademic field, and a trend towarea

program of studies that is much more nearly uniform for all

schools in the academic field.

I*

-

.11111.

[249 ]

*oh,

0
CHAPTER XXIV : WORIt TAKEN BY COLLEGE GRADUATES

1. PURPOSE OF THE STUDY

This chapter reports a study of the high-school and college

records of college graduates of seven colleges or universities.

The purpose of the study is to report the percentage distriblition of work taken by them in high school and college. The

higher institutions are Vassar College, Princeton University, The University of Chicago, Denver University, deorge Washington University, University of Woming, and Stanford University. The records used consist of a random

sampling of the records of the graduating .classes of 1930 in

liberal arts for all of the schools except Denver and Wyoming

for which the entire classes were included, and of certain

earlier graduating classes for Vassar, Denver .University, and the University of Wyoming.

The high-school and college work of the students is divided

into the following subject groups:

English.English, public speaking, journalism.

Social studies.History, economics, political science, sopiology, international relations, anthropology.

Classical languages.Latin and Gretk.

Modern foreign languages. French, Spanish, German, other languagesMathematics.Mathematics.

Natural sciences.Chemistry, physics, bptany, zoology, biology, astronomy, geology, other sciences.

Education, psychology, philosophy.Education, psychology, philoso- phy, religion.

Miscellaneous.Physical education, commerce, art, music, home

economics, industrial arta, others (nonacademic).

The study is organized to answer the following questions: 1. How has the percentage distribution of iligh-sch691 work taken by college graduates in the different subject

groups changed in ricent years?

2. How has the percentage distribution of college work

taken by college graduates in the different subject groups changed in recent years?

250

a. [ I
PROGRAM OF STUDIES

3. How great are the variations among seven colleges in percentage distribution of high-school work taken by the

1930 college graduates in the various subject groups? 4. How great are the variations among seven colleges in percentage distribution of college work taken by the graduates of 1930 in the various subject groups? 5. How does the percentage distribution of 'work which

college graduates take in the various subject groups while

they are in high school compare with the percentage distribution which they take while they are in coll t:e?

I. CHANGES IN PERCENTAGE DISTRIBUTION OF HIGH-SCHOOL WORK

TAKEN BY COLLEGE GRADUATES

For the Denver and Wyoming graduates, the high-school records of the graduating classes of 1914 and 1916, respectively, were available as well as those of the class of 1930.

Table 98 shows the percentage distribution of the high- school work of the earlier and later classes.

TABLE 98.Pereentage distribution of high-school work taken in different subject groups by two groups of graduates of Denver University and University of Wyoming

Subject group

English Soda! studies

Classical

Modern f=gusgee Mathematics

Natural sciences

Education, psychology, philosophy Miscellaneous

Number of cases Denver Wyoming

1914

3 1930

3

1916

4

1930

2a. o

14. 8 15. 2

20.8 1L 7

7.4 9.7

l& 9 l&

14.6 13.4

.5 . 9

2. 4 10.7

61 104

21 1

20.9

14. 4

6.7

1& 3

14. 4

...... & 2

10

24. 0

18. 1 10. 2

7. 0

15. 0

12. 9

L

10. 7

68

Physical education, commove, art, allude, home economics, indwtriel ts (nonacademic).

In percentage distribution of work taken in high school, the graduates of each university show a gain in four subject

groups and a loss in four groups. The differences are all

small except the loss in each case in Latin and Greek and

the gain in each case in miscellaneous or nonacademic subjects. The changes in percentage distribution of high-school work

251 1

Air , ,

1 22.8

I

=1.

e

[
NATIONAL SURVEY OF SECONDARY EDUCATION

taken by the college graduates ;how considerable similarity

to the trends in the distribution of the work of the high- school graduates reported in the preceding chapter. Both

groups show a decline in percentage of work taken in foreign mathematics, and Fience, and exhibit a gain in percentage of work taken in the nonacademic subjects; the

chief difference between the groups is that there was a

tendency among the high-school graduates to take more

work in English and social studies whereas no marked

changes in these subject groups were observable for the

college graduates. The trend in the work of both groups

was away from the traditional subjects to the more receitly

developed fields.

3. CHANGES IN PERCENTAGE DISTRIBUTION OF COLLEGE 'WORK TAKEN

BY COLLEGE GRADUATES

The college records of the Vassar graduates of 1900, the Denver graduates of 1903 and 1914, and the Wyoming graduates of 1916 were compared with those of the graduates of 1930 for each of these schools. In this study of college

records no attempt has been made to determine the changes due 630 increases or decreases in the proportioh of students

majoring in the various subject groups. The 'percentage distribution of work in the various subject groups is shown

in Table 99.

TABLE 99.-Percentage distribution of 6e .- . work taken in different subject groups by various groups of gr. uates of Vassar College, Denver University, and the University of Wyoming

Subject group

Vassar Denver Wyoming

1900 1930 1903 1914 1930 1916 1930

_

1 s s 4i S 7 8

ricZfal 1&4 1&4 14.9 210 17.2 14.3 14.4 studies 17.3 1&2 &4 11.8 1&6 l&O l&O Classical

Modern f 1&3 &1 11.8 1.8 L9 11 .5

Mathematics

in 14.4 17.0 ma 15.4 13.4 lag 11.0

L 7.7 t 7 9.2 10.1 6.2 6,8 2.3 Natural sciences 114 1&8 169 l&B 17.0 117 22.2

Miscellaneous ' Education, psychology, philosophy &8 9.3 17.1 20.4 24.2 l&O 17.9 7.7 116 12 13 &5 114 14.3

Number of cases 60 100 X 61 104 12 Oil Phksioal edixation, commove, art, music, bome400nomice, industrial arts (nonacademic).

[ 252 I

taLZ.

languages, ,

,

61-
PROGRAM OF. STUDIES

For the Vassar graduates, percentage gains took place

between 1900 and 1930 in four groups and losses in four

groups. The losses were in Latm and Greek, social studies,

English, and mathematics; the gains were in modern languages, the education-psychology-philosophy group, natural

sciences, and the miscellaneous or nonacademic group. The

greatest change was a low of 7.2 per cent in Latin and Greek.

The largest gain was 4.8 per cent in the miscellaneous group.

Percentage gains occurred for the Denver graduates

between 1903 and 1930 in four groups, no change took place

in one, and losses took place in three. The losses were in

Latin and Greek, modem languages, and mathematics; the

gains were in social studies, English, the education-psychology-philosophy group, and the miscellaneous or nonacademic group. No change took place/in natural sciences.

The largest gain amounting tszie 5.2 per cent was in social

studies. The greatest change was a loss of 9.9 per cent in

Latin and Greek All this loss seems to have taken place

during the first.phrt of the period, as a comparison of the percentageof work taken i,n Latin and Greek by the class of 1914

and the class of 1930 shows an insignificant gain of 0.1 per cent.

Between 1903 and 1914 a decided gain occurred in the percentage of work in English taken in college by the Denver

graduates, and this gain was followed by a considerable loss

from 1914 to 1930. Practically the entire gain in percentage

of work taken in college in the miscellaneous or nonacademic

group by the Denver graduates has occurred since 1914.

In mathematics, a alight gain was shown in percentage of

work taken during the period 1903-19 14, but it was followed

by a distinct loss from 1914 to 1930. In the other subject

groups, the trends in the percentage of work taken by the

Denver graduates were rather consistent from 1903 to 1914

and from 1 914 to 1930.

When the changes in percentage of work taken by the

Vassar and Denver graduates are compared, it is seen that

both groups show marked losses in classical languages and

mathematics and both exhibit gains in the education-psychology-phikisophy group and the miscellaneous or nonacademic

group. Here the agreement ends. The Vassar graduates lost

(243]

V'

5 42j*
NATIONAL SURVEY -OF SECONDARY EDUCATION

s- in iiercentage of work taken in the social studies group and in

English, whereas the Denver grouP gained in both; the Vassar

graduates gained in modern languages, while Denver lost

decidedly. In both institutions, there was a trend away from the traditional course of study; this trend was more marked

at Denver than at Vassar.

So few cases were available for the Wyoming graduates in 1916 that comparisons for this school may be unreliable.

The most significant changes were a decided loss in the per- centage of work taken in mathematics and a large gain in the

percentage taken in sciences. The loss in mathematics

agrees with the trend in Vassar and Denver, but the gain in

sciences is much larger than the gain in Vassar. A small drop took place in percentage of work in the miscellaneous or

nonacademic group, but notwithstanding this fact, the Wyoming graduates of 1930 took more of thpir work in the

miscellaneous group than did the graduates of Denver and

Vassar.

4. VARIATIONS AMONG COLLEGES IN PERCENTAGE DISTRIBUTION OP WORK TAKEN INHIGH SCHOOL BY THEIMO COLLEGE GRADUATES

Comparisons were made of the percentage distributions of

work taken in high school by the graduates in the different

.subject groups in all seven higher institutions listed at the

opening of the chapter. The percentages are shown in

Table 100.

TABLE 100.-Arcen1age distribution of work taken in high school by the 1930 graduates of seven higher institutions

Subject group Vassar Prin°P° ton Chicago Denver 4ilvegTer

¡neon

Wyo- ming

Stanford

1 3 3 4 1 8 7 8

English 19. 5 19. 1 19. 9 22. 8 24. 9 24. 0 24. 1 Soda'

Clinical

studies 10. 0 &5 13.1 1&2 14.9 18.1 16.4

Modern Z7 219 13.7 11.7 11.7 10.2 9.9

Mathematics 20.9 20.5 11.3 9.7 1&9 7.0 10.1

Natural 19.6 72.3 16.8 16.6 15.8 15.9 18. 1 sciences 4. 2 6.7 11.1 134 9.1 119 13.4 Education, psychology, philos- nhv 1 9 1 L 2 Mioloolhineous I 2 14. 0 10. 7 9.6 10.7 &O

Number cd cow 100 100 127 104 63

I Physical education, commerce, art, music, home economics, industrial arts (nonacademic).

[254]

._......._

.

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to.

'I reiti, .: I,: 1.: As

te gg _ _ ..... _ _ _ ______ __

-
PROGRAM OF STUDIES

The high-school work taken by the Vaitsar land Princeton students who were graduated in 1930 was exclusively aca- demic, with foreign languages receiving special emphasis. For the Vassar graduates, the 1930 group took 46.6 per cent of their high-school work in foreign languages and 39 per cent in English andmathematicsa total of 85.6 per cent in these three fields. For the Princeton graduates, 43.4 per cent of the work was in foreign languages and 41.4 per cent

in English and mathematicsa total of 84.8 per cent in the

three fields. The graduates of Princeton and Vassar had a

much smaller percentage of work in high school in the social

studies and the natural sciences than did the graduates of the other schools. The graduates of the University of Chicago took only 25 per cent of their high-school work in

foreign languages, while 14 per cent of it was in the nonacademic group. The percfntage of work in English was

higher at the University of Chicago, George Washington University, and the three We'stern universities than at

Vasiar and Princeton, but the percentage of work in mathematics was considerably lower. The smallest percentage of high-school work in foreign languages was taken by the Wyoming graduates who had only 17.2 per cent of their

work in that field.

I. VARIATIONS AMONG COLLEGES IN PERCENTAGE DISTRIBUTION 07 COLLEGE WORK TAKEN BY THE MO GRADUATES

The records of the graduates of the seven higher institutions were compared from the standpoint of the percentage distiibutions of coll :1 work in the different subject groups. These distributions are shown in Table 101.

The range of percentage of college work taken by the 1930

graduates in Latin and Greek was from 0.3 per cent for

George Washington University to 8.1 per cent for Vassar

Coll: e. Although the Vassar and Princeton graduates took much less Latin and Greek than did the Vassar graduates of 1900 (Table 99), they still took a larger percentage of

those languages than did the gradiiates of the other schools.

Social studies were an important subject group in all the

institutions, although the percentages were considerably

lower for the graduates of Vassar, Denver, and Wyoming

At- -¡11. A

[ 2561

gOb

YD. - 4

1

4 uft: ?"7-1111.461 4

'
v

O

A NATIONAL SURVEY OF SECONDARY EDUCATION

than for those of the other institutions. The graduates of

George Washington University plaqed marked emphasis on

social studies, English, and modern languages. The gradu- ates of the University of Chicago and Stanford University

gave considerably less attention to modem languages than

was given to this field by the other graduates.. In percentage of work taken, mathematics was relatively unimportant in all the higher institutions.

TABLE 101.-Percen1age distribution of work taken in college by the 1930 graduates of seven higher instilions

. Subject group aam Princeton hicago Denver

°"

Washington

W o- in?'ng

Stanlord

1 3 3 4 11 I 7 8

E ,bb , 18. 4 12. 4 14. 0 17. 2 a 2 14. 4 12.6 So studies 15.2 21.1 21.5 13. 6 22. 2 , 16.9 23.4 Classical

Modern foreign

.us,ges _ _ _ _______ _ _ _ _ 8. 1 & 5 4. 7 1. 9 . 3 . 5 .5

Mathematics

langusgo___ _ _ _ _ _ 17. 0 14. 4 10. 6 13. 4 18. 3 11. 6 10. 9 4. 7 & 3 4.3 & 2 2.1 2.2 3.4 16. 9 18. 9 23. 7 17. 0 14. 6 22. 2 21. 7 Education, psychology, Philoso-

,IDhr 9. 3 & 7 13. 1 24. 2 13. 6 17. 9 6. 3 Miscellaneous 1

, 12.5 18.7 & 1 & 5 5.7 14.3 24.2

Nismber of cases 100 100 127 104 a 68 99 Physical education, commerce, art, musks, home economics, industrial arts (nonacademic).

Wide variations occurred in the amount of stress placed on

the education-psychology-philosophy group by the graduates of the different schools. The range pf percentages was from

6.3 per cent for the graduates of Stanford University to 24.2

per cent for the graduates of Denver University. A large percentage of work was taken in sciences in all the institutions; with the exception of the Denver graduates, the graduates of Western universities took a higher percentage of sciences thanidid those of the Eastern institutions.

Wile differences in percentage of work taken in the miseellaneous or nonacademic group were even larger than they

were in the case of the education-psychology-Philosophy

group. The graduates of Georiit Washington University had only 5.7 per cent of their work in the miscellaneous

group, while the graduates of Stanford University had 24.2

per cent of thoir work in that group; 12.5 per cent; of the

256 I

IS. 4..

r: s I Tr.

Natural

I

.
PROGRANAF STUDIES

work of the Vassar graduates and -13.7 per cent of the work

of the Princeton graduates was in the miscellaneous group. These percentages were decidedly higher than the percentages of work that the graduates of the University of Chicago, Denver University, and George Washington University

took in the miscellaneous field. This finding indicates that

the traditional conservatism of certain of the Eastern

schools is disappearing.

6. PERCENTAGE DISTRIBUTION OF WORK TAKEN BY COLLEGE GRADUATES IN HIGH SCHOOL COMPARED WITH PERCENTAGE DISTRIBUTION OF THEIR WORK IN COLLEGE

The percentage distribution of the work taken by the

graduates of the seven schools in high school is compared with the distribution of their work in college in Tables 102, 103, and Figure 19.

TABLE 102.-Percentage distribution of work taken in high school and college by the 1930 graduates of three Eastern higher institutions

, Subject group

Vassar

. Prinoeton George Washington

1., High

school

._

,,,.. 11-

,ollege

.._._High school

. Coll High school College '3 ege

i

. I 6 4 6 s 7 E nglish

Social studies

Classical

Modern fore gn Mathematics

Natural sciences

Education, psychology, philosophy Miscellaneous '

, Number of cases 19. 5

10. 0

25. 7

20. 9

19. 5

4.2

2

100

, 16. 4

15. 2

8. 1

17. 0 4. 7

16.8

9. 3

12. 5

100

19. 1

8. 5

72. 9

20. 5

72.3

6. 7

100

12. 4 21. 1

5. 5

14. 4 5. 3 18. 9

& 7

13. 7

100 24. 9

14. 9

11. 7

13. 9 15. 8

9. 1

. 1 9. 8

63

23.

22.

. a 1& 2 2. 1

14. f 13. C

5. 7

62 Physical education, commerce, art, music, home economics, industrial arts (nonacademic).

The graduates ofall the colleges took a smaller percentage of work in English in college than in high school. The difference between percentage of work taken in English in high

school and in coil was small (1.7 per cent) in the case of

George Washington UniversityAbut it was quite large (11.5

per cent) in the case of Stanford. The median percentage

taken in college was 8.4 per cent less than the median per- centage taken in high school.

[257]

. 2

lan. I.: es

: guages _ _ ..... _

_ _ _ _ _ _ _ .. _ _ _

_ __ _._ __ _ 4..

- w-""

iNtoz. J.

.

I

V

41
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 103.

college by the 1930 Percentage distribution of work taken in high school and graduates of four Western higher institutions

Subject group

Chicago Denver Wyoming Stanford

High

school

Col

lege High

school

College High

school

College High

school

College

1 3 3 4 5 $ 7 8 1

English

BocW studies

Classical 1

Modern fore

Mathematics

Natural scienoes

Education, psychology, philos19.9

13. 1 117

11.3

16.8

11.1

.1

14.0

127 14.0

21. 5

4.7

10.6

4.3

2a. 7

13.1

8.1

127 22.8

15. 2

11.7

9.7

11.6

l& 4

.9

10.7

104 17.2

l& 6

1.9

13.4

& 2

17.0

24.1

&5

104 24.0

18. 1 10.2

7.0

159

12.9

1.2

10.7

68

14.4

16. 9

.5

11.6

2.2

22.2

17.9

14.3

68

24.1

16. 4 9.9

10.1

18.1

13. 4

&O

99

lb 12.6

. a 10.9

3.4

21. 7 24.99 moiLzanb

Number of cases PhyMcal education, commerce, art, music, home economics, industrial arts (nonacademic).

A distinct tendency was shown in the work of the gradu- ates for more work in social studies to be taken in college than in high sahool. The Denver and Wyoming graduates alone showed a slight drop in the percentage of work taken in social studies in college. The median percentages for the seven colleges showed a difference of 5.5 per cent in favor of the college.

In all seven colleges, the graduates of 1930 took a much smaller percentage of their woeln Latin and Greek in college than they had taken in high school. The median drop from high school to college was 9.8 per cent. The falling off in percent: of work in Latin and Greek was most marked at Vassar Wnd Princeton.

In general, the graduates of 1930 took a little more work in modern languages in college than they took in high school. The graduates of five of the colleges showed a gain in this respect and two showed a loss. The difference between médian percentages for high school and for college was 2.1 per cent. This small gain in work taken in modern languages in college is in decided contrast to the large loss in work--taken in Latin and Greek.

The largest drop from high school to college in percentage of work taken in the various fields was in mathematics. The

[ 258 ]

4E4

., 0 : ... :,' 24.4

.: .,.. : ___ ___. 6.9

-

'115,4c*

-

! ob

- ilia -

I - sw"`".- 9

4

I

f
PROGRAM OF STUDIES

graduates of all of the colleges took a much smaller percentage of their work in mathematics in college than in high school.

The median percentage for college was only about one-fourth

as large as the median percentage for high school. The

difference was 12.5 per cent.

Se ltjeet Fields

Per Oest 1

/40IY. 5 Per Cet

Sigh ideal EN College

10 15 20 E5 Realist

Social Stelles

Classical lastishees

Mathematics

kielittO

leseatlea. Pe-

¡belay. ?allow*.

llieesllamose Clionsealesio)

11. 1.9

ANY;140"41/ #iwzorozoYdweireedto

JZIA0050MOWV/ZOMAA6

Flouts 19.Median percentage distribution of work taken in high school and °Wage bi the 1930 graduates of seven higher Institutions

In the edugation-psychology-philosophy group, a much

larger percentage of work was taken in college than in high

school by the graduates of all of the colleges. The difference

[ 259 ]

z

lw 'Noe

e natural

I. n.i

th.Is

1 4. 9

t0.11 ova/A/A/Me/7.Mo

u.3 ez.w..ceemowox

13.4

16.1 f,,I7#41////ZAKM/Z.,M41,4

U.1 11/F.I.M07/../1,0

16.9

0.1

13.1

Ile 5 9 . 6 V/IfIr. /MOM

"

1

4.3
NATIONAL SURVEY OF SECONDARY EDUCATION

in median percentages was 13. This differente is not at all

surprising, as few high schools offer any considerable amount

of work in this group and some colleges do not accept it for

college enetance.

The graduates of all the higher institutions took a larger

percentage of work in sciences in college than in high school.

The difference was small (3.6 per cent) in the case of Denver,

but quite large (more than 12 per cent) in the case of Vassar,

Princeton, and Chicago. The median percentage for college

was 7.8 per cent greater than the median percentage for high

school.

When the differences between the percentages of work

taken in high school and in college in the miscellaneous or

nonacademic group are compared for the individual institutions, it is seen that the tendencies are widely divergent.

Three institutions show a smaller percentage of nonacademic

work in college and four of them show a larger percentage.

The greatest difference is between Chicago and Stanford.

The graduates of Chicago took 5.9 per cent more work in the

nonacademic group in high school thari in college; the gradu- ates of Stanford, on the other hand, took 16.2 per cent more

work in the nonacademic group in college than in high school.

comparision of median percentages for the graduates of the

seven colleges shows a gain of 2.9 per cent from high school

to college.

Probably the most significant general features revealed by

the tables are that a large falling off took place in the percentage of work taken in college in Latin and Greek, English,

and mathematics as compared with the percentage taken in

high school, and that decided gains occurred from high school

to college in percentage of work taken in the educationpsychology-philosophy group and in the sciences.

7. SUMMARY

1. An . of the distribution of work taken in high

school by the .4 . uates of two universities in the class of

1930 and classes about 15 years earlier indicates a trend away

from the concentration of high-school credits submitted for

entrance to college in the fields of Latin and dreek, mathe. matics, and science, and a tendency toward the pursuit of a

[2601

A

111 l
PROGRAM OF STUDIES

more varied course of study. The increased amount of work

in the nonacademic group is especially marked.

2. During the past 30 years a marked loss took place in the

percentage of college work taken by Ube graduates of Vassar

College and Denver University in 1.4atin and Greek and mathematics, and a considerable gain took place in the percentage

of work in the education-psychology-philosophy group and

the miscellaneous or nonacademic group. The graduates of

Wyoming University showed a similar drop from 1916 to

1930 in percentage of work in classical languages and mathematics; the most significant gain in this university was in

sciences.

3. In 1930 the distribution of the high-school work of the

graduates of Vassar and Princeton was in decided contrast

to the distribution of the high-school work of the graduates of

the five other schools. The high-school work of the Vassar

and Princeton graduates was exclusively academi th

foreign languages receiving special emphasis the grad of

the other schools, on the other hand, had a much smaller'

percentage of their high-school work in foreign languages and

mathematics and a much larger percentage in sciences and

the nonacademic subjects.

4. The percentage distributions of college work taken by

the various groups of graduates of 1930 show wide variations.

In general, however, the graduates had a relatively small

percentage of college work in Latin and Greek and mathematics and a relatively large percentage in the social studies

and sciences. The differences among the graduates of the

various schools in percentages of work taken were especially

marked in the education-psychology-philosophy group and

in the miscellaneous or nonacademic group.

5. In -general, the college graduates of 1930 took a much

smaller percentage of work in Latin and Greek, English, and

mathematics in college thap in high school and a decidedly

larger percentage of work in sciences and the educationpsychology-philosophy group in college than in high school.

f261

; fe-s
CHAPTER XXV : SUMMARY AND CONCLUSIONS

*OF DIVISION III

The following conclusions seem to be justified by the findings of this study:

1. Recent 1'4h-schoo1 graduates, in general, have taken

much more academic than nonacademic work in grades 9 to

12. For -the schools studied, the proportion 'of academic to

nonacademic workyanged from about 2 to 1 to approximately 5 to 1. Nevertheless, more work was taken by high-school graduates in the nonacademic field than in any single academic field.

2. Among the academic subject groups, the largest per- centage of work was taken in English and the smallest per- centage of work in science. This may be due to the fact

that in these high schools a large amount of English and a

small amount of science were required for graduation.

3. Differences of considerable size existed among cities and

among specialized high schools within the same city in the

percentage distributions of work completed by the graduates.

These differences were especially noticeable in foreign languages anti the nonacademic field.

4. High-school graduates completed a larger percentage of work in academic fields in grades 9 to 12 than was being

taken at a given time by the total membership of the same

high schools. This was to be expected because of the fact

that pupils preparing for high-school graduation were required to take work in certain academic fields in orderjo

qualify for a diploma.

5. High scholarship in high school was correlated positively with academic study. The correlation was highest in

the case of foreign languages. This is lierhaps traceable in

part to the fact that a large proportion of the best students

expected to attend collegp and consequently took a large pro- portion of their work in foreign languages and other academic

fields in order to meet college entrance reqt0.rements.

O [ 262 )
PROGRAM OF STUDIES

6. -Girls tended to take a larger percentage of work in foreign languages and the nonacademic subjects than boys,

while boys surpassed girls in percentage of work talEen in

mathematics and science.

7. Three-fourths of the high-school graduates studied one

or two foreign languages in high school. Large differences,

however, were found among cities in this respect. In one

city more than half the graduates did not take any foreign

language, while in others the majority of the graduates took

two or more foreign languages. Nearly all of the foreignlanguage study of high-school graduates in grades 9 to 12

was in Latin, French, and Spanish.

8. In nearly all these high schools the great majority of

the graduates studied one or two sciences. Biology was

studied by the largest proportion of pupils who took only

one science; general science and biology were studied by the

largest proportion of those who took two sciences.

9. The amount of mathematics studied in high school by

high-school graduates was positively correlated with the

amounts of foreign languages and sciences and n:.:atively

correlated with the amount of work in the nonacademic field.

This may be due to the fact that pupils who were preparing

for college found it necessary to take work in all three of

these so-caled elective academic fields in order to meet the

requirements set up by the colleges. The nonacademic field

was largely neglected by such pupils because colleges do not

require work in it, and in some cases colleges refuse to allow

entrance credit for. nonacademic work.

10. A study of the distribution of high-school work taken

by the graduates of a number of high schools in 1890, 1900,

1910, 1920, and 1930 shows that the academia subjects dominated the program of studies throughout the period from

18904o 1930,0although specialized schools showed a tendency

to break away from traditional courses.

11. In the early part of the period high-school graduates

took much more work in foreign languages than in any other

subject group. But a continuous decline in amount of work

taken in this subject field occurred, until, in 1930, it was Burpassed by English and the nonacademic group. A smaller

128110r-113-18 [ 263 J

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NATIONAL SURVEY OF SECONDARY EDUCATION

loss& took place between 1890 and 1930 in the percentage of work taken in mathematics and science. It is probable that

the losses in these fields took place in large measure because

of changing college entrance requirements. Few colleges

now require entrants to present as many credits in foreign

languages, mathematics, or sciences as they required 30 or 40

years ago.

12. English, social Eitudies, and the nonacademic subjects gained in percentage of work taken by the graduates.between

1890 and 1930.

13. A decided broadening of the program of studies occurred between 1890 and 1930, and at the same time the

differences among high schools in percentage distribution of

work taken by the graduates became progressively' less. If the trend continues it is probable that a marked uniformity in the work taken in the high schools of the country will obtain within a few years.

14. An analysis of the percentage distribution of work

taken in high school by college graduates reveals a modern

trend away from the concentration of high-school credits

formerly submitted for entrance to college in the fields of

Latin and Greek, mathematics, and sciences. On the other hand, a marked increase in the percentage of nonacademic work submitted for college entrance has occurred. Notwithstanding this trend, the high-school work which had been

submitted for entrance to certain Eastern higher institutions by the 1930 graduates of those institutions was still

exclusively academic with foreign languages receiving special emphasis.

15. Classes graduating from college in 1930 took less work in foreign languages : mathematics in college and took

more work in seiem socialstudies, and the nonacademic field than was true of classes graduating a number of years earlier. The trend away from the study of the classical ages and mathematics was as marked in a conservative Eastern

college as it was in two Western universities.

16. The graduates of higher institutions in 1930 showed a

loss from high school to college in percentage of work taken

in classical languages, English, and mathematics, and a gain

[ 264

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PROGRAM OF STUDIES

from high school to college in percentage of work taken in

sciences and a group of subjects consisting of education, psychology, philosophy, and religion. Smaller gains occurred in

the social studies, modern foreign languages, and the miscellaneous or nonacademic subjects. Distinct losses took place

in college in some of the subject fields studied most extensively in high school. It appears that, in general, students

do not tend to continue work in college in the subject fields

to which they devote most time in high school.

[265 I

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ow

a

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CHAPTER XXVI : A SUMMARY AND CONSIDERATION

OF TRENDS

1. PURPOSE OF THE CHAPTER

Eleven separate studies were presented in preceding

chapters. Ten of these concerned changes in programs of studes during periods varying in length from 5 to 25 years. Most of the data were drawn from identical schools. One longer study showed the proportion of work actually com- pleted by the graduates in the major fields. In the present chapter, the second, third, and fourth sections will be devoted, respectively, to a summary of the more significant trends in junior high ,school programs, senior high school

programs, and work completed by graduates. In the last section an attempt will be made to forecast the lines along which future revisions of secondary-school programs will proceed.

I, THE JUNIOR HIGH SCHOOL PROGRAM OF STUDIES

Trends in identical junior high 8chool8.Five studies are included under the junior high school section. Three of these deal with shifts occurring in programs in three groups of identical junior high schools, comprising 60, 14, and 39 schools, respectively. The first one covers a period of 10

years, the second 7 years, and the third 5 years. The first and last groups oi schools are located in cities varying in size and location, and the second group is composed of 14 situations selected as outstanding. The first part of this

section will summarize the trends in these schools.

Of the last two studies that concern the junior high school,

one compares programs in grades 7, 8, and 9, before and after

reorganization on the junior high school plan, and the other

compares the programs in the three grades in- unreorganized and reorganized schools. A later part of this sectio show the relationship of trends indicated in the firs

studies to those revealed in the last two. A series of wally

[ 266 1

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1],

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PROGRAM OF STUDIES

accepted functions peculiar to junior high schools will be

used as criteria for judging trends.'

Genera/ plans of school and curriculum organization. Trends indicate that administrators are not yet agreed on

any one or two plans of organization of grades as best suited

to all needs. On the whole, an increase is shown for the 6-6

and 6-34 plans at the expense largely of the 6-2-4 and the

traditional 8-4 plans. Two other types occur less frequently

in the systems studied. In one of these the junior college is

included in the secondary-school organization; in the other

the traditional 12 years of general education are reduced to 11.

In the plans for the administration of programs there is a

decided tendency to allo* the pupils at the ninth-grade

level freedom in the election of courses by substituting the

constants-with-variables or the combination type of program

for the single and the pure multiple-curriculum types formerly

in use. In grad's 7 and 8, however, the tendency in recent

years has been to restrict, to a greater degree than in the

earliest reorganizations, the number of periods of work which

the pupil may choose of his own volition.

The number of curriculums offered by the average school

which opens up multiple curriculums for election shows little

change, remaining at approximately four in both early and late

periods. However, almost half the schools in the later period

administered constants-with-variables programs that do not

include the multiple-curriculum plan. A great variety of

names is used to designate curriculums and no tendency

toward standardization of names can be discerned. The

general curriculum and, to a lesser d the fine arts

curriculum appear to be increasing at i e expense of the

college-preparatory curriculum.

The trend is toward a longer classroom periodone of

more than 50 minutes in the modern junior high school. This

is probably due to longer periods in schools offering for the

first time fields like practical arta, commerce, and physical

education, as well as to a realization that extended class

periods provide greater opportunities for individual help and

study in school.

The functions are stated in aso. 3 of oh. II of this report.

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NATIONAL SURVEY OF SECONDARY EDUCATION

The major tubject fields offered. Nariations among individual schools are great, but three distinct trends are discernible in hanges in the total offering. First, the to of

°all peziods of work offered increased slightly in grade 9, ut

did not increase in grades 7 and 8. Second, a tendency is

seen for the nonacademic fields to gain in number of periods

of work at the expense of the academic fields. Increments in

the number of periods offered in the academic fields are confined largely to the social studies, while in the nonacademic

fields increments are shown for physical education, fine and

practical arts, and a group of "socializing-integrative" activities, including the home room, clubs, guidance, and auditorium. These increments are more pronounced in grade 9

than in grades 7 and 8. A significant decrease occurs below

the ninth grade in foreign languftges and commerce. Third,

an increase is shown in the number of schools offering for the

first time physical education Ind commerce.

The major subject field9 required.A larger percentage of

work was required during the later period in practically all

fields in grades 7 and 8 than was required in the earlier period.

In the later period English, social studies, mathematics, and

physical education were required in these two grades in almost

all schools; fine arts, industrial arts, and home economics

were required in at least two-third of the schools; science was

required in approximately half the schools; socializing-integrat¡ve activities were required in about a third of all schools.

Except for a few schools requiring courses in general language

and in junior business training, foreigli language and commerce were not represented in the required wtrk.

In grade 9 in the later period English was required in all

schools; social science and mathematics in a bare majority;

science, due to a considerable increment, in almost half the

schools; fine arts and the socializing-integrative activities in

approximately a third, industrial arts and home economics in

approximately a sixth of all schools. . Aboizt 90 per cent of the work in grades 7 and 8 and 55 per

cent of the work in grade 9 was required. The wide disparity

between the percentage required in the first two grades and in

the last suggests that the work of the earlier yearsin the junior

12681
PROGRAM OF STUDIES

high school is not well integrated with the work of the final

year.

Noticeable shifts from the earlier period to the later one

in emphasis upon the different fields are apparent. The most

significant increments in required work are in the fields of

social studies, physical education, and the socializing-integrative activities. Science shows, to a lesser degree, an increase

in grades 8 and 9. The required work in the other fields has

changed only slightly in grades 7 and 8. In grade 9 the

trends are toward decreased emphasis on mathematics pN fine

arts, industrial arts, and home economics. English shows a

decrease in the average number of minutes of work required

but this is due for the most part to savings through the integration of minor courses into a generalized course.

Spec¡fic cour8es offered and reguired.---Two definite trends

are Apparent in the changes that have taken place recently in

specific courses. In the first pface, there have been increments in the number of general courses, in some cases of an

exploratory nature, achieved through the correlation of two

or more mincir courses. In English, for example, a decrease

is shown in the number of schools offering such courses as

grammar, reading, penmanship, and spelling, and an increase

occurs in &Ruses appearing simply as "English."

In the second place, an increment is apparent in )the

number of new courses of an applied nature, accompanied in

some cases by the abandonment of those holding a place

largely through tradition. For examplemore applied courses

in the field of English include library, public speaking, jourñalism, and dramatics. Significant increments can also be

discerned in courses of a more exploratory nature, such -as

general language, vocations, and junior business

and of activities of a socializing-integrative nature such as

clubs, guidafice, home room, and assembly.

Comparison of unreorganized and reorganized sc1wo18.(1)

In schools that formerly had a traditional organization and

have recently formed junior high schools, differences between

unreorganized and reorganized programs tend to be even

more prominent than in the trends jufg considered. This

is true with respect to curricuium organization, emphasis on

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[ 1
NATIONAL SURVEY OF SECONDARY EDUCATION

physical education, industrial arts, home economics, and

socializing-integrative activities in all three grades, emphasis

on social studies, fine arts, and commerce in gráde 9, and the offering of more generalized, exploratory, and practical

courses. (2) Similar differences are observable when a group

of unreorganized schools is compared with atroup ol schools

reorganized on the junior high school plan. The trends are

especially noticeable in cities of less than 35,000 population.

Shifting concept8 of function:ILThe concept of the functions of the junior high schspl is evidently shifting away from

the traditional college-preparatory and disciplinary aims.

Trends indicative of decreased emphasis on collegi preparation include greater representation of , the nonacademic

fields, reduced emphasis on mathematics and foreign languages, and the introduction of more meaningful materials

followed by the elimination of some courses that have held

place largely through tradition.

There is considerable evidence of greater efforts to realize

certain peculiar functions on which leaders have based

their arguments for reorganization, namely, meeting individual differences, providing prevocational training, exploration, and guidance, and providing for training in social responsi- bility, for retention of pupils, for adolescenateeds, and for

economy of time. The following trends ar. illustrative of

those that appear to result from the newer concept of functions: An increase in general curriculums at the expense of the

college-preparatory group; a longer class period; a greater number of fields of work; increments in the offering of social

studies, physical educatton, guidance, and other socializingintegrative activities; greater exposure to the fine and práctical arts; more general or correlated and exploratory courses;

enrichment through the introduction of new and more practical materials and the abandonment of traditional materials.

The trends do not indicate, however, that degree of integration and articulation of the work of these grades which might be 4nticipated if the newer conomt of functions was

clearly recognized by all the schopls. The tendency in one

group of junior high who* studied was to require more

work in grades 7 and 8 and less in grade 9 durin the period

I 270 I etelf"
PROGRAM OF STUDIES

1929-1931 than had been required 110 years earlier. The

result was that an average of 7.2 courses was required in the

former grades and only 3.5 courses in the latter. Many

programs indicate a belief that exactly the same fields required in grade 7 should make up the core curriculum in

grade 8. This conception may extend to grade 9 as well, but

college entrance requirements have forced a departure from

such a procedure in this grade. In conformity to the modern

concept of its functions, the program of the junior high school

should gradually be modified into a rich and varied program. If this is to be realized increased opportunities for election,

especially in grade 8 should be provided.

a_

8. THE SENIOR HIGH SCHOOL PROGRAM OP STUDIES f Trends in identical school 8.Fiverstudies of programs from

senior or 4-year high schools were presented in Division II.

In all cases, the programs were for grades 9 to 12 in identical

schools. Four of the studies dealt with public high schools

and one with private high schools. The four groupPof

public high-school programs were received from 152, 35, 15,

and 39 cities, respectively, representing changes over respective periods of 16, 25, 6, and 5 yeas. The programs

were from schools in cities of varying size and location. The

group of 26 private high schools was selected because of

report of significant revision in programs within the past

five years. Trends in the four groups of public high schools

Aki will be presented first and will be followed by a comparison

with those found in private high schools.

General plans ofschool and curriculum organization.Trends

in general plans of organization in the senior high school are

similar to those reported for the junior high Khool in that

they show increments in plans for the 64-3 and 6-6 organization of grades, increments for the constants-with-variables

and the combination types of programs, and increments in

the length of the class period. In contrast to the junior

high school programs, however, the average number of curriculums has increased from four to five except in one group

of schools chosen as outstanding where the average was

approximately eight curriculums at each period. As was

true in the junior high school programs, a decrease is shown

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NATIONAL SURVEY OF SECONDARY EDUCATION

in the proportions of college-preparatory curriculums. This

decrease is accompanied by increments in the general, practical arts, and fine arts curriculums.

The total offering.The most obvious trend in the total

offering is that all subject fields show a significant increase

from early to late periods. The average increase for three of

the groups of schools is about 13 units per school. In the

group of 35 schools whose changes of programs over a quarter

century were studied, the number of different courses has

increased about 500 Per cent. The incsrements are most

marked in the nonacademic fields. In the academic fields,

the increments are largest for the social studies and smallest

for mathematics. In the nonacademic fields, the increment&

are greatest for commerce, fine arts, and industrial arts.

Percentages of actual enrollment in each subject field, computed in the study of 15 schools over a period of six years,

show increments especially noticeable in the social studies

and commerce, and large decreases for mathematics and

foreign languages.

The required work .---English, social studies, and physical

education are the only fields required by a majority of the

sChools. Less than half the schools require algebra and

plane geometry. Some schools require art, music, industrial

arei, home economics, and socializing-integrative activities

in grade 9, but few requirements occur in grades- 10 to 12

outside the fields of English, social studies, physical education, and mathematics. The average school now requires

little more than half of all the work. The required work

has increased by approximately half a unit per school in

recent years. The major gains in required work are shown

for social studies and physical education, while slight increments are found for science and music. Mathematics show:s

the largest loss in required work.

Spec* cour8es offered.The modern senior high school

program, to an even greater extent than the junior high

school program, shows increments in the number of new and

practical courses and decreases in traditional courses. In

the social studies, for example, the number of schools offering

such courses as problems of democracy, social problems,

[ 272
PROGRAM OF STUDIES

international relations, and world history has increased and

the number offering ancient, medieval and English history

has fallen ofr. Enrichment of a similar nature obtains in

English, fine arts, industrial arts, home economics, and

commerce. Except for the tendency to offer botany and

zoology as a correlated course in biology and for changes

already noted in the ninth-grade offering, the senior high

school lags far behind the junior high school in the integration

of academic materials and the development of socializing.

integrative activities.

Trends in individual currictAms.Inone study in which requirements and offerings were separately tabulated, a larger

proportion of work was required in the college preparatory

curriculum and approximately as much work was required

in the commercial curriculum in the later period as in the

early one. A greater rpquirement of mathematics and

science appears in the former curriculum and of commerce

in the lattér, and the amount of the' requirement in the

social studies and physical education show an increment in

both curriculums. Although the number of electives permated each pupil is more restricted in the late period, a

wider range is allowed in the choice of electives.

A comparison with trends in private whoois.Trends in

private school programs incident to revision are somewhat

similar to those indicated for public schools, but shifts are

less prevalent. Exceptions to the trends that have been

pointed out for the public schools are: The organization of

grades is in almost all cases on the traditional 8-4 plan

increments are greatest for commerce, with a slight decrease

for social studies and the industrial arts; the amount of work

required in physical education has decreased, and the amount

required in foreign language has increased slightly. Courses

in religion are required of all pupils in about a third of the

schools.

The shifting conzept8.The great po s ularization of the

senior high school in recent years has i:n accompanied by

a shift from the traditional colh.:e-preparatory and disciplinary aims to those embodied in the "cardinal principles"

namely, citizenship, health, command of fandamental proc-

. [273).
NATIONAL SURVEY OF SECONDARY EDUCATION

esses, use of leisure time, worthy home membership, ethical

character, and vocational efficiency. Analyses of programs

of stu*ts show decreased emphasis on academic subjects,

especially on mathematics and foreign languages, and greater

emphasis on physical education, 'the fine arts, practical arts,

commerce, and general training.

The cardinal principles have unquestionably had great

influence in redirecting high-school instruction. There can

be hide doubt that emphasis on citizenship,, health, use of

leisure, worthy home membership, and vocations has contributed to the significant increments shown for the social

studies, physical education, fine arts, home economics, and

practical arts, including commerce.

4. WORK ACTUALLY COMPLETED BY GRADUATES

Growth of different field. g.Further evidence concerning

shifts in fields of instruction was gathered through a study

of the work actually completed by graduates of nine widely

distributed high schools, through comparison of high-school

work taken at early and late periods, and through comparison of high-schobl and college work taken in 1930 and of

college work taken at early and late periods.

It is not surprising in view of the greater requirements

shown for these fields that more work was taken by graduates

in 1930 in English and social science than in the other academic fields. The other academic fields, listed in order of

amount of work, were foreign language, mathematics, and

science, the last field named comprising a tenth of all work

taken. More than a fourth of all work was taken, however,

in the nonacademic fields.

Analysis shows that the work taken in the nonacademic

fields by graduates of six of the nine school' at different

periods has increased during a period of 40 years, from a

total of 3.6 per cent to 21.2 per cent of all work taken.

English and social studies also show a marked increase during

this period.' These gains have been made largely at the

expense of foreign languages, although mathematics and science have also last considerably during the period. Computation of greatest differences between percentages of work

taken in the subject fields at each of the 10-year periods

[ 274 1

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PROGRAM OF STUDIES

indicates that different high schools are adopting a much

more nearly uniform prograin in the academic fields with the

advance in years.

Work taken in foreign language8, science, anti mathematics.

The patterns of work taken in foreign languages and science

in five cities were computed. Approximately a fifth of the

pupils took no foreign language, a half took one language,

and a fourth took two languages. Latin appeared in more

combinations than any other language, but of the pupils

who took only one foreign language, the largest number

chose Spanish and the next largegt number French. Large

differences occurred among cities with respect to the amount

of foreign languages taken by the graduates.

The differences among cities with respect to the amount of

science taken were even greater than in foreign language.

A twentieth of all pupils took no science, more than two-fifths

took one, and almost a third took two. The subject most

often taken was general biology, followed by general science.

The relationship between mathematics and the other

fields was computed for the 1930 graduates of one city. It

was found that the pupils who took more mathematics also

took more foreign language and science largely at the expense

of the nonacademic fields.

Differences in certain group8.--Comparisons are made of

the differences among the nine cities in work taken by the

graduates, of work taken in the specialized high schools, of

work taken by gradvates and that taken by the school as a

whole, of work taken by bright and dull groups, and of work

taken by boys and girls. The graduates of western schools,

as a whole, took less mathematics and fore language than

did those of eastern schools. The greatest differences among

schools are sho 1 in the amount of work taken in foreign

languages, whic s ; ii. ;1 from 7.4 per cent in Joilet to 19.6

per gent in Washington, and in the nonacademic fields, which

ranged from 16.7 per cent in Washington to 32.6 per cent in

Springfield. The high percentage in foreign language and

low percentage in nonacademic fields shown for Washington

pupils is accounted for in some measure by the fact that all

were college-preparatory pupils.

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NATIONAL SURVEY OF SECONDARY EDUCATION

Wide differences are shown in the percentage distribution

of work completed in classical, commercial, and technical

high schools. English and social studies alone are fairly consistent in all three types of schools. Foreign language and

mathematics are emphasized in the classical high school, the

nonacademic fields'in the commercial high khool, and mathematics, science, and the nonacademic fields in the technical

school.

The study indicates that graduates take more work in the

academic and less in the nonacademic fields than does the

school as a whole. A relationship is shown between scholarship and the amount of foreign language and mathematics

taken, the best pupils taking more of these subjects. Comparisons by sex indicate that girls take more foreign language

and nonacademic subjects, while boys take more mathematics

and science.

Work taken by college graduates.A comparison of the percentages of high-school work taken by graduates of two

western universities in 1915 and 1930 indicates increments

for the nonacademic fields and decreases for foreign language, mathematics, and science. In percentage distribution of college work taken by the graduates of the two western universities and one eastern college at early and late periods at

least 14 years apart, losses are shown for classical languages g and mathematics. Gains appear in the eastern school and

one of the western schools for the education-psychologyphilosophy field and the nonacademic. fields. In the other

Atern school a large gain is shown for natural science.

Modern foreign languages lost in the western schools and

gained in the eastern school, while the reverse situation was

found for social studies.

Decided variations were found among eastern and western

colleges in percentage distribution of high-school work

taken by the college graduates. Students preparing for two

conservative eastern schools took much more classical and

modern foreign languages and mathematics in high school than did students preparing for western colleges. The western college students, on the other hand, took more high-school work in English, social studies, and the nonacademic fields. 4

[276 1
PROGRAM OF STUDIES

The differences among the colleges in percentage distribution

of coll work taken by the graduates were somewhat less

marked than the differences in high-school work. Foreign

languages were taken more in the eastern schools than in the

western schools, while the western schools emphasized natural

science to a greater degree than did the eastern schools.

A comparison of high-school and college work taken by

the graduates of four western and three -eastern higher

institutions indicates that more work was taken in high

school than in college in English, classical languages, and

mathematics. On the other hand, more work was taken in

collége than in high school in natural science and in the

education-psychology-philosophy field. Somewhat larger

percentages of social studies and modem foreign language

were als9 taken in college, but this tendency was not uniform

among the graduates of all schools.

6. PROBABLE LINES OF FUTURE REVISION

Reliability of 'Mt trends as a basis of prediction. In this

final section of the chapter suggestions ar made concerning

the lines along which future revisios of the secondary-school difficult= will probably proceed. For at least 30 years the

lines of development have been éssentially determined by

college-entrance requirements. As these have been gradually_

modified the secondary school has slowly changed its program.

The rapid expansion of the offering of the school has been

made possible in large degree, however, by the tremendous

increase in the noncollege-preparatory registration rather

than by any major change in college requirements.

The indications of an impanding series of revolutionary

changes in the phygram of Fitudies of the secondary school

iuggest the necessity for caution in projecting trends from

the last 20 or 30 years very far into the future. In fact the

Continuity of development of the secondary school is even

now breaking down. The significant action recently of the

University of Chicago in proposing to begin college two years

earlier means that an organization which has been in operation for several years in Pasadena and certain other communi-

[277)
NATIONAL SURVEY OF SECONDARY EDUCATION

ties in California and elsewhere will be given further trial

and development.2

This revolutionary change can be matched by other proposals which may easily prove fully as upsetting to any

prophecies based on the assumption that trends found over

the past three decades will continue. Learned's proposal, for

example, in the Inglis lecture in 1932 that Carnegie units be

abandoned would, if adopted, release the secondary school

from an administrative device which has operated for many

years to prevent thorough reorganization of the program of

studies.

Certain major features of the new program of studies can

certainly be inferred from the trends which have been discovered, but it would be easy to attach too great importance

to such inferences as they are stated in this chapter.

General plans, of organization.In all probability the program of elementary education will be completed in six years,

and secondary education will universally begin two years

earlier than formerly. A corresponding changein the time of

beginning college education is foreshadowed by several

experiments carried on under the auspices of the North Central Association.3 If these experiments succeed, the new

high school will end at what is now the end of the tenth grade.

The program will provide for pupils who plan to continue

general education in college, but it will also provide for those

who look forward to technical and commercial education at

the level of the new college. In the new cosmopolitan college

various curriculums will be provided for those who need

terminal courses of vocittional nature as well as for those who

are looking toward professional education.

Guidanee.A thorough program of guidance will be established in order to steer pupils adequately into curriculums

suggested by their needs and into materials suited to their

abilities. A development a guidance activities through

regular courses is already shown in junior high school programs. Less provision of this sort is being made in the senior

high schools, but the need for it is suggested by several. trends,

I See Part III, Special Reorganisations, in Monograph No. 6, of the National Sun.), of

Seoondary Education.

The North Central Association Quarterly, Vol. VII, No. 2, September. 1932, pp. 472-1134. [278]
PROGRAM OF STUDIES

among which are the following: (1) Graduates take more

academic work than do the high-school pupils in general (2) the decrease in work taken in academic fields and the

increase in work In nonacademic fields is much greater in

high schools established especially for technical and commercial pupils than in conventional high schools; (3) the

change in the distribution of work actually taken by pupils during at 40-year period is much less than increments in

courses offered in nonacademic fields would lead one to expect.

. Emphasis on major .The recent significant increments in the social studies, physical education, and the fine and practical arts, including commerce, have come about

because of the needs of a changing social order. Continued

and increasing emphasis will probably be placed on these

fields in the future. The place of science in the modern

world seems to demand that it be given greater recognition

than in the past, but the trend in this direction is less marked than in the fields just mentioned. The sharp decline in

foreign language and mathematics during recent years shows that the former extensive requirements in these subjects are

undergoing marked revision. It is probable that in the near

future these fields will be stressed only for pupils who have

need and ability to understand them.

Integration of work.Further integration of both acAdemic

and vocational Adds of instruction in junior and senior high

schools will doubtless be encouraged. Opportunity will be

given pupils to explore higher materials of instruction as well

as the various vocational possibilities. Tendencies noted in

the junior high school to offer general courses in the academic

fields through the correlation of minor courses and the introduction of work usually postponed to later grades will be

further developed in order that the work from grade to grade, especially between traditional elementary and high-school grades, may be more continuous. Experiments along this

line are under way in 20 selected centers under the auspices of the Progressive Education Association and the National

Department of Secondary School Principals. One phase of

the Pennsylvania Study financed by the Carnegie Foundation

for the Advancement of Teaching is an attempt to work out

128400°-33-19 [279 ]

;
NATIONAL SURVEY OF SECONDARY EDUCATION

for superior pupils a unified curriculum with continuity and

interrelationship of materials as the dominant characteristics.

The con8tant element of the program.Trends in the junior

high school programl3uggest that the constants will include

three years of English, social studies, mathematics, and

physical education and two years of science, fine arts, and

practical arts. The significant increments shown for socializing-integrative activities, as well as the aims attempted in

this field, may justify the inclusion of three years of these

t,ctivities as constants in the junior high school program.

In the senior or 4-year high school, trends indicate that

three or four years of English, social studies, and physical

education will be required. The growing importance of

science would seem to justify also the requirement of general

science and biology, and the realization of avifational aims

might also justify the inclusion of various courses in the fine

arts.

Requirements. for college entrance.The influence of collegeentrance requirements on the work taken by high-school

pupils has long been recognized. Recent changes in requirements for entrance to college seem to indicate growing dissatisfaction with traditional staVards. Experiments now

in progress seek to broaden the relationship beteyeen highschool and college education. Two of them seem to be of

especial significance. The School and College Relatiohs

Committee of the Educational Records Bureau has recently

recommended that the candidate for admission to college

be considered one year before time of entrance and that, if

accepted, he be allowed to devote the last year of high school

to adjusting himself to college instruction. The Progressives

Education Association, with the official cooperation of the

Department of Secondary School Principal's, has appointed

a committee ön the relation of schools and coll es which has

secured the cooperation of a large number of colleges and

uniiersities for a proposal to latmch a fundamental reorganization in the programs of a number of cooperating public

and independent high schools in the fall of 1933 under an

arrangement by which the work of such schools will be

accepted for coil e entrance.

(280 ]
PART II : REGISTRATION AND SCHEDULE

MAKING

By B. LAMAR JOHNSON

CHAPTER I : PURPOSE AND METHOD

OF THE STUDY

I. THE PURPOSE

Two among a host of problems which the ahigh-school principal faces are (1) registering pupils and (2) arranging

a schedule of classes for pupils and teachers. If he is pre- pared to meet these problems, his school is likely to function

from the beginning of the school year. If, on the other

hand, the principal has not effectively planned for the

registration of pupils and for the making of the class schedule,

a condition apprqaching chaos is likely to exist at the opening of school and may continue throughout the year. Puckett has pointed out the importance of schedule

making in relation to its influence upon pupils:

Every September hundreds of thousands of high-school pupils give up their vacation activities and start in again with their scholastic

education. For many of them the first few days are of extreme importance and often determine whether or not pupils will actually get further education. If the school has been organized thoroughly and every effort is made to make these pupils feel at home and to adapt the work to them, they will probably stay in school. But if the school happens to be one in which the principal is not a leader and an organizer with a vision, these doubtful pupils may become discouraged with a constant shifting from ow; section to another and drop out of school, never to rettirn7- Even if they do stay in school, this shifting and unsettled condition may handicap them with a bad mental attitude towards their work. Unfortunately this drama is enacted every fall in far too large a number of our high schools. In some cases, of course, the pupil may not have the capacity to do the work of the school, but too frequently, however, it is largely it matter

The 6imsideration of registratkm and schedule making, although not falling strictly within the field of the program of studies, bears significant relationship to it. These relation- ships explain the publication of this report with the treatment of the organisation and poops of the offering.

[ 281

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NATIONAL SURVEY OF SECONDARY EDUCATION

of having everything organized efficiently at the start and of quickly

getting the pupil ixito the type of work for which he is fitted.'

Since the important problems of registration and of

schedule making are faced by the principals of secondary

schools of all types and sizes, high-school administrators

should be interested in learning how other principals are

meeting these problems. It is the purpose of this investigation to report registration and schedule-making practices in

schools which have been recommended as having successful

practices along these lines. More specifically, the purposes

of the present study may be listed as follows:

1. To report regarding registration practices in selected

secondary schools.

2. To present -data regarding schedules and schedule

making in selected secondary schools.

3. To describe the working day of pupils in schools in

which schedules of different types are found.

In presenting this material special effort will be made to

note and describe innovations in registration, schedules,

and schedule making.

D. SOURCES OF INFORMATION USED

Early in the Survey there were sent to State commissioners

of education and to city school superintendents inquiry

forms asking them to list the names of schools with outstanding practices in, among other activities, registration

and schedule making. On another inquiry form high-ichool

principals were asked to indicate whether their schools

have outstanding practices in registration and scheduling.

To the names of schools obtained from these sources were

added those of schools reported in the literature on the

subject to have outstanding practices in registration and

schedule making. Inquiry forms concerning the method of

registration, the method of making the schedule, and characteristics of the schedule were sent to 300 of the 771 schools

recommended as having outstanding practices in registraPuckett, Roswell C. Making a High-School Schedule Cif Recitations. New York,

Longman', Green & Co., 1931, pp. 1-4.

[ 282]

I
PROGRAM OF STUDIES -44e.

4 tion and schedule making.' Replies were received from 179 schools located in 41 States and the District of Columbia.

Approximately half of the schools from which returned inquiry forms Were received are 4-year high schools. (See Table 1.) Twenty-four of the schools replying have enrollments of 100 or fewer, and 17 have more than 2,000 pupils. The intermediate enrollment groups, however, include a

larger number of the schools returning the form.

TABLE 1.Schools replying to inquiry form classified according to types and enrollment groups

Enrollment

Type of schools

100 or fewer

101

300

$01-

750

751-

2,000

More

than

2,000

All

schools

3

Junior high school

Junictienior high school Senior high school...

4-year high school

Total 2

12

19 24

12

1 29

42

4

147

18

..4.4114.44MIIP414 ZI2

12

17 3

68 43 63 17 89

179 On the basis of the information on the returned inquiry

forms, 11 schools were imlected to be visited. These schools, located in six States and the District of Columbia, were selected as being representative of schools with outstanding

practices in registration and schedule making' .4 During the visits to these schools interviews of considers,- ble length were held with the principals and other persons who assisted in conducting registration and in making the

schedule. Special effort was made to learn of devices found helpful in registration and making the schedule, and also to determine the advantages and disadvantages of unusual features of the schedule in these schools. -% In six schools (two having periods less than 45 minutes in length and foui with periods at leilst 55 minutes long) the

I Inquiries were not sent to all of the schools reoommer(ded because 471 of the 771 schools had already received a number of forms relating to other aspects of the Survey and it was not felt that the principals of these schools should be burdened with additional inquiry forms. The 8tates in which schools were visited and the/number of schools visited in each State are as follows: Pennsylvania, 3; Michigan, 2; Ohio, 2; New Jersey, 1; Wisconsin, 1; Minnesota, 1; District a Columbia, 1. [ 283 ]

Are

4

4

We-

.1

I _ ....... air

1 7

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NATIONAL SURVEY OF SECONDARY EDUCATION

pupils were givezi checking lists upon which to indicate the

amount of time they spent, the day previous to the visit, in

studying outside of clase each subject which they were taking.

The purpose of obtaining this information was t,o compare

the characteristics of the pupils' working day in schools with

long and short periods.

3. RECENT STUDIES OF REGISTRATION AND SCHEDULE MAKING

Puckett'8 investigation.Two studies of recent date present

data regarding present practices in registration and schedule

making in secondary schools. Puckett 6 conducted a study

of registration procedure and the maldng of schedules ip 278

schools in all sections of the country. More than four7fifths

of the schools taking part in Puckett's study have preliminnary registration, most of the.m conducting this registration

for the September opening Wore school closes in the spring.

Puckett found that in approximately two-thirds of the

schools he studied the schedule is made by one person without assistance. As would be expected, the principal makes

the schedule more often than persons in any other position;

the superintendent often works on the schedule, especially

in small high schools. Puckett found that in slightly less

than one-fifth of the schools the schedule for the previous

year is used as a basis for the new schedule. . Puckett reports great variation as r:,:ards the time at

which schedules are completed in the various schools: Some

schools complete their schedule for the fall beforéthe close

of school in the spring; on the other hand, in some schools

(particularly the smaller ones) the schedule is not completed

until the first day of school in the fall.

The time at which the school day opens varies from 8 to

e. 9 a. in. in the schools studied by Puckett, larger schools showing a tendency to &gin school earlier in the morning than do

small schools. The author suggests that this is probably due

to the longer distanceswhich pupils in the smaller communities

have to travel in going to school. He reports that the time

of closing school in the afternoon shows even greatervariation,

ranging from 1 to 4.15.

I Puckett, Roswell O. Making a High-School Schedule of Recitations. New York,

Longmans, Green & Co., 1931. 164 p.

I. [ 284 ]

,

NATIONAL SURVEY OF SECONDARY EDUCATION

In 26 of the 63 schools supplying Warner with information

on this point class sections are equalized, before school opens.

In 14 of the remaining schools part of the class sections are

equalized before school opens.

A significant fact reported by Warner is that 58 of a group

of 62 schools place their school schedule in operation and hold

classes on the first day of school. In commenting on this

situation he states, "The above response indicates high success

in at least ve-of the outcomes toward which expert scheduling should' aim, namely, greatest promptness in getting the

new schedule into operation."'

These brief statements concerning th'e studies by Puckett

and Warner can not at all do justice to them. It is hoped

that the comments may at least direct attention to the

character and merit of the studies. The present study differs

from them in certain respects, one of the differences being that

it ,deals with practices in schools reported to be outstanding

in matters pertaining to registration and schedule making.

Ibid,, p. 101.

[286]

.

7

i.
CHAPTER II : PRELIMINARY REGISTRATION

1. THE PRACTICE IN SCHOOLS OF DIFFERENT ENROLLMENTS

One of the important problems in relation to the registration of pupils is the time at which they first indicate the

subjects they wish to take during the following term of

school. On the inquiry form sent to schools cooperating in

this investigation considerable emphasis was placed upon

information ieNrding various practices which relate to this

preliminary registration.

Most schools replying to thì inquiry forms sent them conduct preliminary registration. (See Table 2.) All schools

with enrollments of more than 2,000 have their pupils indicate their choice of subjects before school opens and iinly 2

of the 53 schools with enrollment of from 751 to 2,000 fail

to have a preliminary registration. On the other hand, 10

of the 24 schools with 100 or fewer Pupils do not conduct

preliminary r6gistration. Although most schools in each

enrollment group have preliminary registration, these data

indicate a tendency for small schools to conduct preliminary

registration less frequently than do larger schools..

TABLE 2.TATumbers of schools of different enrollments holding preliminary

registration before school opens in the fall

Practice

Preliminary registration is held_ _ ...... No preliminary registration is held

Enrollment

100 or fewer

(24)

101-300

(42)

301-750 751-

21000

(53)

3

' 14

10

512 Mare

than

267)

Total

(179)

6 7

17 NoTz.Tbe numbers in parenthood indicate the number of schools in the various enrollment groups. ge. Preliminary registration is held less frequently before the

opening of the second term of the school year. In only 91

[287]

....

(43)

6

4

I

./0111..01111.
NATIONAL SURVEY OF SECONDARY EDUCATION

of the 172 schools supplying data relative to this point do

pupils indicate the subjects they wish to take before the

opening of the second term of the school year. This situation rdust be due to the fact that in many schools no new

schedule is prepared for the second semester. Most schools

with enrollments of 750 or fewer do not have preliminary

registration for the second term of the school year, but

pupils in 51 of the 70 schools with enrollments of more than

750 indicate the subjects they wish to take before the opening

term of the school year.

I. TIME OF PRELIMINARY REGISTRATION

A decision of importance with respect to preliminary registration is that relating to the time at which pupils should be

asked to report the subjects they wish to take during the

next term of school. Many principals point out the advantages of holding preliminary registration at an early date.

These administrators state that if before the close of school

in spring pupiLs select the subjects they wish to take in the

fall, this information will be of value to the principal during

the summer in determining the number# class sections to

organize and in checking the number of teachers to employ. The time at which preliminary registration for the fall

term is hold in more than half of these schools is the last

week of school in June. (See Table 3.) In 20 schools,

however, preliminary registration is held the week before

sch6o1 opens! and 43 schools conduct preliminary registration from 2 to 10 weeks before school closes in June. In

general, small schools do not hold preliminary registration so

early as do the larger od.

Forty-nine of the ninety-one schools having preliminary

registration before the opening of the second term of the

school year report thaLthis registration takes phice during the

last week of the first term. Fifteen schools have their preliminary registration six or more weeks before the close of

the first term.

s.

(288]
PROGRAM OFSTUDIES TABLE 3. Time preliminary registration for the fall term isheld inschools'fled according toenrollment groups Time 1 During the week before school opensDuring the last week of school inJune

2weeks before the close of school inJune3weeks before thAclose of school inJune

4weeks before the close of school inJune5weeks before the close of school inJune

6weeks before the close of school inJune

7weeks before the close of school inJune

8weeks before the close of school inJune

9weeks before the close of school inJune10weeks before the close of school inJuneTime of preliminary registration not given_ Enrollment 300or fewer (49) More than 300 (107) 3 Total (M) 13 28

2 3 1 1 7

7

8

9 3 10 1 4 3 1 20 82

9 8 12

a 11 5 3 NOTILThe numbers inrentb esets indicate the number of schools inthe various enroll-ment groups which bold pr1im1nary registration for the fall term. S. POSITIONS OFPERSONS CONDUCTING PRELIAINARY REGISTRATION Inschools with enrollments of 300or fewer preliminaryregistration isusually conducted bythe principal, bythe superintendent, or bythe principal and superintendent work- ing together. (See Table 4). Inhirger sChools, however,the principal rarely conducts preliminary registration.The home-room teacher, the assistant principal, and advisers often have charge of preliminary registration inthese schools. Inonly 3ofthe 68schools with qnrollments of more than 750 doclassroom teachers assist insupervi4ngpreliminary registration on the other hand, in35ofthese 68 schools the home-rpom teacher takes part insupervisingpreliminary registration. These data reveal the fact that the home room isfrequently the unit4 the school's organiza-tion inwhich preliminary registration takes place. 4. FORMS USED INPRELIMINARY REGISTRATION Inaddition todeciding when tohold preliminary registra-tion and who is_to conduct this registration, the administra- tor must decide what information toget from pupils andon what forms the pupils are toreport it. Inmost schools the pupils record the information called for inpreliminary regis-tration on cards; 41schools use sheets ofpaper; 31schools

-,,z4c [289 I

_ _______ 64 tIMI. ...... 1 1 .0-.OW1M 2
NATIONAL SURVEY OF SECONDARY EDUCATION

use small slips of paper; and in 5 schools the pupils make

their preliminary registrations in descriptive booklets in

which is given information about the various offerings of the

schools.

TABLE 4. Positions of persons who conduct preliminary registration in

schools classified according to enrollment ¡torte ups

Position

Enrollment 100 or

fewer

(14)

101-300

(36)

301-750

(39) 1 Principal Ilome-room teacher

Principal and home-room teacher Principal and classroom teacher Superintendent Superintendent and principal ncipal and assistant principal Adviser and home-room teacher

Principal, assistant principal, and borneroom teacher

Assistant principal Adviser or counselor

Principal, assistant principal, dean of girls, and classroom teacher Claparoorn teacher. Principal, adviser, and classroom teacher Principal and dean of girls Assistant principal and home-room

teacher

principal and adviser /- Principal and adviser Assistant

Other

Position not given

3 3

9 15

.2 8 43

2

1

14

8

5

2

2

114

1

751-

2,000

(51)

More.

than

t00017)

Total

(156) 49

8

3

4

3

4

1

12

2

4

12

11

.11 42

7

38

18

165a

4

3

2

2

2

2

2

2

18

4

NOTE.The numbers In parentheses indicate the number of schoóls in the various enrollment groups.

Usually preliminary registration is regarded merely as a

time when pupils list the subjects they wish to take during

the following term of school. Study of the forms on which

preliminary registration is made indicates, however, that

many schools call for a wide range of information at the time

of preliminary registration. A total of 41 different items are

included on the forms used in the 156 schools which have

preliminary registration. (See Table 5.) It was to be

expected that the pupil's name and the subjects which he

wishes to take are items which are found on all forms.

Noteworthy, however, is the fact that none of the remaining

[2901

3 5

18

1

11 a

1

1

.11./ 9

8

6a
PROGRAM OF STUDIES

IMP 39 items is called for in as many as half the schools. In 66

schools the puPils list the subjects they are now taldng, and in 54 schools parents are required to sign the forms

on which pupils make their preliminary registrations. In

47 schools (most Of them with enrollments of more than

750) home-room teachers sign preliminary registration forms, and in 37 schools (most of them with enrollments of 300 or

fewer) the principal signs the forms. The names of subjects

the pupil has previously taken are required in 38 schools.

It is somewhat surprising to find this item iccurring more

frequently in small schools than in large ones, irs in the smaller

school it should be easier to know each pupil and keep in touch

with his record than in the larger school.

TABLE 5.Iterns on prelim¡tnary registration forms in schools classified according to enrollment groups

Item

Enrollment

100 or fewer

(14)

Name of pupil Name of subjects pupil wishes to take.... Age of pupil Name of subjects pupil is now taking._ _ Signature of parent Signature of home-room teacher

Names of subjects pupil has taken. _ _ &nature of principal Pupil's I Q. or other mental test data_ Teacher's estimation as to whether pupil will pass Btgnatire of counselor

Pupil 's'bdd.ress Pupil's ephone number Paren

Parents pation School t attended

Subjects In which pupil has failed Grade in school

Vocational plans

.Home-roorn number

Credits earned

Signature of assistant principal__ ..... Hours off for outside work

Teachers pupil prefers Pupil's birthplace Pupil's religious preference Parents' birthplace Date of parents' entry into United States. Grades In required subjects previously

taken

Grammar school pupil graduated from

Lunch hour &eked

101-300

(36)

1-750

(39)

751-

2,000

(51)

4

More

than

2,000

(17)

Total

(156) 14 35 39 51 17 156

14 35 39 51 17 156

11 24 18 14 10 77

8 8 15 26 11 66

3 6 16 22 7 54

i 4 10 23 9 47

6 8 10 10 4 38

8 15 10 3 1 37

2 2 5 16 6 31

3 1 6 fl 13 2 25

1 2 7 11 3 24

1 8 6 4 1 20

1 5 4 3 1 14

1 5 2 3 1 12

4 3 1 1 9

1 3 1 2 1 8

1 3 3 2 9

1 3 2 6

1 ________

1 2 4

3 3

1 1 1 3

3 3

1 2

2 2

2 2

1 1

1 I

[ 291 ]

_ _ _ ____. ame

t ,_6-

.___ ...... _ _ _ _ _ _ . _ ...... _ _ ___ ..... _.....

O. ea or 1

. 11. .1M.

7

11

11
NATIONAL SURVEY OF SECONDARY EDUCATION

#

TABLE 5. Items on preliminary registration forms in schobis classified

according to enrollment group8Continued

Item

Name of pupil's employer Graduation requirements Resident or nonresident pupil Locker number

Home-room teacher

Pupil's estimate as to whether he will

pass Date pupil entered school Desire to change course Pupil's plans as to returning to school in

the fall

Pupil's choioe regarding having classes begin with the first shift (8.10 a. m.) or with the second shift (8.50 a. m )

Enrollment 100 or

fewer

(14)

101-300

(35)

301-750

(39)

751-

2,000

(51)

More

than

2,000

(17) s s 4 4 e

i 1 _ _____

1

1 1 1

Total

(156)

NoTs.---The numbers in parentheses indicate the number of schools in the various enrollment groups which conduct preliminary registration.

Thirty-one schools have mental-test data recorded on the

preliminary form. These data are undoubtedly used in

helping the pupil select the subjects he is to take. In 25

schools spaces are provided on the preliminary registration

form for teachers to indicate whether they expect the pupil

to pass in the subject4 he is taking. At the Jackson (Mich.)

High School, the pupils indicate at the time of preliminary

registration whether they expect to pass each subject they are

taking.

A number of schools call for the pupil's address and telephone number. This information is reported to be helpful

during the summer if situations arise which require changes

from preliminary registration. Parents' names and parental

occupation are included on the preliminary registration

forms of 12 and 9 schools, respectively.

A group 01 schools have recorded on the preliminary registration form information regarding pupils' previous achievement in school. In nine schools the pupils are requested to

list the subjects in which they have failed. At West High

School, Denver, Colo., space is provided for recording pupils'

[ 292 )

7

11

11

1

11

1 1 , 1

1

/

1 __
PROGRAM OF STUDIES

marks in required subjects which they have previously

taken.

At the time of preliminary registration four schools have the pupils indicate their vocational plans. At Washington Union High School, Centerville, Calif., pupils indicate on

the preliminary registration form not only their vocational plans, but also what work they are doing outside of school, and their employers' names.

Pupils in the Moline (M.) High School, are permitted to

indicate their choices in a number of matters which will

influence their individual programs in the fall. They may

name the teachers they prefer for their various classes; they may select the hour at which they wish to go to lunch, they may state whether they wish to have a program which opens at 8.10 or at 8.55; and they may note the hours at which they wish to be excused to work outside of school. In arranging

pupils' programs efforts are made to conform to the pupils' wishes where possible.

At the Mi:. so *:burg (Ohio) High School, pupils are asked

to report whether or not they plan to return to school in the

fall. Pupils in this high school are also given an opportunity to indicate on the preliminary registration form their desire

to change the curriculum which they have been pursuing. A number of schools include on their preliminary registration forms certain items s5f which the value seems doubtful. It is difficult, for example, to see the use to which such information as the pupil's religious preference will be put in arranging his program for the school year. On the other hand, there are included among the items seldom reported, data

which /might well be gathered in a larger percentage of schools. Such factors as the pupils plans to return to school

in the fall and the hours during which he must work outside

of school have an important bearing on the use to be made of

the data obtained at the time of preliminary registration.

8. TABULATION OF PRELIMINARY REGISTRATION DATA

If maximum use is to be made of information reported during preliminary registration, the data gathered must be summarized in a manner which will facilitate their use. Tabulations of the subjects elected in preliminary registration are

[ 293 ]
NATIONAL SURVEY OF SECONDARY EDUCATION

made in 87 of the 91 schools which indicate whether or not

such tabulations are made. (See Table 6.) tit is quite

obvious from these data that schools having preliminary registration summarize the information received from this registration and put it in such form that it can be useful in making

the schedule for the following school year.

TABLE 6.Po8itions of persons making tabulations of subjects elected by pupils in preliminary registration in schools classified according to

enrollment groups

Enrollment

Position

Principal Clerk

Assistant principal Home-room teachers

Counselor

Superintendent Chairman of faculty schedule committee Department heads Teachers

100 or fewer

(6)

101-300

- (12)

301-750

(19)

751-

2,000

(36) 3

5 12 15 22

1 5 13 22

1 6 14

1 16

2 2 6

2 2 2 2

2 More

than

2,000

(14) 33

46

1 Total 1

(87) 7 58

44

25

23

116

2

2

2

In a considerable number of schools persons in two or more positions are reported to work

on these tabulations.

NOTE.Tbe numbers in parentheses indicate the number of schools in the various enroll ment groups which make tabulations of preliminary registration data.

Tabulating the subjects elected by pupils is, it would seem,

mere clerical work with which the principal should not be

burdened. Although most principali assist in this tabulating, persons in other positions usually do the major part of

this work. In the larger schools the principal has no part in

tabulating these materials. In more than half of the schools

clerks work on the tabulations of the data. The assistant

principal and home-room teachers tabulate the subjects

elected in 25 and 23 schools, respectively. At Eastern High

School, Washington, D. C., each home-room teacher tabulates the subjects elected by the pupils in Ms home room.

The faculty schedule committee collects the sheets on which

are tallied the tabulations for the various home rooms. A

master tabulation for the entire school is then made by combining like data on the sheets prepared by the home-room

[294 ]

_ _ ..... ..... am a

ao eo a 1

*PP Iff

'L61-;- Item=

I
PROGRAM OF STUDIES

teachers. At this high school it is reported that the plan of

having tabulations made by the home-room teachers proves

very satisfactory. It is said that the division of the work of

making tabulations among the home-room teachers places no

great burden on any one person and expedites assembling the

data obtained during the period of preliminary registration.

No school reports that pupils assist in tabulation of the

subjects elected at preliminary registratitn. Puckett recommends the practice of having pupils tabulate the subjects

elected at the time of preliminary registration. In discussing

the fact that six of the schools he studied used pupil assistants

in tabulating the subjects elected in preliminary; registration,

Puckett says:

It is somewhat surprising to find that so few schools make use of

the help of the seniors who can do this work efficiently under supervision. They generally cOnsider it a privilege to help with office work,

and the training which they get from this type of work is of enough

value to justify making use of them.'

6. USE MADE OF DATA OBTAINED IN PRELIMINARY REGISTRATION

Schools cooperating in the present investigation were

requested to report the lases which they make of data gathered in preliminary registration. Study of the uses reported

should be of value to the principal who is considering the

advisability of conducting preliminary registration in his

school and also to the administrator who has preliminary

registration in his school but who may wish to modify the

practices in his schpol.

Thi3 chief use made of the data obtained is to determine

the number of class sections that will be needed the following

term. (See Table 7.) Reports from 55 schools indicate

that preliminary registratioh data are valuable in making

the class schedule. In 36 schools the summaries of the

subjects elected by the pupils are used in deciding the

number of teachers needed during the coming school year.

Eleven reports mention the use of preliminary registration

data in selecting the subjects to be offered and nine schools

state that the data are used in determining the textbook

Puckett, Roe *ell C. Making a High-School Schedule of Recitations. New York, Longmans, Green & Co., 1931. (See pp. 56-57.)

1284W-33-20 295 ]

t

el*
.$

NATIONAL SURVEY OF SECONDARY EDUCATION

needs of the school. Determining the number of classrooms

needed and estimating the supplies needed are reported on

four and three inquiry forms, respectively. Two schools use

the forms made out at the time of preliminary registration

in checking on the subjects elected as related to the intelligence of the various pupils.

TABLE 7.Use made of data obtained during preliminary registration

Use Number of schools

Determining number of class sections 62

Making schedule 55

Determining number of teachers 36.,

Determining subjects to be offered 11

Determining textbooks needed 9

Determining number of classrooms- needed 4

Determining supplies needed 3

Checking on subjects pupil has selected as related to his intelligence 2

7. GUIDANCE GIVEN PUPILS IN SELECTING THEIR SUBJECTS

If pupils are to be enrolled in cours

their needs and if large numbers of c

registratio4are to be avoided, pupils must

which best suit

es in preliminary

e given guidance

in selecting the subjects they are to take. Only 32 of the

selected schools taking part in this investigation do not

provide guidance for members of entering classes before they

select the courses they wish to take. (See Table 8.) Small

schools fail to give assistance in selecting subjects more often

than large schools. This may be explained by the smaller

number of elective subjects in small schools. In fact, pupils

in small schools often have no electives at all but must take

without question the subjects assigned to them!

Not only the size of the school but also the type of school

has an influence on the decision as to whether new pupils

are to be given guidance in selecting etheir subjects. Guidance is given to pupils entering junior high school less

frequently than to those who enter schools of any other

type. (See Table 9.) This is probably owing to the

absence of electives in the opening grade of many junior

high schools. In a number of cases principals of junior high

schools made notations similar to the following on the

[296

11

- - s

41

I.
PROGRAM OF STUDIES

inquiry forms which they filled out: "No e1ectives4 in the

seventh grade."

TABLE 8.Guidance given to new pupils in schools classified according

to enrollment grOups

Practice

Enrollment 100 or

fewer

(24) 2 Guidance is given incoming pupils Guidance is not given incoming pupils_ No report

13

8

3

101-

300

(42)

301-

750

(43)

751-

2,000

(53)

More

than

2 000

(17)

Total

(179) 4 5 38 34 39 17 138

5 7 12 32

2 2 2 9

NOTILThe numbers in parentheses indicate the number of schools in the various enroll- ment groups.

TABLE 9.Guidance given to new pupils in schools classified according

to types of schools

Practice

Guidance is given incoming pupils Guidance is not given incoming pupils No report

Types of schools

Junior

(4)

Juniorsenior

(23)

Senior

(26)

4year

(89)

Total

(179) 3 23 19 42 4 72 138

16 2 2 12 32

2 2 5 9

NOTE.The numbers in parentheses indicate the number of schools of the various types.

The schools taking part in the present investigation

report nine different methods of helping new pupils select the subjects they are to take. The most used means of

giving guidance to incoming pupils is to have a representative of the school give a talk to the pupils in the school

which they are attending. (See Table 10.) Bulletins describing courses offered are distributectoto the new pupils

in 82 schools. At Appleton, Wis., there is distributed to

all ninth-grade pupils in the junior high schools of the

city a 60-page bulletin entitled "FuturesYour Need of

the Senior High School." This bulletin, which is revised

[ 297

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_ .r

r 7

4

4.
NATIONAL SURVEY OF SECONDARY EDUCATION

annually, includes information on thee values of a highschool education, a description óf Appleton High School

and its various curriculums, and a discussion of graduation

and college entrance requirements. For 3 or 4 weeks, before

preliminary registration takes place, the ninth-grade socH.al

science classes in the junior high schools use "Futures " as the

basis of their class work. Following the study of this bulletin° the pupils who are going to enter senior high school fill

in the preliminary iegistration forms. The principal of the

Appleton High School reports that placing this bulletin in the

hands of all ninth-grade pupils and having them use it as

the basis for class discussion has been of great assistance in

the intelligent selection oI courses by members of incoming

classes.

TABLE 10. Type of guidance given incoming pupils to assist them in

selecting subjects they wish to take in schools classified according to

enrollment groups

Type of guidance

Enrollment 100 or

fewer

(13) 101-- 300

(36) 2 Talk by representative of school before graduating class in junior high school or elementary school Bulletin describing courses and subjects_ _ Conferences between representative of school and each incoming pupil. Meeting of representative of school with

parents Conference between representative of

school and individual parents Guidanoe course given in the elementary

school_

Conference with counselor in schools from

which pupils come Talk to pupils by city guidance director Conferences with pupils by teachers of schools from which they come

3

3

12a

3

b.

3 16

14

18

2

301-

750

(34)

25

21

18

116

1

751-

2 000

(39)34

31

107

52

, 1 More

than Total

2.000 (138)

(17)12

132

2 90

82

64

25

213

2

1 Non.The numbers in parentheses indicate the number of schools in the various enroll- ment groups which report giving guidance to incoming pupils.

The methods mentioned (giving talks to pupils in the

school from which they are to come and the use of bulletins)

are more frequently used in large schools than in smaller

segkols. On the other hand, smaller schools report having

(298 )

41

__ _ 5

4

.

6

OD OP MD ......

6 7

dr.a

- I m.11,
PROGRAM OF STUDIES

conferences between a representative of the school and

the pupils more often than do the larger schools.

In a considerable' number of schools the attempt is made

to secure direct contact-with the parents of incoming pupils.

Twenty-five schools hold meetings for the parents of entering pupils. At these meetings a representative of the

school (usually the principal) discusses with the parents

the various courses offered in the school and an opportunity

is provided for ttem to confer with the principal or another

member of ,the school staff.

A number of schools report receiving cooperation along

the lines of guidance from the schools the pupils are attending. Three schools report that in a guidance course offered in

the elementary schools the pupils are 'given assistance in

selecting subjects in high school. Two schools ...indicate

that the counselors in the schools from which the pupils

come help the pupils select the subjects which they may take

in their new school. The principal of Foch Junior High School, Detroit, Mich., reports that the teachers in the

elementary schools assist in guiding pupils before they

enter the junior high school.

The principal of the Bay View High School, Milwaukee,

states that the city guidance director visits the elementary,

schools and holds meetings with the pupils who are to enter

high school.

The principal must not only assist new pupils select the

subjects they are to take but he must also providcl,guidance

for the pupils already attending school. Only 10 schools

report that duty do not assist pupils attending the school

select the courses they wish to study. (See Table 11.)

Four of these 10 schools have enrollments of 100 or fewer,

and for this reason, without doubt, offer no electives. Among

68 schools with enrollments of more than 750, only 2 indicate

that they do not give guidance to their pupils prior to preliminary registration. Although a large majority of the

schools in each- enrollment group give guidance to their

pupils in selecting the subjects they wish to take, the smaller

gschools give such guidance,. less frequently than do larger

schools,

[299]
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE i 1.G uidance given to pupils attending school in schools classified

according to enrollment groups

Practice

I

F Guidance is given pupils attending school_

Guidance is not given pupils attending

school

No report

Enrollment

100 or

fewer

(24)

2

16

4

4

101-300

(42)37

2

3 301-750

(43)

38

2

3

751-

W=

(53) 2 More

than

2000

(17)

16

Total

(179) 7

10

12 NOTE. The numbers in parenthesei indiCate the nhmber of schools in the various enrollmen groups.

Despite the fact that junior high schools give guidance to

incoming pupils less oftn than do schools of other types,'

they give guidance to5 pupils already in their schoolseirt larger

eproportions than do schools of other types. (See Table 12.)

It seems próbable that after pupils have taken the exploratory

courses required in the seventh grade, the junior high schools

assist them in choosing the courses they wish to take in the

following years.

TABLE 12. Guidance .gwen to pupils attending in schools classified

according to types

Practice

s \ Guidance is given pupils attending school....... _ \ Guidance is not given pupils attending Bawd__ _ --'---) No report t

Types of schools

Junior

(41)

40

Juniorsenior

(23)

20

12

Senior

(26)

24

1

1 4-year

(89)

Total

(179)

73

7

9

157

; 10

12 Noirs. The numbers in parentheses_ Vest the number of schools of the various types.

See Table 9.

E 300)

a

. AC 187 6'

19

A

I .

... _

464

3

1 6

3 4 5 50

1 t

4

.
16,

PAOGRAM OF STUDIES

TABLE 13. Types of guidance given to pupils attending in schools

4 classified 'according to enrollment groups

TYpe

a Conferenoe between staff members and

pupils Bulletins describing cowses and subjects given to pupils Home-room discussions

Talks by principal

. Guidance class

Talks by home-room teachers

Talks by teachers of elective subjects Life career club

Talks at assembly by Successful men in

various vocations

Conferenoe between principal and parents

Enrollment 100 or

fewer

(16) 2 152

1

101-300

(37)

301-750

(38) 4 34

25

2

3

3

751-

2,000

(50) 5

kw 41346

33

5

1 More

than

2,000

(17)15

13 Total

(157) 7 139

85

9

5

Noars.The numbers in wendleast indicate the number of schools in the various enroll- ment groups which report giving guidance to pupils in school.

In geueral, methods of advising pupils already in school

are similar to those used in helping new pupils choose the

subjects they wish to-take. The administration of such guidance isd.however, somewhat different. Conferences betweên

pupils and staff members are most frequently used in helping

pupils select the subjects they wish to take. (See *Table 13.)

Bulletins describing courses offered are used in more than

half of the schools. Bulletins are, however, used by few

small schools. , A number of schools report using the home

room in assisting the pupils select the subjects they wish to

take: In nine schools home-room discussions are held regarding courses offered, and in five schools home-room_ tachers give talks to their pupils regarding the various subjects

in the curriculum. Home-room discussions and talks Asby

home-room teachers are more often used in junitr high

schools than in schools of other types. (See Table 14.)

Talks by the4 principal are reported by, eight schools; and

guidance classes arè listed in the rePorts of seven schools,

four of which are junior high schools. At the West Side

Junior High School, Little Rock, Arki., teachers of the

various elective subjecta giVe assembly talks in which they

[301 ].

a

a

ea e 1 34

11

..

1

_

1 1 7

11
NATIONAL SURVEY OF SECONDARY EDUCATION

discuss th6 courses in their departments. The Bayonne

Junior High School, Bayonne, N. J., reports that pupils

are assisted in choosing thetlitjects which they wish to take

by discussions at meetings of the life career clubs to which

they belong. Assembly talks by men successful in various

occupations, are given from time to time at the A. J. Demaroast High School, Hoboken,. N. J. The principal reports

that these talks give guidance towthe pupils in planning the

subjects they wish to take.

TABLE 14. Types of guidance given 49 pupils attending in schools

classified according to types

Types of schools

TYPe

Conference between staff members ant pupils_ _ Bulletins describing courses and subjects riven to

pupils Home-room discussions

Talks by mincipal Guidance class

Talks by home-room teachers_

Talks by teachers of elective subjects_ _ _ Life career club

Talks at sasambly by successful men in various

vocations

Conference between principal and parents

Junior

(40)

Juniorsenior.

(20)

Senior

(24)

3

43

1

1 19

10

2 4

Total

(157)

19

16

14

1 2

1

11 86

9

7

5 Nors.The numbers in parentheses indicate the number of schools of the various types.

At the Williamsport (Pa.) Senior High School, an interesting combination of methods of guidance is used before preliminary registration is held. About 12 weeks before the

close of the school year open thouse for the parents of

pupils is held at the high school. A systematic program of

publicity, most of which is in charge of pupils in the school's

journalism class, precedes the open house so that all parents

may know of the meeting. Newspaper articles, posters,

hand bills, and letters are used at various times in advertising

the school's Open house. The eaEly part of the evehing is

occupied by the meeting of regular high-school classes in

their respective rooms, during the two periods of classes

parents may visit the daises which their children are taldng.

( 302 I

4

..... -

...... ... ...

_

1 INA AN.

4-year

(73)

a, ..... 35a. ;N. 1398

1

-

-
PROGRAM OF STUDIES

Following this the parents meet in the auditorium where the

school's program of studies is explained to them in some

detail. Here an opportunity is given for the asking of any questions and the discussion of problems which the parents may care to raise. On tbe two days following this open house the principal meets with the pupils of the school,

usses the offerings with them, and distributes to them the

upon which they will make their preliminary registraon. These cards are taken home (they must be signed by

the parents) and are returned on a date about two weeks after

their distribution. During these two weeks the principal sets aside at least three evenings during which time he is at

the high school for conferences with individual parents. The principal reports that parents take advantage of the

opportunity to confer with him and that often he is occupied with these conferences from four to five hours each of the

nights they are held. Working with both the pupil and the

varent is said to prove most helpful in reducing the number

of changes made in preliminary registration by the pupils

at Williamsport High School.

_ 303 j

, bg; Z

f

4 .

a
CHAPTER III : FINAL REGISTRATIO0N

1. PROCEDURES IN FINAL REGISTRATION

Not only must schools conduct preliminary registration

but they must also hold a final registration at which time

pupils' programs of classes are finally made out. Schools

report using various methods in carrying out this final

registration. In approximately half the schools the subjects

elected by the pupil at preliminary registration are arranged

on his schedule without consulting him. (See Table 15.) In

55 schools having preliminary registration the pupil's program

is arranged by an 'adviser in consultation with the pupil.

Pupils' programs in small schools are usually arranged by the

pupils themselves; on the other hand, in the larger schools

the individual progriaus are more often arranged without

consulting the pupils. Five schools report that on the opening day of school groups of pupils arrange the subjects

selected at preliminary registration under the direction of

advisers. If pupils have, at the time of preliminary registration, been given careful guidance in selecting the subjects

they wish to take, it should scarcely be necessary for the pupil

to be present when his program is arranged.

Schools which do not have preliminary registration conduct

registration on the opening day of the school year. In 17

such schools the pupils and advisers arrange the individual

programs on the opening day.. In the remaining three

schools which do not conduct preliminary registration groups

of pupils arrange their programs under the direction of an

adviser on the opening day of school. Without doubt, conducting only final registration with no preliminary registration does not give pupils an opportunity to give careful

cotisideration to the selection of subjects.

4.

.*4

[304 1

9 As.

a

I.,

.

;

a
PROGRAM OF STUDIES

TABLE 15.Procedure in final registration in schools classified according

to enrollment groups

Procedure

1 Subjects selected by pupil in preliminary

registration arranged on his schedule

without consulting him

Subjects selected by pupil in preliminary

registration arranged on his schedule

by adviser in consultation with pupiL _ Pupil makes no preliminary registration, reports to school on opening day, and

in consultation with adviser arranges his schedule

Pupils make no preliminary tion;

groups of pupas arrange their subjects. under the direction of an adviser on opening day of school Pupils make preliminary tration; groups of pupils arrange their subjects under the direction of an adviser on opening day of school T

Enrollment

100 or fewer

(22) 4

Mir72

101-300

(34) 3

11145

3

301-750

(38) 4 22

114

1

750-

2,000

(48)3115

1

More

than

2,000

(17) 6

11 Total

(159) 7 79

173

5 Nurs.The numbers in parentheses indicate the number of schoolsin the various enrollment

groups which report the procedure used in final registration.

B. EQUALIZING CLASS SECTIONS

In approximately two-thfrds of the schools class sections

are equalized by tabulating the number of pupils assigned to

each section. (See Table 16.) -Making such tabulations at

the tiine of registration undoubtedly eliminates much of the

disorder and confusion which results from changing pupils

from section to section after classes have opened. Sixty-three

schools, a number of which also keep a tally of pupils assigned

to each class section, equalize classes by transferring pupils

from section to section during the first days of school.

A

[ 305 ]

t".

2 9

1

6 M.

.

F.1
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 16.M ethods of equalizing class sections in schools classified

according to enrollment groups

Method

Enrollment groups

100 or

fewer

(24)

101-300

(42)

301-750

(43)

751-

2,000

(53)

More

than

2,000

(17)

Total

(179)1

7 Keep a tabulation of the number of pupils assigned to each class 4 22 33 45 15 119

Transfer pupils from class to class during

the first days of school 2 13 15 26 7 63

NOTE.The numbers in parentheses indicate the number of schools in the various enrollment groups. . I A number of schools report using both methods of equalizing claw sections.

4 MP'

ta. i

. ! 3 4 1 $

ql. ets_
IV : MAKING THE CLASS SCHEDULE

1. THE TIME OF COMPLETING THE CLASS SCHEDULE

In connection with making the class schedule the school

administrator must make a number of decisions: He must

determine when the schedule is to be made; he must decide

who is to make the schedule ; and he (or those whom he selects) must devise methods of making the schedule. On the inquiry

forms returned by the schools cooperating in this study

information was requested regarding practices with relation

to these and other concerns of schedule making. The time of completing the schedule has an important

influence on the prompt organization of the school for effective work, for if the class schedule is not completed until after

school opens, much confusion is likely to result during the

opening days of school. Puckett particularly recommends

inaking the schedule before the close of school in the spring. He says:

This has many advantages, as it enables the .principal to check on his

proposed schedule before the pupils leave for the summer. He is then

able to make any necessary changes before the schedule is actually put into operation. In cases where the individual pupils' schedules or

programs are to be made out in the office, this work can be started as

soon as school closes in June so that everything is organized long before

the first day of school in September)

Only 21 lof the 179 schools taking part% study complete

the class schedule on the opening day of school. (See Table

17.) In 3 schools the schedule is finished the day before

school opens, and 31 sChools rep4.3r4t that the schedule is corn-.

pleted during the week preceding the hAt l gi ..16 of the school

year. In 67 schools, however, the schedule is made during

take summer, and in .56 schools it is completed before school

closes in the spring. The explanation of the large proportion

sof the schools whick complete their class schedules at early

dates must be found in the fact that the schools represented

1 Puckett, Roswell C. Making a Higb-Eichool iiktbidule, of Recitations. New York, UP_ :ve,g gal Green é Co., 1961. (See pp. 70-71.) . [ 3071

f. 4. 4
NATIONAL SURVEY OF SECONDARY EDUCATION

in the study were recommended for their noteworthy practices

in registration and schedule making and, in consequence,

represent a selected group in this respect.

TABLE 17. The time the schedule is completed in schools classified

according to enrollment groups

Time of completion

Enrollment 100 or fewer

(24)

101-300

(42)

301-750

(43)

751-

2,000

(53)

More

than

2,000

(I7)

Total

(179) 4 7 During the summer 8 16 17 22 4 During the week before school closets in

the spring 4 7 10 17 7 45

During the week before school opens_ 3 14 6 7 31 First day of school 9 4 2 21 2 weeks before school closes in the spring 1 2 4 I day before school opens 2 3 3 weeks before school closes In the spring 1 3 4 weeks before school closes in the spring 2 3 6 weeks before school closes in the spring 1 Time of completing the schedule is not given

NOTE.--The numbers in parentheses indicate ttle cumber of schools in the various

enrollment groups.

S. POSITIONS OF PERSONS MAKING THE SCHEDULE

An important consideration in relation to schedule making

Ls the decision regarding-who shall make the schedule. (See

Table 18.) In more than half of the schools included in this

study the principal makes the schedule without reported

assistance from any other staff member. In Jhe smaller

schools the principal alone, the superintenderit alone, or the

principal and superintendent working together usually carry

this responsibility. As the size of schoolincreases, however,

principals more and more place at least a share of the respon-

. sibility for making the schedules on persons in other positiöns.

In 21 schools neither the principal nor the superintendent

takes any,part in making the schedule; in 13 of these schools

the assistant principal makes the schedule; in 3 schools the

schedule is made by clerks, the schedule of 1 school is made

by department heads; and in 1 school the class program is

arranged by the asdistilt principal and a clerk.

4.

_ . .... al

5

1 8

1 _a__

___ 20 1 ............ ..... 1 ...... __

67

I [ 308 1
PROGRAM OF STUDIES

TABLE 18.Positions of persons making schedules in schools classified according to enrollment groups

Pogition

Principal Assistant principal Principal and clerk Principal and minIttee of teachers__ _ _ Principal and superintendent Superintendent Principal and assistat principal Principal and depart ent heads

Committee of teacher$ Clerk

Supaintendent and teacher_ _ _ _ _ _ _ _ Principal, assistant principal, and teacher. Principal and counselor

Principal, teacher, and clerk

Other

Positions of persons making schedule not given .

Enrollment

100 or fewer

(24)

101-300; 301-750

(42) i (43)

751-

2,000

(53)

More

than

76°°07)

Total

(179) 4 7 14 2.5 25 27 2 93

7 6 13

_ 5 9

3

2 3

6 M. 410 ...... 3

1 ..... 9

9

4 3 7 2 3 5

1 3 4 2 ...... 3

1 3

1 2 2 2

1 ----- 2

1 1 2

1 1 2 2 3 9

3 3 7 ment

NOTILThe numbers in parentheses indicate the numbers of schools in the various enroll- groups.

At Eastern High School, Washington, D. C., the making of

the school's 'schedule is in complete charge of a teachers'

committee of three members. This committee, the membership of which usually remains °constant 'from year to year, assembles the data from preliminary registration, and cornpletos the schedule for the following year two weeks before the

close of 'school in June. Copies of the master schedule are

given the school counselors who in turn make out the individual programs of the pupils in their advisory groups. The

programs for all pupils in the school are returned to the

schedule committee before the close of the school year, and

for a few days after school has closed the teachers on this

committee work making necessary adjustments on individual

programs. About one week before school opens in the fall

the members of the schedule committee return to school and

take charge of registering new pupils from out of town and

also make such changes in individual pupils' programs as may

be necessary due to attendance at summer school.

_ _ ..... .

.. _ _ _ _ _ _ _ . _ _ _ alb MD

C.

IMP 10

- 1

1

1 w

A, 309 ]

_ 2

1

1
NATIONAL SURVEY OF SECONDARY EDUCATION

At Central Senior High School, South Bend, Ind., department heads, the assistant principál, and the principal make

the school schedule. The department heads make the schedules for their respective departments as they should like to

have them. These proposed department schedules are

combined by the assistant principal and such çhanges as are

necessary are made by him. The principal than studies th64

completed program and consults with the assistant principal

regarding any difficulties which may arise.

At Belmont High School, Los Angeles, the department

heads make the schedules for their respective departments.

They then meet together as a group and make a final schedule

for the school. This schedule is studied by the principal

before its final adoption.

4 S. METHODS OF SCHEDULE MAKING

The three methods of making a schedule reported by schools

taking part in this investigation are the block method, the

mosaic method, and the combination method. In using the

block system the person making the schedule groups together

the program cards of all pupils taking the same combination

of subjects, makes the required number of sections, and the')

a.signs the pupils in each section (or block) classes at the

different periods of the day. Puckett describes a definite

example of making a schedule by the block method 4s follows:

. . suppose 90 pupils have registered for English 9B, civics 913,

algebra 913, and Latin 9B. This will be enough to form three blocks of,

30 pupils each. The schedule maker may then select a series of periods

for each block. Rea block 1, he could have English 9B the first period,

civics 9B the third period, algebra 98 the fifth period, and Latin 9B the

seventh period. For block 2, he could have English 9B the second

period, civics 9B the fourth period, algebra 9B the sixth perrod, and

Latin 9B the eighth period. For block 3, he could select English 9B

the third period, civics 9B the fifth period, algebra 9B the seventh

period, and Latin 9B the fi;st period.'

Puckett shows as follows the arrangement of the procedure

described above:

qb p. 132.

oftwaikk [ 310 1 a

Il

, .

AI Ibid., -

.
PROGRAM OF STUDIES

1,411'

Subject

Epglish Civics 9B___

Algebra 9B _ Latin 9B

Periods for recitations

Block

3 3

135

7 2

46

8

Block

35

7

1 In speaking of the mosaic method Puckett says:

It is much less exact than the block system, yet if used in a system- atic way, may be very effectively employed. This method consists in

placing the different sections at different periods of the day where the

schedule maker thinks there will be no conflicts, but without regard for

any set arrangement of any particular group or combination of subjects.L.

In the combination method the person making the schedule

employs the block method for all pupils whose programs adapt themselves to that method. The mosaic method is

then used in arranging the remaining classes.

The mosaic method is used by approximately three-fourths

of the schools which report the method of making their

schedules. (Si* Table 19.) Puckett believes tbe frequency with which the mosaic method is employed may be explained by the fact that "it grows out of a hit-and-miss method which

the beginner so frequently employs."

TABLE 19. Methods of making schedules in schools classified according to

. enrollment groups

9 Method

Mosaic

Coinbinal ion_

Block

No reply

Enrollment

100 or

fewer

(24)

101-300

(42)213

18 301-750

(43)

4

751-

2,000

(53)

24

12

4

13 More

than

2,000

(17)

Ob.. M. OP 4 Total

(179)

7

23

7el

ment

Non.The numbers in parentheses indicate the number of schools in the various enroll- groups.

Ibid., p. 136. 4 Ibid.

1284096-33-21 [311 ]

911. _ Block

LI III

4

11111111 ___ ....... ..... .. _

. a

8

13

10a

a a

^.

a.

dor SASCGAiat -ba".1i1.1r

I/

s

16-

PROGRAM OF STUDIES

5. DEVICES USED IN MAKING SCHEDULES

Bectiuse the present investigation aims to report outstand:

ing practices, there was provided on the inquiry form sent

to the schools taking part in this study space for describing

procedures found particularly helpful in constructing the

schedule. Especially requested were device3 used in connection with schedule problems related to ability' groiiping,

sex segregation, and irregular pupil schedules.

The device reported more than any other is that Of using

tb,e schedule of the previous year as the basis for the new

schedule. (See Table 21.) At Central High School, St.

Joseph, Mo., for example, the principal states, "All onesection classes are given at the same period from year to year." Two schools go so far as to use the same schedule

from year to year. *It seems that changes in tte teaching

staff, changes in the curriculum, and variations in pupil subject elections would make particularly difficult the use

of the same schedule from year to year.

TABLE 21.. Devices used in making schedules in schools classified accord- ing io enrollment groups 60

Device in making the schedule

Use schedule of previous year as basis_ _ Make the schedulo for senior classes first, then junior, etc

Use card pocket device with colored cards _ Use board with movable blocksrepresent- ing class sections Schedule required subjects first Use schedule of previous years Have three levels of same sub (Eng- lish, for example) meet d 1- i : same period Estimate percentage of promotion upon basis of past experience Schedule c%nm of which there is only opt) section first

Make schedule of the ninth grade first, then tenth grade, etc

Schedule elective subjects first Alternate subjects (English III and IV) various years... ..su-6--- )ect;

_ _ labors the first pe- riod In the mi I or the first period in

tbe afternoon to 6. 41 tate preparation. of the apparatusEnrollment

100 or fewer

(24)

[.3131

101-300

(42) 3

22

301-759

(43)42

e53)

.1 More

than

2r7) ".

5

452

3

Tod

(179) 7 107

4 p

42

2

2

2

2

2

2

2

.

. _ _ -----

s

: ... 2

-----.4141;.. 4= mil. em. .1

a 6

4

_ Arrange s

-

e
116

NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 21. Devices used in making schedules in schools &unrifled according to enrollment groupsContinued

Device in making the schedule

1 Schedule classes of the pupils with a regular program first, then those with irreru- ms Enrollment 100 or fewer

(34) 2 164-300

(42) 3 Coot : to with other schools in county in

working out alternate sub)ects for vari- ous 'years for the sake of pupils who

transfer

Confer with teachers

Confer with subject supervbore Amign teachers of unusual patience to

advise pupils with irregular schedules

Have most difficult subjects meet in the

morning where possible

So . : schedule that members of the

NUM !Vs.., 'Lent have a common vacant s - avoid after school departmental meetings_______. Arrange special sections for repeaters_

and its prerequisite fsk

same to accommodate pupils who

have

Schedule classes of pupils with irregular

programs first

Keep mooed of the number who select

each course in preliminary registration

as compared with the number who actually take the course when school opens

in the fall

Ask department heads the prob.ble num- ber of failures in the betnn1ng courses

In their daitinent

Do not scWule classes in the same course

for two succeeding periods unless there

are more than two sections of the class

First schedule classes which meet at a

fixed time due to the tact that they are

taught by part-time teachers First schedule classes with double periods

First schedule classes requiring special

MOMS

301-750

(43) 4

1

751-

2,000

(53)

1

.1 1 1

1 1

1 1

More

than

2(17)

Total

(179) 7

.....

1

91

1

11

1

11

11

11 NOVI. The numbers in parentheses indicate the number of schools in the various enrollment groups.

In seven schools classes for seniors are arranged first, those

for juniors next, etc. Those using this device point out that

the pupils in the upper years of school have more irregular

programs than pupils in the lower grades. Therefore, the

upper-grade classes should be scheduled first because the

arrangement of these classes is less flexible than those of pupils'

in the lower grades. In two schools, however, the foregoing

[ 314 ]

I.

Art*.

17.

Arrange sublect od

ag 13: .......

.-

411. a. ..... - ot as .....

_

1

. .....

NM lippl IIMMM1 e

.....

7b',

'..icf-H.

a.

OP%

a

_ 1
PROGRAM OF 13TVDIES

procedun is reversed, classes of the lower 'years in school being schedulêd first.

Reports from six of the larger schools state that the use of

calbds and a card-pocket device is helpful. The general plan used in these schools is to make one card for each class section in the school. These cards are fitted into a series of pockets, each row of which represents a period of the day. The cards

are arranged and rearranged until conflicts are eliminated. Four schools use boards on which are marked off squares for each teacher for each period of the day. Movable blocks representing the various class sections are moved about up9n this board until the'schedule is completed. In a number of schools the cards or blocks used are of different colors to represent the various grades in the school.

Reports from four schools indicate that required subjects are scheduled first. One principal gives his reason for this procedure as follows: " I schedule required subjects fizst, making sire there will be no conflicts between them. I then

schedule elective subjects making every attempt to avoid

conflicts. If conflicts occur, however,.the pupils must change their electives."

A device for use in connection with the problem of ability

grouping is reported by Foch Junior High School, Detroit, and by Lincoln High School, Los Angeles. In arranging the

schedules at these schools ihree levels of the same course are

programmed for the same hour oi the day. This is hot only helpful in arranging the schedule but it is also reported to be

convenient if, after school has opened, it is found necessary

to change pupils from one ability level to another in certain

classes. Such changes can be made without disrupting other parts of the pupils' programs.

All schools confront the problem of changes in preliminary

registration. Usually the ached is arranged on'the basis of data obtained during preliminary regiktration, and changes

in pupil election (due to failures, for example) cause difficultr

as regards the schedule. At Eastern High School, Washing.- ton, D. C., and at Wilson Junior High School, Philadelphia, the percentage of pupils who will fail the various courses is estimated upon the basis of past experience. At Central

[815,]

-

110,..00 "lbw,
44"

NATIONAL SURVEY OF SECONDARY EDUCATION

High School, Detroit, the department heads are asked to send

to the principal's office estimates of the number of failures in

the beginning courses in their departments. Past experience

at Central High School has indicated that the number of

failures in the advanced classes are balanced by the number

of failures in preceding courses. For example, the number of

failures in English III will be approximately equal to the

failures in English IV; therefore the enrollment in English IV

will remain nearly constant.

At the Williamsport (Pa.) Senior High School a record is

made each year of the number who select various courses

durinureliminary

1

registration as compared with the number

who actually take the comes when school opens in the fall.

Data kept for a number of yeam indicate that the actual

enrollment in Latin III classes is about 25 per cent less than

the number who register for this subject at the time of

preliminary registration; on the other hand, the enrollment

in chemistry is usually about 12 per cent more than the

number who select this subject at the time of preliminary

riTistration. Knowledge of tendencies of this type is

reported to be very helpful in estimating the number of

sections needed for various courses.

Two of the smaller schools report that they offer certain

subjects only every second year. The principal of Liberty

High School, Granite, Okla., where subjects are alternated

from year to year, reports that the high schoors of the county

cooperate in arranging the subjects.which are offered during

alternate years so that during a given school year the same

subjects will be offered in the various schools of the county.

This arrangement has been made to help pupils who find it

necessary to transfer from ontl school to anothei.

At the New Underwood (S. Dak.) High School and at the

Huntingtown (Md.) High School an effort is made to have

dasses with laboratory periods meet either the first period

in the morning or the first period in the afternoon so that

the instructors in charge may have needed apparatus set

up at the opening of the period.

At the Thomas Edison Junior High School, Los Angeles,

each department in the school has one period during which
PROGRAM OF STUDIES

no teacher in the department has a class. The purpose of

this arrangement is to make it possible to hold departmental meetings during school hours.

The schedule at Eastern High School, Washington, D. C.,

is so arranged that subjects and their prerequisites meet the

same hour. For example, one section of French III meets

the same period as one section of French IV. The purpose of this arrangement is to accommodate pupils who have

irregular programs due to failure.

At Central High School, Detroit, classes in the same course

are not scheduled for succeeding periods unless there are

more than two sections of the subject. If such classes were

to meet in two contiguous periods, the course might be closed

to pupils having one class which meets those same two

periods.

_

4

[ 317 I
CHAPTER V : CHARACTERISTICS OF THE SCHEDULE

I. THE LUNCH PERIOD

Before the schedule can be prepared, a number of decisions

must be made regarding characteristics of the school day.

Among the problems which Tust be considered are methods

of arranging the lanai period, whether time for extracurriculum activities is to be provided during school hours, the

length of class periods, the number of class periods in the

school day, and provisions for intermission between periods.

Knowledge of practice with regard to these problems in the

selected schools cooperating in the present investigation

should be of assistance to school administrators who find

themselves confronted with the micessity of making decisions

regarding the school day in their schools. For this reason,

the schools taking part in this study were asked for informs,-

tion about a number of characteristics of the school day.

All schools make provision for a lunch period. The

periods for lunch range in length from 10 minutes to 2 hours,

the average being 50.7 minutes. (See Table 22.) In schools

with enrollments of 300 or fewer the lunch period is longer

than in schools with larger enrollments. This may be

explained by the fact that in many small schools most pupils

go home to lunch; in the larger schools, however, the pupils

usually eat their noon meal in the school building.

In 49 schools part of the pupils are at lunch while others

attend classes or study. This firrangement is usually made

in order that the school lunchroom may more etaily accommodate all pupils. Two lunch periods are scheduled in 23

schools, and 18 schools have three lunch periods. One school

reports six lunch periods. Only 8 of the 119 schools with

enrollments of450 or fewer have their pupils go to lunch in

two or more groups; on the other hand, 41 of the 70 schools

with enrollments of more than 750 have two or more lunch

periods.

[ 318 1
PRbGRAM OF STUDIES

TABLE 22.--Length of lunch periods in schools classified according to

enrollment groups

Number of minutes

1 Average length of lunch period in minutes.

Enrollment

100 or

leas

(24)

101-300 301-750

(40) (43)

18

2

3 I 4 751-

2,000

(52)

More

than

2(10r)

Total

(178) 7

1

12

1 3 7

1 15

4 3 2 1 3 2

10 8

2

4 1 9 8

2

6 2

1 1 1

3

134

142

4

143

4

2

2

2

----- - -

- -----

13

6

10

31

78

149

a88

3

10

178

14

1 59. óQ.91 50, 9 44. 35. 0 50. 7

NOTILThe numbers in parentheses indicate the number of schools reporting the length of their lunch periods.

1. ACTIVITY PERIODS

A large majority of the schools included in this investigation regularly set aside periods within the school day for extracurriculum activities. (See Table 23.) kl senior

high schools and 38 of tlw 40 junior high schools schedule

activities periods. Twelve of the 88 4-year high scliools and

7 of the 22 junior-senior high schools do not provide. for extracurriculum activities within the school day. These

d'ata reveal the fact that larger proiSortions of junior and

senior high schools than schools of other typep schedule

activities periods.

Small schools have activities periods less frequently than

do large schools. Fifteen of the 63 schools with 300 pupils

or fewer make no provision for extracurriculum activities

within the school day; on the other hand, only 6 of the 110

schools with more than 300 pupils fail to provide periods for

extracurriculum activities,

[ 319

10

15 7 20

25

ao

35

45

60

65

70

75

SO

85

90

120

7

. - . 7

......

. ..... M

.. ... 6 6
NATIONAL SURVEY OF SECONDARY EDUCATION

TABLE 23. SchooLs setting aside periods within the school day for extracurriculum activities

9 Practice

1 Periods are set aside for extracurriculum acti

Periods are not let aside for extracurriculum activities

Types of schools

Junior

(40)

Juniorsenior (22)

Senior

(23)

4-year

(88)

Total

(173) 2 3 I 5 I 382

157 23 78

12 152

21

NoTs.The numbers in parentheses indicate thea number of schools of the various types

reporting regarding a period for extracurriculum activities.

As is to be expected the actiyity most often provided for

is the assembly, for which allowance is made in 1 26 schools.

(See Table 24.) Periods are set aside for the home room in

116 schools and for extracurriculum activities other than the

assembly and the home room in 82 schools. Large schools

have home-room periods more often than do smaller schools.

This situation may be accounted for by the fact that small

schools, have less need of the home-room organization than

TABLE 24. Activities for which periods within the school day are set

aside in schools classified according to enrollment groups

Type of activity

Enrollment 100 or

fewer

(17)

101400

(31)

301-750 751-

2,000

(51)

More

than

2,000

(15)

Total

(1n)

1 4 7 Home room._ 12 Assembly . 14 Other estracurriculum activities_ _______ 10

1 1127

17 313425

48

4123

1410

lid

126

NOTS.The numbers in . theta Indicate the number of schools in the various enrollment groups which set aside periods for one or uwewe types of extrscurrieuluni activities.

do larger schools.

In junior and senior high schools home-room periods are

found more than in either junior-senior or 4-year high schools.

Fewer junior high schools have assembly periods than is the

[ 320

e.

(38)

I _ 8

to' 41. :

Iirv

... 4k

I 7

4;

s

_ 82

1 MAP
PROGRAM OF STUDIES

case with schools of other types. Junior high schools, however, have periods set aside for extracurriculum activities other than assembly and home room more than any other

type of school.

The activity for which most time in the schedule is set aside is the home room, for which an average of more than

59 minutes a week is provided. (See Table 25.) Small

schools set aside more time than do large schools for assembly

programs and also for extracurriculum activities other than

home room and assembly. Schools which get aside periods

for extracurriculum activities allow an average of more than

142 minutes a week for these activities.

Junior and senior high schools allow more time fo4homeroom activities than do the other types of schools. Junior

high schools devote more time to extracurriculum activities other than home room and assembly than do schools of other

types. Both the numbir of unior high schools having these

periods and the amount of tune devoted to these activitigs

indicate that junior high schools are making greater provision

for the meetings of pupil organizations during school hours than are schools of any other type. This situation may be

owing to the belief of authorities that pupils of junior high

school age should under no circumstances be required to come

to school for extracurriculum activities in the evening.

,t> k

e

10 Elk"itillatfai 32 1 I

4

4.

A[

s

PROGRAM& OF STUDIES

A S. LENGTH AND NUMBER OF CLASS PERIODS

The length of the class period must be given careful con- sideration ip making the schedule, for it influences the methods of teaching used in the school. If. teachers are to conduct supervi.sed study, class periods may be expected to be long; if, on the other hand, the principal wishes to make

no provisions for supervised study, the class periods will probably be short. In the selected schools included in the -present investigation class periods range in length from 35 to 75 minutes, the average being 47.2 minutes. (See Table 26.) If periods of 55 minutes or more are regarded as adequate in length for supervised study, more than a fourth of the schools cooperating in this study; may be said to have class periods the length of which encourages this method of teaching. Neither the size nor the type of school appears to have any important influence on the length of the class period. The class periods in junior and in senior high schools, however, tend to be slightly longer than those in schools of other types.

TABLE 26. Length of class period in schools classified according to enrollment groups and types of schools . Number of minutes

so

40

46

50

56eo

66

75

Number of minutes in

claw period not

given

Average length of class period in minutes_

..Enrollment

100 or

fewer

(24) 2 101-

300

(42)

301- 750

(43)

751-

2,000

(53)

More

than

2Z1C1r) Types ofschools I.

Junior

-(41)

Juniorsenior

(23)

lPt 1 9 18

6 10

2 1 2 7

3 3

1

i I

46. 4 46

148

7a

2

47. 2

3128

149

5

1 48. 7

4 7 3o

46. 8

18

15

3

48.5

10

7

3

Senior

(26)

3

2

12

3

2

44. 3 61. 9

3

37

199

9

8

2

1 1 46.9

400

36

31

142

14 47. 2

ment

Non.Th

groups and of the various numbers in prentheses indicate the number of schools in the various enroll- types.

the afternoon.

I One school in this group has 00-minute periods in the forenoon and 40-minute periods in

[ 3231 -

4

Nib

'Ir7211;16-

'

r,

_____

-

1 a

ft

7

OP 4E. 6

1

SW 5

1

)11

-

Om

"I 4&ik

4

1

8

1 7

I 77 AP"

-max
NATIONAL SURVEY OF SECONDARY EDUCATION

Closely related to the problem of the length of the class

period is the number of class periods in the school day.

Schools report from 4 to 10 class periods a day, the average

being slightly less than 7. (See Table 27.) Although the

size of the schools bears no consistent relationship to the

number of periods in the school day, the type of school

appears to have some influence on this characteristic of the

scirdule, for junior and senior high schools tend slightly to

hitve iewer class periods than do either junior-senior or

4-year high schools. This situation can be explained by the

fact that the periods in junior and senior high schools are

somewhat longer than those in schciols of the other types.

TABLE 27. Number of class periods per days in schools clastified according

to enrollment group and types of schools

i.

Number of periods

Enrollment Types of schools

45rn.. ...... ..... 8

9

10Average__ .

100 or fewer

(24) 101 300

(42)

301- 750

(42)

751-

2,000

(53) 3 3 6

16

7 8 16 28

2 1 1 14 7

10 17 12

2 3

8. 5 8. 5 More

than Junior

2,000 (41)

(17)

si 7

4 9 24 2 8

5 7

JuniorSenior

(23)

Senior 4-year

(25) (89)

Total

(178)

8

8. 4 a

4

13

I. 3

10 11

1 1 4 9 17

14 24 88

2 24 38

3 27 50

6. 2

5

1 6. 9 6.8

NOTZ.The numbers in parentheses indicate the number of schools in the various enroll- ment groups and of the various types which report the number of class periods in the school day

At the Williamsport (Pa.) Senior High School there are

four class periods of 75 minutes each in the school day. Eath

class meets four periods a week, and every pupil takes five

subjects. In this way no pupil has a vacant period, and the

credits required for graduation are 20 instead of the usual 15

or 16. The principal favors having pupils secure 20 credits,

for in this way they may meet college entrance requirements

and in addition take a number of subjects for which colleges

will not give entrance credit. This makes it possible for the

high school to break away from restrictions usually imposed

upon the whool by college entrance requirements. Having

324 I

6

7 _ _ _ -------

3

7

IS 7

8

17 5

11

- - r_

-/t

__ 4
PROGRAM OF STUDIES

periods of this length and having all pupils in class every period of the day encourages, of course, the extensive use of . supervised study. The principal of Williamsport Senior High School, who is especially interested in the influence of the schedule arrangement on supervised study, says in discussing the length of the periods in his school, "Working under the direction oi t,eachers (even though the teachers do not supervise study in the accepted use of the term) is supérior to having pupils work in study halls under the direc-. tion of teachers not at all familiar with the lessons the pupils are studying."

4. INTERMISSION BETWEEN PERIODS

The schedule must, of course, allow time between periods tO permit pupils to go from class to class. Fourteen schools (9 of which have 100 or fewer pupils) report, however, that they do not have intermissions between periods. Only 3 of the 108 schools with enrollments of more than 300 have no intermissions between periods. Undoubtedly in the schools which have no intermission, the pupils are allowed a few minutes to pass from class to class. One of the smaller schools reports, however, that no intermission is necessary because the pupils reniain 41 the same classrooms and the

- teachers change rooms.

TABU: 28.Length of intermission between periods in schools classified according to enrollment groups

1

Number of minutes

Enrollment

301-750

(40)

760

;000

(61)

More

than

;000

,(17)

Total

(WO)

2

46. 7

Averse&

, --

3

7 4

4

a

14

9

11

9

182

11 & &4

3

311 12 3. 6 8

5

4. 5

4

2145

8.5

length of

Nort.The

intermission

cumbers in parentheses indicate the number of schools which report the between periods.

1

_ 5

4`. A

111' =MN

100 ar

fewer

(13)

101-300 (39)

3 1 5 II 30 1

50 1 6 8

8

16 1 1

IMP

rani n4.:-.1401

.44' r 7.

a MI .. - - ( 825

PROGRAM OF STUDIES

TABLE 30. Number of minutes be ore close of period at which warning beil rings in---st6ols classified according to enrollment groups

Number of minutes

12

3

4

5

7

8

9

10

Average

Enrollment

100

feweror

(7)

101-300

(15)

301-750 I (18)

750-

2,000

(17)

More I than

2,000

(9)

Total

(66) 3 3 4 4 6 7

, 2 ,..- 4 3 IC

1 5 2 3 17 2 3 5 7 2 19 2 4 3 3 3 1Z

1

1 - 1 1 1 2 19 33 /0 3.3 4.1 & 2 ment

NOTE

groups reporting

.The numbers

on t

in e al theses indicate the number of schools in the various enrollIn the study. item. Bee Table 1 for the total number of schools cooperating

O. ROOMS WHERE PUPILS SPEND VACANT PERIODS

At the time of making the schedule, provision must be made for rooms in which pupils may spend their vacant periods, if the schedule includes such periods. Study halls

Nate used in 144 of the 179 schools. (See Table 31.) Pupils 83 schools spend study periods in the library, and in 27 schools the home room is used by pupils when they are not

in class. Sixteen schools report that at times pupils are re- quired to spend their vacant periods in classrooms where

classes are meeting. This situation occurs most often in

schools with enrollments of 100 or fewer, but it is also found in 7 schools with.enrollments of more than 750 pupils.

TABLE 31.Rooms in which pupas spend their vacant periods in schools classified according to enrollment groups

ROOM

Enrollment

101-300

(42)

301-750

(43)

751-

2.000

(a)

More

than

2,000

(17)

Total

(179)

e 3 6 7 Study hall

HOMO 19 IS 35 40 11 144

Libnry

room 6 6 9 5 2 V

CIIMIWOOM where class 8 11 22 31 6 83 is westing_____ _ . 5 1 2 4. 2 6 1 16 ment

Narit.Tbs

group&

numbers In parenthesis indicate tbe number ii sebools In the various enroll327 )

1 6

. . . .......... .

.. ...

. eta

100 or

fewer

(24)

3

,

r

_ __

_

p usserm----22 I

e
NATIONAL SURVEY OF SECONDARY EDUCATION

7. ROTATION OF CLASSES

Only six schools rotate from day to day the time at which

classes meet. (See Table 32.) Three of these schools have

enrollment of 300 or fewer and 3 have enrollments of more

than 750. Apparently, size of school has no relationship

with the practice of rotatihg periods.

TABLE 32.Schoots rotating from day to day the tithe Ca which classes meet

Practice

I Enrollment

100 or fewer

(21)

101-300

09)

301-750

(38)

More

than

2,000

(17)

Total

(168) 4 Time at which classes meet is rotated_

Time at which classes meet is not rotated. 219 38

249 18 Ncerz.Tbe numbers in parentheses indicate the number of schools in the various enrollment groups which indicate whether the time at which classes meet is rotated from day to day.

a

Ij

151-

2,000

(61)

_ _ 7 6

160

.1

it - IA_ [828]
CHAPTER VI : THE PUPILS' WORKING DAY

THE TIME THE SCHOOL DAY BEGINS AND ENDS

Among the various factors to be considered in making the

schedule the length of the pupils' working day is one of the

most important. The time at which the .school day opens

in the schools cooperating in this study ranges from 8 to 9.10

a. m., the median time being 8.34. (Sèe Table 33.) The

school day opens earlier in the larger than in the smaller

schools. This tendency is due to the fact that in rural

communities where most small salools are located, transpor:

tation facilities are not of the best, and many pupils must

travel a considerable distance in going to school.

The median hour at which schools close in the afternoon

is 3.33. (See Table 34.) In general, small schools close

later in the day than do large schools. This is to be expected in view of the fact that small schools open later in

the day than late schools.

TABU 33.The time the school day opens in schools classified according to enrollment groups

Time

Enrollment

300 or

fewer

(66)

More

than

300

(111)

To

8.4».-8.04

8.10-8 14

8.16-8 19

8.20-8 24

8.25-8 29

8.30.-8 34

8.36-8.3e.

3

17

1 4

4

10

9

7

40

8

6

4

lb

127

679

Time

Enrollment

300 or

fewer

(66)

More

than

300

(111)

Total

(176)

4

8 40-8 44

8 46-8 49

8 50-8 64

8 b6-8 50

9 004 04

Median opening time_

4 3

7 8 lb

4 4

3 3

23 10 83

fl.45 &32 &34

ment

Non.--The numbers in parentheses indicate the number of schools in the various enroll- groups which report the thus at which the school day opens.

329 1

o

JAN,*

I.

14141

Ims

_ _ _ . 2

a

3 _ ...... ... . . ....... _

_ (

e.

4

¿a samaxs 

TABLz 35. Minutes devoted to variow activities during the school day and types of schools in schools classified according to enrollment groups 

Activities 

Enrollment Types of ochools 

145004 

(21) 

3 

301-750 

(41) 

751-2,000 

(51) 

More 

than 2,000 

(17) 

Junior Junior- 

(40) Senior (19) Senior (24) 

Total school day: A verso 

Range In class: 

RangAverage e In extracarriculum activities: A wrap Ramie In intmmission between periods: Average 

In " study outside a clam: Average Range 

36tO 356. 8 

330-406 290-396 

206. 1 196. 2 

100-276 100-328 

28. 4 16. 9 

0-60 0-60 

10. 0 19. 7 046 0-40 

119. 6 124. 06 

50-180 10-180 

4 

r840. 8 

296-390 

224. 9 

156-1330 

27. 3 

0-60 

19. 0 

0-46 78.6 

0-168 

SS& 7 

268-420 

238. 6 

160-360 

20. 6 

0-36 68. 2 

0-168 

367. 9 

300-460 

226. 9 

100-336 

24. 8 

0-80 

25. 1 

10-44 

9L 1 

0-240 

7 

367. 2 

300486 

272. 7 

163-360 

19. 

0-46 86. 0 

0-136 

358. 9 

316-400 

19& 9 

156-288 

4.4.61 24. 2 

9-40 

121. 7 

10-180 

9 

370. 0 

846-460 

2XL 6 

160-300 

29. 6 15-60 

21. 5 

4-40 

98. 4 

0-240 

All 

schools 

(170) 

350. 6 

268-420 

200. 3 

100-330 

22. 2 

0-80 

17. 3 

0-44 

110. 8 

0-180 

866. 8 

268-450 

220. 

156-380 

IL 2 

0-80 

19. 2 

0-45 

92. 4 

0-240 

NO111.-The numbers in parentheses indicate the number of schools in the various groups which reported the time allotmenta within the school day. 
NATIONAL SURVEY OF SECONDARY EDUCATION

Type of school has no significant influence on the length

of the school day. Of real significance, however, is the

relationship between (1) the type of school and (2) the

time the pupil spends in class and study during the school

day. In the junior high school, the average pupil spends

434 hours in alias and only 35 minutes in study periods outside of class. In schools of other types, the pupils spend

less than 3% hours in class and more than 1 hours in study

periods. These data indicate that the pupils in junior high

schools spend more time under the supervision of their classroom teachers than do those in schools of other types.

J. PUPILS' WORKING DAY AS RELATED TO SEX AND LENGTH

I OF CLASS PERIOD

Without doubt one of the most important decisions to be

made regarding the schedule is that which concerns the

length of the class period. Since the long period is usually

regarded as a means of encouraging supervised study, discussion regarding the length of the period is tied up with

arguments regarding the merits of supervised study.

A significant question with relation to supervised study

and to the ledngth of the period is the influence of those factors

on the amount of time which pupils work, inclusive of time

in and out of class. An argument often used in favor of long

periods is that such periods cause pupils to study more and

thus increase the efficiency of instruction. In other words,

it is claimed that althQugh long periods require pupils to

spend more time in class than short periods, the pupils will

spend equally as much time in study outside of class, regardless of the length of the period. As a part of the present

investigation an effort was made to determine the validity

of this claim. To this end, 8,453 pupils in six senior high

schools (two with short periods, 40 and 41 minutes in length,

and four with long periods from 57 to 75 minutes long) were

asked to indicate the subjects they take and the amount of

time they spent in studying each subject at school and at

home the day before 111!ddlig the report. The pupils were

informed that the information they were supplying was

being used in a study conducted by the United States Office

of Education to determine the amount of time pupils spend

(3321

Am t -." -4 At; 1.74 - # 4

%I

;*
PROGRAM OF STUDIES

on various subjects of the high-school curriculum. Emphasis was given to the fact that the information supplied was strictly confidential and that it would have no influence

upon their marks. In interpreting the data reported below it is necessary to bear in mind that the materials on which they are based were obtained from six schools only. Although every effort:was made to select schools which were similar except for the length of their class period, more data

are necessary before the tendencies noted can .be regarded

as established for schools in general. The average length of the .wdrking day worked out from the data reported by 8,453 pupils is 6 hours and 41 minutes. (See Table 36.) Considerably more than half of this time (3 hours and 50 minutes) is spent in class, and the remaining time, 2 hours and 51 minutes, is spent in study. The reports of pupils show that on the average they study 1 hour and 20 minutes at school and 1 hour and 31 minutes at home.

TABLE 36.-Thipill working day in schools classified according to the length of their class periods

Boys Girls Boys and girls

54 54: Item a i "q VI :t1 I

jg li ii

..._,______.._ 1i - q

1 1 II 4 1 e 7 8 II

Number of schools_ 4 2 6 f-,

4 2 6

- Number of pupils reporting 4 2 6 time

Average

spent in

number of study

minutes 1,686 2,2513,937 1,879 2,6374,816 3,568 4,88881453 spent in

Average

class during

number of school day minutes spent in

266. 9 198. 5 277. 8 271. 4 203. 9 232 0 WM. 8 201. 4M 0

study at *school 56.3 100.1 80.9 5&2 98.8 79.8 54.2 99.4 80.3

Marrur:tultut of ngnut" 1Pent in

Average total number of minutes 700 81.8 76.6 90.2 113.0103.5 806 98.61 90.9

spent in study Average number of 126. 3 181. 4 187. 4 143. 4 211. 84183. 3 184. 8 198. 0 171. 2 minuteetlilnpuorailass'

plus time spent in studyn)......._ study)............ 392. 2i $79. 9488. 2 414. 8 41& 7\418. 3 404. 1 399. 4 401. 2

_ I In schools with shorrperiods pupils spend less time in class, more time in study at school, and more time in study at home thap do pupils in schools with long periods.

,

[ 333 1

_ " jerp- -"!. fvel,

'

. 3 1 A

a wg; it

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.1 e ...

working day

.;

- . 4. A ,L
NATIONAL SURVIIT OF 81:CONDART EDUCATION

other words, thi data indicate that the longer die time pupils

spend in class, the less time tay spend in study outside of

class. Undoubtedly this situation reflects the fact that in

schools having longer periods the pupils are allowed Cure for

study during the class period.

The data reported in Table 36 do not bear out the contention that long periods make the pupils' working day longer,

for there is a difference of less than 5 minutes in the average

length of the workingtday of pupils in schools with long and

short periods. Although the length of the working day is

similar in schools with long and short periods, the pupils

in schools with long periods spend a much greater portion

of their time in work under the direct supervision of their

teachers than do pupils in schools with short periods.

Sex has a definite influence upon the length of the pupils'

working day, for the working day of girls is approximately

30 minutes longer than that of boys. This difference consists largely in the greater amount of time which girls spend

in study at home. Boys study at home an average of 76.5

minutes, whereas girls spend 103.5 minutes in study at home.

These data have an interesting implication when the evidence

of studies concerning the scholarship of boys and girls is

considered. Such irivestigations agree in concluding that

girls typically have marks superior to those of boys. The

evidence reported int.the present investigation suggests-that

the amount of time they spend in study may be an important

factor in the superior scholpship of girls.

buirman.

4. mix PUPIES slogfrib amtivutiOris COURSES

ib The information pupils supplied regarding the amount of

time they spend in study is of value not only in relation to

the pupils' working day but also in relation to the amount of

time pupils spend on individual subjects. Knowledge of

the amount of time required by various courses should reveal

whether certain subkecta demand an undue amount of the

pupils' time, while others require little time.

Computations on pupils' reports disclose that the various

courses require an average amount of time ranging from 69

to 118 minutes a day. (See Table 37.) Such a range in-

( 334

z
e PROGRAM OF STUDIES

dicates that pupils are spending approximately 70 per cent

more time in shorthand than in industrial arta, mechanical

drawing, or typing. 'This fact raises the question as to

whether the pupil should be granted as much credit for a

course which'requires 1 hour and 10 minutes Of his time each

day as bar a course in which he finds it neoessary to spend

2 hours a day. It is posiible that study of time requirements of various subjects will suggest to some principals the possibility of adjusting such time requirements by means of

changes in the class schedule.

A second factor to be considered in relation to the amount of

time spent on various subjects is the influence of the length

of periods on tict amount of time required by various courses.

The reports indicate that the length of the class period has no . consistent influence upon the total amount of time spent in

work on various courses. The length of time does, however,

infix!: I the waf in which the pupils spend their time. In sc ools with short periods the pupils spend more time

at school and at home in studying the various subjects than

do those in schools with long periods. The larger amount

of time spent in study by pupils in schools with short periods

is compensated for by the longer time spent in the classroom

by pupils in' schools with long periods. In the case of six

subjects (bookkeeping, art, household arts, office management, mechanical drawing, and industrial arta) pupils in

schools with short periods spend more time in, class than

those in schools with long periods. This situation is, of

course, accounted for by the double periods taken for these

subjects in schools with short periods. In each of these six

courses the pupils in schools with short periods spend a

greater amount of time than those in schools with long..

periods. This situation reflects the fact that pupils spend

comparatively little time in studying these six courses outside

of class.

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111111111 atool =leeOal law General mathematics Commercial geography Ogles inanegeaSset Bad geollaetry. .2vdnebatkei dreldng Industrial arts- 117 278 197 146aoso 961 283 218 120 12V 17888 227 120 629 286 $64 Z17 404 376 232 277 1911 1. 590 589 670 54. 9 44. 2 44. 9 41. 4 l& 9 40. 1 31. 0 9. 1 , & 1 36. 4 36. 3 83. 7 86. 7 21 0 26. 9 24. 2 7. 2 4. 5 40. 40. 40. 40. 82. 40. 4111. ea. 77. 4 58. 4 49. 6 4 61. 1 47. 0 9 58. 7 49. 4 0 59. 4 47. 2 0 5& 59. 9 4 59. 2 52. 7 4 58. 4 47. 5 7 67. 5 63. 6 0 57. 3 64. 7 98. 8 84. 6 86. 8 81. 4 97. 9 SO. 5 71. 4 78. 8 Fa 1 76. 7 80. 5 $0. 0 86. 5 78. 4 79. 1 71 1 62. 9 62. 6 86. 9 83. 3 83. 1 82. 9 81. 9 79. 6 71: 7 70. 8 09. 2 I This table inoludes only data regarding subjects taken by at least 50 puplis in schools with long periods and also by at least 60 pupils in schools with abort periods. 6'
CHAPTER VII : SELECTED PRACTICES REPORTED

BY COOPERATING SCHOOLS

Study of the data reported by the selected schools co-- operating in the present investigation reveals a number of

practices which may be suggestive to principals who are

planning registration and schedule making in their schools.

The following practices have been reported to be successful

in schools cooperating in the study:

PRELIMINARY REGISTRATION

(1) A large majority of the schools included in this study

conduct a preliminary registration during which pupils report

the subjects they wish to take during the following term of

school.

(2) More than 85 per cent of the schools have preliminary

registration before the close of school in June, and a number

of schools hold this registration as early as 8 or 10 weeks

before the end of the school year.

(3) A large number of schools use the home-room organization as the unit through which preliminary registraion

is conducted.

(4) The two score or more different items called for on

the preliminary registration forms of the schools cooperating

in this study show that these schools not only wish to know

the subjects that pupils select but also other facts which

relate to the election of courses. In other words, the information obtained from pupils at the time of preliminary

registration indicates a closet relationship between the guidanc,e program and the conducting of preliminary registratiön.

(5) Among tire uses made of preliminary registration data

in the schools cooperating in this study are the following:

Determining the number of teachers required, determining

what, courses are to be offered, and estimat¡ng the supplies

needed during the following school year.

[8381

NATIONAL SURVEY OF SECONDARY *DUCATION

(2) A large majority of the khools cooperating in this

investigation regularly set aside periods within the school

day for one or more extracurriculum activities.

(3) A number of schools included in the present study

have long class periods which encourage teachers to conduct

supervised study.

e

..

111%. . 7,e °Iv

ea- SWAP.

[ 8401 I