ethanporcaro/eric-fulltext-meta huggingface dataset:
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 1
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-01-00
Type: Historical Materials
Subjects: Professional Associations,Periodicals,Books,Educational Research,Educational History,Educational Theories,Educational Testing,Curriculum,Kindergarten,Elementary Education,Rural Schools,Secondary Education,Teachers,Professional Development,Professional Training,Teacher Education,Higher Education,Educational Administration,Governance,Architecture,Physical Education,Social Influences,Social Development,Moral Development,Values Education,Religious Education,Vocational Education,Agricultural Education,Gardening,Home Economics,Civics,Military Schools,Deafness,Womens Education,Special Needs Students,Disabilities,Extension Education,Libraries,Child Welfare

This document contains a list of current educational publications received by the Bureau of Education. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers either directly or through a dealer, or in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Educational history and biography; (2) Current educational conditions; (3) Educational theory and practice; (4) Child study; (5) Educational tests and measurements; (6) Special methods of instruction; (7) Special subjects of curriculum; (8) Kindergarten and primary school; (9) Rural education; (10) Secondary education; (11) Teachers: Training and professional status; (12) Higher education; (13) School administration; (14) School management; (15) School architecture; (16) School hygiene and sanitation; (17) Sex education; (18) Physical training; (19) Social aspects of education; (20) Child welfare; (21) Religious education; (22) Manual and vocational training; (23) Vocational guidance; (24) Home economics; (25) Commercial education; (26) Professional education; (27) Civic education; (28) Education of women; (29) Education of deaf; (30) Exceptional children; (31) Education extension; (32) Libraries and reading; (33) Bureau of Education: Recent publications; (34) Periodicals represented in this record; and (35) Bulletin of the Bureau of Education. (Contains 1 footnote.) [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Pine-Needle Basketry in Schools. Bulletin, 1917, No. 3
Author: Hammel, William C. A.
Date: 1917-00-00
Type: Historical Materials
Subjects: Educational Opportunities,Handicrafts,Industrial Arts,Vocational Education,Guides

Of all the handicrafts employed in the United States for educational purposes none has been more generally or more successfully used than basketry. Various materials suitable for basket making have found their way into the manual training classes. Even such exotics as reed and raffia have been freely used, but the growing tendency to employ native materials should be commended and encouraged by instructors in the manual arts, not only for economic reasons but also because of the educational value to the student of discovering resources near at hand and of accepting and developing native materials, especially when the results that may be accomplished are of equal or even greater artistic merit than those achieved with foreign materials. Pine-needle basketry offers just these educational opportunities. It furthers, besides an interest in a handicraft which has delightful artistic possibilities, and presents a means of conserving to practical utility a valuable resource of the Southern States, a resource now going almost wholly to waste. It is in the hope of stimulating the people of these States to a recognition of the educational and economic value of this neglected resource and to suggest a means of turning a native American material to practical and artistic advantage that this bulletin has been compiled. (Contains 8 figures and 1 footnote.) [Best copy available has been provided.]
Secondary Agricultural Schools in Russia. Bulletin, 1917, No. 4
Author: Jesien, W. S.
Date: 1917-00-00
Type: Historical Materials
Subjects: Agricultural Education,Foreign Countries,Private Schools,Educational History,Elementary Schools,Middle Schools,Secondary Schools,Student Characteristics,Social Class,Scholarships,Admission (School),Teacher Education,Higher Education,Educational Legislation,Vocational Education,Educational Finance

In a country where 80 percent of the people are engaged in farming, it is natural to expect that the agricultural schools should play an important part in the general system of education. The act of 1904 on agricultural education constitutes the basis of the organization of the agricultural schools. This act places all private schools under the supervision of the ministry of agriculture and imperial domains, providing at the same time for the maintenance of schools controlled directly by that ministry. Agricultural schools, ministerial as well as private, are exempted by the act from import duty on any books or educational material imported from abroad, and they are granted free use of mails within the Empire. The agricultural schools are divided by the act into three classes: (1) lower or primary; (2) middle or secondary; and (3) higher schools. This bulletin focuses on secondary agricultural education in Russia. A bibliography is included. (Contains 7 footnotes.) [Best copy available has been provided.]
Report of an Inquiry into the Administration and Support of the Colorado School System. Bulletin, 1917, No. 5
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-00-00
Type: Historical Materials
Subjects: School Support,Educational Administration,Laws,State Boards of Education,Educational Finance,Financial Support,Trustees,Public Schools

This bulletin presents the report of an inquiry into the administration and support of the Colorado school system. It begins with a discussion of the state of Colorado and its educational system. Next, it presents a summary of the following recommendations: (1) recommendations relating to general administration; (2) recommendations concerning school support; and (3) recommendations of general application. Chapter III focuses on the administration in general and discusses the need for a board that is created by law as the actual head of the school system and composed of members appointed or elected on account of their peculiar fitness for the functions to be performed. Chapter IV describes revenue and support of schools. Finally, chapter V discusses the administration of school instruction. (Contains 48 tables and 6 footnotes.) [Best copy available has been provided.]
Educative and Economic Possibilities of School-Directed Home Gardening in Richmond Indiana. Bulletin, 1917, No. 6
Author: Randall, J. L.
Date: 1917-00-00
Type: Historical Materials
Subjects: Science Education,Costs,Gardening,Family Income,Food,Agricultural Production,Family Environment,Elementary School Students,Soil Science,Climate,Teaching Methods,Learning Experience,Information Sources

The purpose of this study was to collect facts and figures on the cost of vegetable foods to city families, the possibilities of raising much of this food in the city, and the educational value of garden training to the people, especially the children, of the city of Richmond, Indiana. Although located in the center of a farming region, the prices paid for vegetables are comparatively high. Prices are standardized by present methods of selling. Considering the low average labor income, the amount spent for vegetable foods is large, averaging $138.87 for a family of five persons. About 30 per cent of the families have home or vacant-lot vegetable gardens, but the methods of planting and cultivation are not intensive, and the money value of the product is small. Of all the houses in the city, less than 10 per cent lack space on which to make a practical kitchen garden; 30 per cent have enough land to produce all the vegetables for the family during the productive season of the garden; and in 60 per cent there is enough to produce fresh and canned vegetables and berries for the entire year, and, in many cases, to have a surplus to sell. In several cities where home gardening was conducted under the direction of the public schools the children were able to produce a net profit of 10 cents per square foot. The children of the nine elementary schools of Richmond should be able, on the basis of the number of square feet reported, to earn from their gardens a total of $62, 820, or an average per child of $70.66. The home-garden income from the 516 reporting from the Garfield school would be $34,740, or an average per child of $67.32. A thorough and practical garden training would have great economic and educational value to all of the people of the city. To make the most successful gardens, knowledge and skill are necessary. Profitable gardening may result from years of experience, but the quickest and greatest returns in money and pleasure can be obtained only when experience is combined with scientific study of soil, climate, and crop production. Many people born in the city have little or no knowledge of making practical home gardens, and even those who have lived on farms have little experience in the kind of intensive gardening adapted to the city. The economical and educational value of garden education as a department of the public educational system of the city should reach all of the people. While the garden teachers would devote their attention primarily to the children, they should also act as a source of information and help to all who are interested in gardening. (Contains 3 tables and 9 footnotes.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1917, No. 7
Author: Department of the Interior, Bureau of Education (ED)
Date: 1917-02-00
Type: Historical Materials
Subjects: Periodicals,Journal Articles,Books,Educational Research,Elementary Secondary Education,Postsecondary Education,Higher Education,Professional Associations,Educational History,Biographies,Education,Educational Theories,Educational Practices,Educational Testing,Teaching Methods,Curriculum,Teacher Education,School Administration,Governance,Kindergarten,Elementary Schools,Secondary Schools,Rural Education,Hygiene,Physical Education,Play,Playgrounds,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Agricultural Education,Home Economics,Professional Education,Civics,Military Schools,Womens Education,African American Students,Deafness,Special Education,Extension Education,Libraries

This document contains a list of current educational publications received by the Bureau of Education. Books, pamphlets, and periodicals mentioned may ordinarily be obtained from their respective publishers, either directly or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization. Publications are listed according to topic. Contents include: (1) Proceedings of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Educational theory and practice; (5) Child study; (6) Educational tests and measurements; (7) Special methods of instruction; (8) Special subjects of curriculum; (9) Kindergarten and primary school; (10) Rural education; (11) Secondary education; (12) Teachers: Training and professional status; (13) Higher education; (14) School administration; (15) School management; (16) School hygiene and sanitation; (17) Physical training; (18) Play and playgrounds; (19) Social aspects of education; (20) Child welfare; (21) Moral education; (22) Religious education; (23) Manual and vocational training; (24) Agricultural education; (25) Home economics; (26) Professional education; (27) Civic education; (28) Military education; (29) Education of women; (30) Negro education; (31) Education of deaf; (32) Exceptional children; (33) Education extension; (34) Libraries and reading; (35) Bureau of Education: Recent publications; and (36) New periodicals. [Compiled by the Library Division, Bureau of Education. Best copy available has been provided.]
Agricultural Education. Bulletin, 1925, No. 32
Author: Works, George A.
Date: 1925-00-00
Type: Historical Materials
Subjects: Educational Administration,Agricultural Education,Agriculture,Agricultural Colleges,High Schools,Junior High Schools,Clubs,Secondary Schools,Colleges,Elementary Schools,Vocational Education,Comprehensive Programs,Rural Schools

This bulletin addresses the topics of agriculture in elementary schools, including the work of boys' and girls' clubs; secondary schools; and collegiate institutions. The development of a six-year elementary school and the growth of junior high schools have contributed to a clarification of the aims of education for these school periods. There has been a movement in recent years away from a vocational objective and any consideration of the teaching of agriculture in the elementary school. Instruction in vocational agriculture as part of the program of secondary education is being developed in departments of comprehensive high schools and also in special schools of agriculture. In many of the colleges of agriculture there has been a decline in recent years in the enrollment in agriculture which is being discussed by the teaching and administrative staffs of the agricultural colleges. (Contains 8 footnotes.) [Best copy available has been provided.]
Education Pays the State. Bulletin, 1925, No. 33
Author: Foster, Merle A.
Date: 1926-00-00
Type: Historical Materials
Subjects: Illiteracy,Correlation,Reputation,Comparative Analysis,Reliability,Expenditures,Educational Finance,Income,Full State Funding,State Surveys,Statistical Analysis

The plan adopted in this study has been: (1) to make a correlation between the ranking of the various States in each of the items compared; and (2) to compare the various States with each other directly with a reference to the mean of the entire United States in those items. The Pearson coefficient of correlation points out the approximate degree of relationship between the two series, and the charting furnishes the actual proof of the reliability of the relationship indicated. The means is the mathematical average, or average for the United States. This study is concerned chiefly with the question of reduction in total and percentage of illiteracy as a possible effect of educational expenditure, and with the effect of illiteracy upon the financial standing of the State. It is not an attempt to prove that it does or does not pay to spend money for education, but is rather an attempt to find out if it does pay. Although the study is based on money value, no effort is made to fix a definite &quot;dollar value&quot; on the returns. (Contains 5 tables, 7 figures, and 9 footnotes.) [Best copy available has been provided.]
Review of Educational Legislation, 1923-1924. Bulletin, 1925, No. 35
Author: Hood, William R.
Date: 1926-00-00
Type: Historical Materials
Subjects: Public Education,Elementary Secondary Education,Educational Legislation,School Funds,School Law,State Legislation,Educational Policy,State Policy,Public Schools,Educational History,School Organization,Educational Finance,Educational Administration,Educational Trends,Public School Teachers,Teacher Education,Special Education,Special Needs Students,Superintendents,Counties,State Boards of Education,School Districts,Physical Education,Health Education,Child Health,School Health Services,Attendance,School Schedules,State Surveys,National Surveys

Within the two-year period covered by this review all States held sessions of their legislative assemblies; and in Massachusetts, Rhode Island, New York, New Jersey, South Carolina, and Georgia, whose legislatures meet annually, there were two sessions. In all there were passed approximately 1,400 educational measures, exclusive of acts of local application and ordinary appropriation bills. This shows an interest in public education which should be gratifying, but in some previous biennial periods there was considerably more school legislation. This downward turn of the curve of school legislation may meet the approval of a considerable group of people, for there are considerable numbers who seem to believe that there is already too much law. But law does not merely prohibit or restrict, it promotes, conserves, guarantees, and protects; there may be duplication or repetition, related to the style in which the statute is written rather than the nature of the law itself; and some State codes or compiled statutes may contain obsolete and useless provisions. So long as the public school systems of States remain below standard, as many of them still are, there will be need for more and better means of improvement; and additional or better laws will be necessary to provide more school funds, increase the school term, provide a properly trained teacher for every schoolroom, and insure the attendance of every child at a school suited to his capacity. [Best copy available has been provided.]
Adult Education for Foreign-Born and Native Illiterates. Bulletin, 1925, No. 36
Author: Herlihy, Charles M.
Date: 1925-00-00
Type: Historical Materials
Subjects: Immigrants,Adult Education,Illiteracy,African Americans,Citizenship,State Programs,Acculturation,Census Figures,Access to Education,National Surveys,Federal Government,Government Role,Social Problems

Americanism embraces the ideals of the good citizen in political, social, economic, and cultural relationships. The definition and interpretation of these ideals determine the scope of one's understanding of the movement of Americanization; that is, those programs and activities that aim to promote Americanism. It is commonly understood that Americanization work is restricted to education and social service for the foreign born, but this is not the only group that need instruction and help in learning the principles and ideals that govern the conduct of the good citizen. Granting the aim of this work to be the promoting of better citizenship, then the correction of every un-American condition may properly be termed "Americanization work." Americanization applies directly to the immigrant, but the native American must see to it that his life exemplifies the Americanism which we wish the immigrant to emulate. This document further explores: (1) Significant Federal census data on the size of the immigrant education problem; (2) Size of the national illiteracy problem among the native born; (3) A national survey of State programs of adult education in 1925; and (4) Federal leadership in adult education. (Contains 2 footnotes.) [Best copy available has been provided.]
Industrial Education. Bulletin, 1925, No. 37
Author: Proffitt, Maris M.
Date: 1926-00-00
Type: Historical Materials
Subjects: Vocational Education,Industrial Arts,Industrial Education,Equipment,Career Development,Career Choice,Job Skills,Employment Qualifications,Skill Development,Trade and Industrial Education,Postsecondary Education,Secondary Education,Apprenticeships,Evening Programs,Legal Responsibility

In the United States the term "industrial education" is frequently used to designate everything from the simplest form of bench work in the elementary schools to full-time trade-school work and the work done in training departments of industrial plants. This broad use of the word often leads to considerable confusion, especially since certain types of industrial education are classified as industrial arts, manual arts, or manual training. A decision as to the classification of industrial work should be based upon the nature of the objective set up for training. The objectives for industrial education courses are best defined on bases of function. What contribution does the training offered in one of these courses make toward qualifying one to perform any of the life activities which require on some level manual dexterity and knowledge for its performance is the first question that should be asked in determining what courses shall be offered and to whom they shall be offered. During the past two years there has been an increasing tendency to define objectives in terms of ability to perform worth-while activities. The important objectives for industrial courses which are generally recognized are as follows: (1) To train the hand and eye in the intelligent use of tools and materials through certain fundamental operations which it is well for an individual to be able to perform, regardless of his occupation; (2) To develop an appreciation of constructive work with different types of materials in order that the individual may be a more intelligent consumer regardless of his occupation; (3) To gain an insight into and an appreciation of some of the important industrial arts, in order that the pupil may make an intelligent choice of an occupation; (4) To develop ability to perform a variety of practical tasks sufficiently well to meet general social demands and the needs of home life but not necessarily up to the standard of occupational practice; (5) To prepare an individual for profitable and advantageous entrance into employment in a definite industrial occupation, with the status of an advanced apprentice; and (6) To provide an opportunity for those who have already entered occupations to add to the knowledge and skill which they already possess, in order that they may become more expert workers, with increased earning capacity and a better chance for promotion. [Best copy available was provided.]
Art Education in the United States. Bulletin, 1925, No. 38
Author: Farnum, Royal Bailey
Date: 1926-00-00
Type: Historical Materials
Subjects: Art Education,Elementary Schools,Teaching Methods,Art Activities,Womens Education,Art Products,Junior High Schools,High Schools,Textbooks,Tests,Corporations,Museums

The time between the publication of the advance sheets on art education for the biennial. survey of 1920-1922 and the present document has seen greatly increased activity in this field of education. More clearly defined aims and objectives have become apparent in the elementary and high schools. Urgent demands for training in taste and the essentials of good color and design have arisen in unexpected directions. Industry, commerce, and the public have awakened to a partial realization at least of the  economic, and cultural value of aesthetic training. In fact, the awakening has been so effective and widespread that to report adequately and completely the past two years progress in art education would require a good-sized volume. Industrial-plants, public utilities, retail establishments, business groups, organizations such as the Young Womens Christian Association (YWCA), Young Men's Christian Association (YMCA), parent-teacher associations, womens clubs, and "out-of-school" clubs throughout the country, have  sought enlightenment on the subject of arts as an everyday expression. Since the problem of training in art understanding is more or less similar for all, no matter what the group may be, this bulletin will confine itself chiefly to the public-school situation, touching briefly upon other developments. (Contains 15 footnotes.)[Best copy available was provided.]