ethanporcaro/eric-fulltext-meta huggingface dataset:
Recent Progress in Legal Education. Bulletin, 1926, No. 3
Author: Reed, Alfred Z.
Date: 1926-00-00
Type: Historical Materials
Subjects: Foreign Countries,Educational History,Legal Education (Professions),Law Schools,Educational Trends,Educational Change,Standards,Barriers,Administrative Organization,Eligibility,Admission Criteria,Part Time Students,Evening Programs,Lawyers,Medical Education,Professional Associations,Educational Principles,Comparative Education,State Regulation,Qualifications,School Schedules

For nearly half a century there have been organized efforts to effect a nation-wide improvement in the American system of legal education. The strictly modern phase of this movement may be said to have started--in so far as it is possible to assign a definite date--in 1910. It was in this year that similar long-continued efforts by the American Medical Association to improve medical education first impinged upon the public consciousness, and suggested to lawyers that methods which had proved successful with physicians might be applicable also to the legal profession. In many respects the task of legal reformers was far more difficult than that of their medical colleagues. Before recounting some of the particular obstacles and the progress which has since been made in surmounting them, a general explanation may be hazarded as to why the legal profession was then, and is still, in a relatively backward stage of development. The science of law, or at least that particular portion of this science (if it be a science) which primarily concerns American law schools and bar admission authorities, is not international in the sense that medical science is. It will be convenient to consider briefly what the situation was in 1910, then what has been accomplished to improve conditions in 16 years; and finally, what are the most important problems that still await a satisfactory solution. This bulletin is divided into three parts. Part I, The Past, contains: (1) Defective organization of the legal profession in 1910; (2) Division of the law schools among themselves; (3) Inadequate bar admission requirements; and (4) Diversified law school requirements. Part II, The Present, contains: (1) Improved organization of the legal profession; (2) Method and aim of legal education; (3) Strengthened bar admission requirements; and (4) Progress in law school requirements. Part III, The Future, contains: (1) Miscellaneous problems awaiting solution; (2) The problem of the evening school law school; and (3) The influence of part-time instruction upon the organization of the legal profession. (Contains 8 footnotes.) [Best copy available has been provided.]
General University Extension. Bulletin, 1926, No. 5
Author: Shelby, Thomas H.
Date: 1926-00-00
Type: Historical Materials
Subjects: Foreign Countries,Extension Education,Land Grant Universities,Federal Legislation,Public Colleges,Private Colleges,Universities,Home Economics Education,Agricultural Education,Continuing Education,Adult Education,Informal Education,Correspondence Study,Citizenship Education,Vocational Education,Minicourses,Educational Radio,Library Services,Health Promotion,School Community Relationship,Community Services,College School Cooperation,Courses,Enrollment,Educational Trends,Educational Practices,Educational Policy,Program Development,Program Descriptions,Standards,School Surveys,National Surveys,Questionnaires,School Statistics,State Departments of Education,Educational History,College Instruction,College Credits,Educational Finance,Transfer Policy,Continuing Education Centers,Off Campus Facilities,Outreach Programs,Evening Programs,Nontraditional Education

This report concerns itself with the growth and progress of "general" university extension for the biennial period 1922-1924. By general university extension is meant extension activities of universities and colleges in the fields not covered by agricultural and home economics extension under the Federal subsidy acts through the Federal land-grant colleges. The report makes no pretense at thoroughness. The limitations of time and resources for securing data render such an ambition impossible. The information upon which the report is based has come largely from universities and colleges holding membership in the National University Extension Association, of which there are 41 at present. The reason for this limitation is the fact that in these institutions the work has been sufficiently standardized to enable some degree of comparison, and to arrive at some evaluation of the results in general terms. There is a further limitation to the report in the fact that data were not available from all the member institutions, though a request for such data was sent to every institution on the list, together with questionnaires concerning matters of special interest and importance. It is believed that the data and conclusions here reported are indicative of the progress and development in this field of service. Probably in no other field of university work has progress been more notable or more significant. This bulletin contains: (1) Significance of university extension service; (2) Extension activities; (3) Statistical study; (4) New lines of service, or lines having unusual development during the biennium; and (5) Extension practices and efforts at standardization. (Contains 4 tables and 1 footnote.) [Best copy available has been provided.]
Personnel and Organization of Schools in the Small Cities (2,500 to 10,000 Population, 1924-25). Bulletin, 1926, No. 6
Author: Ganders, Harry S.
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational History,School Personnel,School Organization,Administrative Organization,School Surveys,National Surveys,Educational Administration,Superintendents,Boards of Education,School Accounting,Standards,Administrative Policy,Kindergarten,Student Transportation,Special Classes,Lunch Programs,Evening Programs,School Libraries,Textbooks,Public Schools,Elementary Secondary Education,Public School Teachers,Principals,School Administration,Urban Schools,School Districts,Instructional Leadership,Educational Facilities,Educational Policy,Educational Finance,Board of Education Policy,Board of Education Role,Board Administrator Relationship,Staff Role,School Business Officials,Central Office Administrators,School District Size

This study has been undertaken as a step preliminary to the development of a satisfactory system of school accounting for the smaller cities. It was undertaken because, in making an intensive study of the school accounting systems in a number of small cities, it was found that there is a wide variation in practice in the duties performed by different school officers. It was impossible to find two school systems in cities of 2,500 to 10,000 population in five different States where the functions performed by a given school officer were exactly those assigned the officer with identical designation in another city system. The organization and personnel of the different school systems vary greatly. The need for standard terminology to designate the different members of the personnel staff became apparent. It seemed a fruitless task to attempt to set up a comprehensive interlocking system of school accounting, designating this record and that report to be made by the various officers, until the most typical practice could be determined with reference to what duties are most commonly performed by members of the school personnel in the different cities. Findings are based upon facts submitted by superintendents of schools in 836, or 41 percent, of the 2,050 cities in the United States with 2,500 to 10,000 population. The data presented in the report of this study attempt to answer four types of questions pertaining to school systems in cities with 2,500 to 10,000 population. These questions relate to: (1) The prevalence of various types of district and internal school system organizations; (2) The personnel responsible for the actual performance of 72 duties of major importance in the conduct of the schools; (3) The duties which various members of the school personnel perform; and (4) The location of the officers of members of the school board and administrative staff. The findings relating to these four points for 836 cities, or 41 per cent of all cities of this size in the United States, establish what the prevalent practice is and should form the basis for the first step toward desirable standardization. (Contains 4 tables, 7 figures and 8 footnotes.) [Best copy available has been provided.]
Character Education. Report of the Committee on Character Education of the National Education Association. Bulletin, 1926, No. 7
Author: Department of the Interior, Bureau of Education (ED)
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational History,Values Education,Ethical Instruction,Moral Values,Moral Development,Personality,Personality Development,Personality Measures,Social Development,Role of Education,Teaching Methods,Instructional Materials,Curriculum,Teacher Education,Educational Environment,Bibliographies,Organizations (Groups),Role of Religion,Educational Principles,Delinquency Prevention,Educational Philosophy,Elementary Secondary Education,Junior High Schools,Program Descriptions

The subject of objectives in character education was discussed in a report of progress to the National Education Association, July, 1924. While this topic is not treated separately in this report, the general point of view of the 1924 report is maintained in Chapter 1, The Processes of Character Education, and is restated briefly and discussed at some length in Chapter VI, Professional Preparation of Teachers for Character Education. Investigations thus far warrant the conclusion that the prime factor in the development of any personality is the influence of other personalities. This fact gives emphasis to the conviction that character education is a problem of community life, and that all social institutions and social agencies should share cooperatively this responsibility. Home, school, and church and all other social agencies should put forth every effort to improve the moral tone of society at large--adult society. Appeal should be made to all citizens to help this cause by their own example of good character, since this is many times more effective than precept alone. This bulletin contains: (1) Process of character education; (2) Classroom procedure in relation to character development; (3) Curriculum materials for character development; (4) The school community; (5) Character tests and measurements; (6) Professional preparation of teachers for character education; (7) Delinquency, its forms, causes, and prevention; and (8) Suggestions by way of conclusion. Appended are: (1) Bibliography of character education; (2) Two recent organizations for character education; (3) School and church cooperative plans; and (4) Exemplification of character education. Individual sections contain references and bibliographies. (Contains 4 tables and 32 footnotes.) [Best copy available has been provided.]
How the World Rides: A Series of Projects on Vehicular Transportation for Elementary Schools. Bulletin, 1926, No. 8
Author: Fox, Florence C.
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational History,Instructional Materials,Elementary School Students,Elementary School Curriculum,Animals,Travel,Motor Vehicles,Marine Education,Technological Advancement,Industrialization,Influence of Technology,Transportation,Intermediate Grades,Curriculum Development,Units of Study,History Instruction,Science Instruction,Geography Instruction,Social Studies,Civics,Technology Education,Armed Forces,Air Transportation,Engines,Science History,United States History,Visual Aids,Civil Engineering,Reading Lists,Class Activities,Lesson Plans,Laws,Rural Areas,Economic Progress,Bus Transportation,School Buses,Student Transportation,Traffic Safety

The reorganization of the curriculum and the necessary assembling of proper materials of instruction attendant thereto are probably receiving more of the attention of educational leaders at the present moment than any other school problem. The Bureau of Education is endeavoring to be of assistance to those attempting a solution of this important problem. The author was asked to prepare from time to time a series of studies based directly upon the child's need and interest as related to present-day civilization. The last of these studies pertains to the field of transportation and is a carefully assembled series of projects adapted to the level of children in the intermediate grades of the elementary school, entitled &quot;How the World Rides.&quot; No single invention has so influenced the development of man himself, and the changes he has made in his environment, as the making of the wheeled vehicle. It has placed him in close contact with other peoples, with new ideas and with new manners and customs which have altered his point of view and have broadened his conception of the meaning of life itself. This will be doubly true with the development of aircraft, now so rapidly nearing that degree of efficiency which will insure its use as means of transportation for commercial purposes and a mode of travel for business and social convenience. Water travel has kept pace with land travel and inland waterways are being developed wherever possible. Trans-Atlantic and trans-Pacific schedules grow shorter each year, and only the minimum time for these journeys is considered by travelers who are selecting routes for voyages on the high seas. These great movements in the history of man, affecting as they do his material, intellectual, and civic life, should find some place in the enriched curricula now offered to pupils in American schools who are prepared by endowment and training to accomplish more in elementary grades than is now offered them by the standard courses of study. This bulletin contains: (1) Animal service and the evolution of the wheeled vehicle; (2) The railroad train; (3) The automobile; (4) The airplane; (5) The airship; and (6) Inland waterways. (Contains 12 figures and 4 footnotes.) [Best copy available has been provided.]
Statistics of Public, Society, and School Libraries, 1923. Bulletin, 1926, No. 9
Author: Department of the Interior, Bureau of Education (ED)
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational History,Public Libraries,Statistical Surveys,National Surveys,Library Services,School Libraries,Educational Trends,Financial Support,Private Financial Support,Public Support,Income,Expenditures,Salaries,Library Development,Library Materials,Special Libraries,Library Policy,College Libraries,African Americans,American Indians

As part of its function of providing information about all kinds of educational activities, the Bureau of Education, beginning with its report for 1870, has periodically collected and published statistics of public, society, and school libraries, recently at intervals of about five years. This bulletin is comprised of statistics gathered from the year 1923. (Contains 10 tables.) [Prepared in the Library Division with the cooperation of the Statistical Division. Best copy available has been provided.]
Accredited Higher Institutions. Bulletin, 1926, No. 10
Author: Ratcliffe, Ella B., Comp.
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational History,Higher Education,Accreditation (Institutions),Standards,Educational Trends,Teacher Education Programs,Schools of Education,Private Colleges,Public Colleges,Universities,Two Year Colleges,Black Colleges,Womens Education,State Departments of Education,State Universities,Private Agencies,State Agencies,Church Related Colleges,Religious Organizations,National Organizations,Single Sex Colleges,State Regulation,Eligibility,Evaluation Criteria

This bulletin is the third which the Bureau of Education has published under the title "Accredited Higher Institutions." The first bulletin was published in 1917 and the second in 1922. The primary purpose in issuing the bulletin from time to time is to furnish to college officials, to State boards of education, and to teachers and students, lists of higher institutions in all parts of the country which are recognized, accepted, approved or accredited by some agency, local, sectional, or national. A no less important purpose is to show the progress which is being made in the movement to standardize collegiate institutions. The following parts are included: (1) Universities and colleges, junior colleges, and teacher training institutions accredited by national and regional educational associations; (2) Universities and colleges, junior colleges, and teacher training institutions accredited by State universities and State departments of education; and (3) Universities and colleges, junior colleges and teacher-training institutions accredited by church boards of education. [Best copy available has been provided.]
Residence and Migration of University and College Students. Bulletin, 1926, No. 11
Author: Zook, George F.
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational History,College Students,Majors (Students),Males,Females,Statistical Surveys,School Surveys,National Surveys,Place of Residence,Student Mobility,In State Students,Out of State Students,College Choice,Enrollment,Foreign Students,Foreign Countries,Comparative Education,Census Figures,Questionnaires,School Catalogs

In compiling the regular statistics of student enrollment at the universities and colleges of the country the Bureau of Education has followed the natural practice of classifying the attendance according to the States in which the respective higher educational institutions are located. In view of the apparent need for a comprehensive study of the residence and migration of college and university students, the Bureau compiled data for the year 1920-21 covering all types of institutions except teachers colleges, normal schools, and theological seminaries. These figures were published in the Bureau of Education Bulletin, 1922, No. 18. There was such general interest at that time in the results of this study that it was decided to undertake a subsequent study of similar character but more comprehensive in form. Accordingly, after considerable difficulty complete figures for the year 1922-23 have been compiled. In this revision the students have not only been separated by sexes, but they have been classified according to the major courses of study which they are pursuing. Hence the bureau's figures show not only the number of students, men and women, respectively, who live in each State in the Union, but also the ratio which they bear to the total population; and the extent to which they leave the State of their residence to secure a college education. The figures also show the number of students residing in each State who are enrolled in each of the major courses of study, and to what extent they remain at home in order to secure these courses of study. (Contains 40 tables and 2 footnotes.) [Best copy available has been provided.]
Improvement of Instruction in Rural Schools through Professional Supervision: Abstracts of Addresses Delivered at the First Conference of Supervisors of the Southeastern States, Held at Nashville, Tennessee, December 14 and 15, 1925.  Bulletin, 1926, No. 12
Author: Department of the Interior, Bureau of Education (ED)
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational History,Rural Education,Counties,Rural Schools,Supervision,Instructional Leadership,Textbooks,Curriculum,Conferences (Gatherings),County School Districts,Problems,Instructional Improvement,Educational Administration,Time Management,Teaching Methods,Public School Teachers,Educational Policy,State Policy,State Agencies,Central Office Administrators,State Supervisors,State Departments of Education,Teacher Administrator Relationship,Administrator Role,Supervisory Methods,Supervisor Qualifications,School Supervision,Teacher Supervision

This bulletin contains abstracts of the addresses delivered at a two-day conference of State and county rural-school supervisors in the Southeastern States, called by the United States Commissioner of Education, at Peabody College for Teachers, Nashville, Tennessee, December 14 and 15, 1925. Abstracts were prepared from notes or manuscripts submitted by the authors. The conference was attended by approximately 100 rural educational workers, most of whom are engaged in State and county supervision. The States represented are Alabama, Georgia, Florida, Kentucky, Louisiana, North Carolina, Ohio, Oklahoma, South Carolina, Tennessee, Virginia, and West Virginia. The United States Bureau of Education was represented by two members of the staff of the Division of Rural Education. The Program presented at the conference was arranged to consider the six large problems indicated by the Roman numerals in the table of contents: (I) The Supervision of Instruction; (II) Teaching Problems; (III) The Value of Supervisory Plans and Programs; (IV) Intelligent Use of the Textbook; (V) Problems Concerned with the Course of Study and Its Use; and (VI) Equitable Distribution of the Supervisor's Time. Under each of these at least one major paper or address was presented, followed by free discussion from the floor. Individual abstracts contain tables and footnotes. [Prepared in the Division of Rural Education. Best copy available has been provided.]