ethanporcaro/eric-fulltext-meta huggingface dataset:
Consolidation and Transportation Problems: Report of the Second National Conference on Consolidation of Rural Schools and Transportation of Pupils, Cleveland, Ohio, February 26, 1923. Bulletin, 1923, No. 39
Author: Abel, J. F.
Date: 1923-00-00
Type: Historical Materials
Subjects: Consolidated Schools,Conferences (Gatherings),Rural Schools,Administrator Education,Teacher Education,Problems,Classification,Definitions,Data Collection,Transcripts (Written Records),African American Education,Administrative Organization,Educational Environment,Educational Facilities,Rural Education,Counties,School Districts,Educational History,Educational Policy,Educational Quality,Educational Improvement,Educational Finance,Policy Formation,Educational Administration,Elementary Secondary Education,Centralization,Public School Teachers,Teacher Salaries,Superintendents,Efficiency,Student Transportation,Costs,School Organization

The second national conference on consolidation of rural schools and transportation of pupils was called by the United States Commissioner of Education and held at Cleveland, Ohio, February 26, 1923. Twenty-three States were represented. Those in attendance included State commissioners of education, rural-school workers from State departments of education, professors of education in State teachers' colleges, county superintendents, helping teachers, and representatives of Federal bureaus, all of whom were active in consolidating schools or otherwise directly interested in this work. The plan of the conference was to have a rather informal meeting of people actually at work promoting consolidation and so limit the discussion to three phases of the subject: (1) The training of administrators and teachers for consolidated schools; (2) How shall we determine what constitutes an adequate unit of support and a reasonable unit of territory for a consolidated school; and (3) How shall we arrive at uniform terminology, or, at least, at a general understanding of terms used in a study of centralization in the States? (Contains 1 footnote.) [Best copy available has been provided.]
Report of a Survey of the State Institutions of Higher Learning in Kansas. Bulletin, 1923, No. 40
Author: Zook, George F.
Date: 1923-00-00
Type: Historical Materials
Subjects: Extension Agents,Agricultural Colleges,Community Colleges,Financial Support,Medical Schools,Surveys,State Universities,Higher Education,College Admission,Teacher Education,Teacher Certification,State Boards of Education,College Role,Correspondence Study,Educational Finance,Educational Improvement

In recent years it has become clear that one of the most valuable and direct services which the Bureau of Education can render to the several States is to respond to invitations to conduct educational surveys. Through the medium of these surveys, the State authorities are able to secure unprejudiced and sympathetic study of educational conditions, together with suggestions and recommendations for improvement. In accordance with this policy the Bureau of Education accepted an invitation from the State board of administration in Kansas to make a survey of the higher educational institutions under its control. The survey was carried out by a commission under the direction of Dr. George F. Zook, the bureau's' specialist in higher education. The following topics are covered in this bulletin: (1) General background; (2) The board of administration; (3) Admission of students at the higher institutions; (4) The functions of the university and of the agricultural college; (5) Teachers certificates and the preparation of teachers in Kansas; (6) The normal schools; (7) Correspondence and extension work; (8) Miscellaneous matters; (9) Financial support of the higher institutions; (10) The financial organization; (11) Recommendations; and (12) Report on the Medical School of the University of Kansas. An index is also included, and Statistical tables are appended. (Contains 21 tables; individual sections contain footnotes.) [Best copy available has been provided.]
Consolidation of Schools and Transportation of Pupils. Bulletin, 1923, No. 41
Author: Abel, J. F.
Date: 1923-00-00
Type: Historical Materials
Subjects: Academic Achievement,Resource Allocation,Rural Schools,School Size,Small Schools,State Aid,School Buildings,Consolidated Schools,Municipalities,Community Characteristics,Transportation,Educational Legislation,Educational Equity (Finance),Educational Finance,School Districts,Educational History,Educational Administration,One Teacher Schools

The rural school project of the continental United States consists in educating over 18 million young people between the ages of 5 and 20 who live in small towns and villages, or in the open country. The 300,000 or more schools classified as rural enrolled nearly 12.5 million pupils in 1920, employed 425,00 teachers, supervisors, and principals, expended $391,000,000, and have a property investment of not less than $767,000,000. In number of schools, enrollment, attendance, and teaching corps, the rural project is larger than the urban project; in expenditure and permanent investment, it is less. It has long been a matter of common opinion that the opportunities for education offered to rural children have been and are much inferior to those offered city children. Recent surveys of several State school systems have shown that almost without exception the one and two teacher schools are the weakest in the systems, and usually as the number of pupils and teachers approached that necessary for a graded school, the scores made in objective tests have indicated better results. Moreover, the small schools are very expensive, not only in failing to do their work well, but in the actual amount of money spent per pupil. There have been many attempts made to raise the level of rural education, most of them to some extent successful. They have taken the form of educational surveys and campaigns; efforts to secure more funds and more equitable distribution of funds; special appropriations in State aid for weak schools; more centralized, responsible, and professional administration and supervision; more carefully gathered data to detect weaknesses and determine their causes; laws intended to bring about longer terms, better attendance, better qualified teachers, and more adequate school buildings; setting definite standards and recognizing the schools that attain those standards; and consolidating smaller schools or districts into larger, stronger educational units. Many educators believe that the first logical step in the solution of the rural school problem is consolidation wherever at all practicable, and that along this line the greatest success can be achieved. The scope of this study is school consolidation in general, but more particularly as it applies to rural schools, its different forms, the laws governing it, its history and development, the measure of its progress and success, and the things that commend it. (Contains 24 maps and 13 plates; individual sections contain footnotes.) [Best copy available has been provided.]
Educational Research. Bulletin, 1923, No. 42
Author: Baldwin, Bird T.
Date: 1923-00-00
Type: Historical Materials
Subjects: Laboratory Schools,Educational Research,Scientific Methodology,Educational Psychology,Costs,Educational Finance,Educational Facilities,Surveys,Administrative Organization,Periodicals,Attendance,Enrollment,Health,Career Guidance,Teaching Methods,Conferences (Gatherings)

There has been a substantial growth in the number of scientific studies in education from the empirical and experimental points of view. The scientific method which for the past decade has been most prominently associated with investigations in educational psychology is also being applied with increasing success to costs and finance, buildings, grounds and equipment, organization and administration, the curriculum, and surveys in special fields of education. This biennial review aims to present in brief form the principal contributions in the main fields of education, excluding &quot;mental tests.&quot; An effort has been made to show the influence of research organizations, research bureaus, foundations, laboratory schools, and educational periodicals for the years 1921 and 1922. (Madorah Smith assisted in writing this bulletin.) [Best copy available has been provided.]
Games and Other Devices for Improving Pupils&apos; English. Bulletin, 1923, No. 43
Author: Charters, W. W., Comp.
Date: 1923-00-00
Type: Historical Materials
Subjects: Teaching Methods,Urban Schools,Educational Games,Questionnaires,Learning Activities,Error Correction,Language Skills,Grammar,Verbs,Syntax

Commissioner P. P. Claxton issued a questionnaire to 2,500 teachers, selected through the administrative officers of large city systems asking for the games and exercises which the teachers used in correcting the classes of errors which are given as chapter headers in this bulletin. Detailed responses were received from some 500 teachers. The content of this bulletin illustrates a useful method of improving teaching practice. The compilers believe that if all important problems of teaching were treated in the same manner, by collecting the methods of solution worked out by teachers in the classroom, a great deal of very significant material would be disclosed. [Best copy available has been provided.]
Outline of Education Systems and School Conditions in Latin America. Bulletin, 1923, No. 44
Author: Luckey, George W. A.
Date: 1923-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational Practices,War,Public Education,Developing Nations,Educational Methods,Elementary Education,Secondary Education,Postsecondary Education,Educational Administration,Higher Education,Teacher Salaries,Teaching Conditions,Educational Change,School Schedules,Vocational Education,Teacher Qualifications,Private Education

This bulletin is divided into two parts: (1) South America; and (2) Mexico, Cuba, and Central America. The countries included under the term &quot;Latin America&quot; are so extensive and important, and the effects of the World War, direct and indirect, on all systems of education have been so disturbing, that one is at a loss to know how best to treat the subject of foreign education systems in the space at command. In the first part of the report the important countries of Argentina, Brazil, and Chile have been treated somewhat more in detail, and the other countries of South America less so, in order to avoid the unnecessary duplication of similar facts. In the second part of the report, the education systems of Mexico and Cuba have been stressed and the countries of Central America given less in detail. During the past few years there has been quite an educational awakening in the Latin American countries; and, notwithstanding the discouraging financial conditions, creditable progress has been made. In general, there have been marked tendencies toward standardization of instruction and centralization of authority, placing more responsibility in the conduct of schools in the Federal Government; giving less attention to the humanities, literary and classical education of the old regime, and more attention to the practical (natural and social) realities. Additionally, greater effort has been made to popularize education and extend its benefits to the masses. In many republics a new impetus is occurring in industrial, commercial, agricultural, technical and professional education. Special effort is also being made to create a more efficient class of teachers, to extend their preparation, and to increase their enrolment. In many States there is an effort to extend the courses of study leading to degrees and professional diplomas and to bring all private schools (church and lay) under Government inspection and supervision. In a number of republics the law requires that only citizens be employed as teachers in the public schools. (Contains 1 footnote.) [Best copy available has been provided.]
Work of the Bureau of Education for the Natives of Alaska. Bulletin, 1923, No. 45
Author: Hamilton, William
Date: 1923-00-00
Type: Historical Materials
Subjects: Alaska Natives,Physicians,Nurses,Climate,Educational Administration,Medical Services,Sanitation,Business,Industry,Animal Husbandry,Hospitals,Superintendents,Supervisors,Teachers,Enrollment,Residential Care,Diseases,Geographic Regions

The administration of the work of the Bureau of Education in Alaska involves great difficulties, arising principally from the remoteness of most of the schools, the enormous distances between the schools, the meager means of communication, and the severity of the climate. In addition to maintaining schools for the children belonging to the aboriginal races of Alaska, the bureau aids entire native communities by extending medical relief, by maintaining sanitary methods of living, by fostering the commercial enterprises of the natives, by promoting the reindeer industry, and by relieving destitution. The field force in Alaska in 1922 included 5 superintendents, 144 teachers, 8 physicians, 14 nurses, 5 nurses in training, 16 hospital attendants, and 7 herders in charge of reindeer belonging to the Government. Seventy schools were in operation, with an enrollment of 3,679. Orphanages were maintained at Kanakanak and Tyonek for the care of children left destitute by the epidemic of influenza which prevailed in those regions. [Best copy available has been provided.]
A Study of Distinguished High-School Pupils in Iowa. Bulletin, 1923, No. 46
Author: Deich, Charles
Date: 1924-00-00
Type: Historical Materials
Subjects: Compulsory Education,At Risk Students,High School Students,Educational History,Family Environment,Social Life,College Bound Students,Disabilities,Student Needs,Success,Socioeconomic Status,Parents,Educational Attainment,Academic Achievement,Student Characteristics,Religion,Vocational Education,Study Habits,Occupational Aspiration

With compulsory education, the State of Iowa demanded that the backward, subnormal children should remain in school and receive training. The laggard then became a tremendous problem, both from the standpoint of the individual teacher and that of the administrator. Much attention has been given to the solution of this problem. Administrators and teachers have worked out many devices by which such individuals have been cared for in the public schools of the cities and towns, and large appropriations have been made to cover such expense throughout the country. This study has been undertaken for the purpose of throwing light upon the technique of achievement which superior students in the State of Iowa have shown in their high-school work. The study is fairly representative of the high-school population of the State of Iowa. Topics covered in this bulletin include: (1) Purpose of the study; (2) Extent of the study; (3) Lessons to be drawn from the common-school ratings; (4) Achievement by grades in the high school; (5) Home environment; (6) Physical conditions; (7) School history of the group; (8) Selection of a life work; (9) Social activities aside from high-school work; (10) College plans; (11) Study methods; (12) Educational aspects; and (13) A program for the proper training of superior high-school students in Iowa. A bibliography is also included. (Contains 76 tables and 25 footnotes.) [Best copy available has been provided.]
A Biennial Survey of Public School Finance in the United States, 1920-1922. Bulletin, 1923, No. 47
Author: Swift, Fletcher Harper
Date: 1923-00-00
Type: Historical Materials
Subjects: Educational History,Government Role,Role of Education,Educational Trends,Educational Development,Enrollment,Educational Finance,Public Schools,State Aid,War,Income,Public Education,School Funds,Federal Government,State Policy,Politics of Education,United States History,Financial Policy,Expenditures,Counties,School Districts,Trend Analysis,Educational Change,Access to Education,Equal Education,Armed Forces,State Legislation,Federal Legislation,Educational Legislation,Educational Policy,Federal Aid,Taxes,Elementary Secondary Education,Federal Programs,Educational Facilities,Alaska Natives,American Indian Education,National Surveys,Illiteracy,Land Use,Finance Reform,Endowment Funds

Every great war in which the United States has played a part has been followed by educational developments of supreme national importance. As the result of the Revolutionary War the Federal Government acquired a vast public land domain from which it has carved generous grants to the States. Those became the foundation of systems of free public schools in no less than 30 states. The constitutions drafted by one State after another following the Civil War are eloquent with evidences of a newly created faith in public education. Although the lapse of more than half a century still finds educational provisions in the South far from adequate, the fact remains that not only in the South but, in the North, the Civil War was followed by educational efforts and movements amounting almost to a renaissance. Although the United States was engaged in the World War less than two years, the effects upon education resulting from this brief period of warfare will perhaps prove to be as far-reaching and as important as those growing out of any previous war. The following are contained in this bulletin: (1) Educational developments following the great wars; (2) Growth of school costs; (3) Building Expenditures; (4) Federal Policies in Public School Finance; (5) State Policies in Public School Finance; (6) A New Conception of State Aid; (7) Reforms in Apportioning State School Funds; (8) Need of New Sources of Revenue; (9) Declining Importance of State Endowments; (10) New Sources of State School Revenue; (11)Tendencies in Local Support, County and District; and (12) The Present Situation. (Contains 3 tables and 7 footnotes.) [Best copy available is provided.]
Suggestions for Consolidating the Rural Schools of Beaufort County, North Carolina (A Digest of the Report). Bulletin, 1923, No. 48
Author: Cook, Katherine M.
Date: 1923-00-00
Type: Historical Materials
Subjects: Educational Facilities,Rural Education,Consolidated Schools,Counties,Rural Schools,School Districts,Educational History,Educational Policy,Feasibility Studies,Educational Quality,Educational Improvement,Educational Finance,Policy Formation,Educational Administration,Attendance,Age Grade Placement,High Schools,Elementary Secondary Education,Educational Environment,Centralization,Mental Retardation,Public School Teachers,Enrollment,Teacher Salaries,Teacher Education,Superintendents,Educational Equipment,Efficiency,Elementary Schools,Junior High Schools,Student Transportation,Barriers,Costs,Guidelines,Illiteracy,Dropouts

This report is the result of an investigation of the schools of Beaufort County, North Carolina, at the request of the county board of education, for the purpose of  studying the possibilities for centralizing the schools of the county and of recommending a definite plan of procedure for school consolidation. No complete investigation of the quality of instruction given, course of study used, or other factors entering into a complete survey of the system was requested or made. The study contemplates only the desirability and feasibility of consolidating the schools. The committee had in mind in making the study three major questions: (1) Are present school conditions satisfactory or are school facilities, attendance, quality of instruction, and the like such that improvement of the kind usually brought about by centralization is desirable? (2) What are the possibilities for consolidation and can a sane county-wide plan be recommended for adoption? (3) Can the county be reasonably expected to finance a program such as agreed upon by the committee without undue financial strain or over-burdensome taxation? (Contains 6 tables and 7 footnotes.) [Best copy available is provided.]
Free Textbooks for Public-School Pupils. Bulletin, 1923, No. 50
Author: Hood, William R.
Date: 1924-00-00
Type: Historical Materials
Subjects: Public Schools,Laws,Textbooks,Educational History,Disadvantaged Youth,Costs,Educational Legislation,State Legislation

It is now more than a hundred years since textbooks were first furnished free to the pupils of a public school in this country. The movement began in the administration of city schools and, generally speaking, was confined to cities for many years. Philadelphia, Pennsylvania, made provision for free textbooks in its public schools in 1818, and other cities, nearly all in States of the North Atlantic seaboard, followed in the course of the next half-century. Contents of this bulletin include the following: (1) Inception of the Movement; (2) Books for Indigent Pupils; (3) Arguments for Free Textbooks; (4) Arguments against Free Textbooks; (5) Cost of Textbooks; (6) The Practice in States Where the Law Is Permissive and Not Mandatory; and (7) State Laws Providing for Free Textbooks. (Contains 3 footnotes.) [Best copy available has been provided.]
Schools and Classes for the Blind, 1921-22. Bulletin, 1923, No. 51
Author: Phillips, Frank M.
Date: 1923-00-00
Type: Historical Materials
Subjects: Blindness,Deafness,State Schools,Special Schools,Institutional Characteristics,White Students,African American Students,Deaf Blind,Curriculum,Enrollment Trends,Teachers,School Libraries,Educational Finance,Costs,Expenditure per Student,Financial Support,Teacher Salaries,School Buildings,Instructional Materials

This report contains statistical information for schools and classes for blind students for the year 1921-1922. Reports were received for the year 1921-22 from 64 schools for the blind. Eight schools, reporting a total of 89 instructors and 629 pupils in 1917-18, did not send reports for 1921-22. Eleven schools having a total of 44 instructors and 325 pupils, not reporting in 1917-18, sent reports for 1921-22. Nine schools not reporting in 1921-22, but included in earlier reports, are listed, making in all, 73 schools for the blind. Twelve of the State schools reporting are for both blind and deaf students. The data given in the tables of this report are for the blind only. The States reporting schools of this kind are as follows: Arizona, Colorado, Florida, Idaho, Maryland (colored), Montana, North Carolina, South Carolina, Texas (colored), Virginia (both white and colored), and West Virginia. Contents of this bulletin include: (1) Number of Schools Reporting; (2) Blind and Deaf Institutes; (3) Instructors and Enrollment; (4) Control; (5) Libraries; and (6) Statistical Tables. (Contains 6 tables.) [Best copy available has been provided.]