ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Directory 1925. Bulletin, 1925, No. 1
Author: Department of the Interior, Bureau of Education (ED)
Date: 1925-00-00
Type: Historical Materials
Subjects: Deans,Organizations (Groups),Government Libraries,Superintendents,Religious Education,Social Work,Parochial Schools,Federal Government,State Government,State Departments of Education,Educational Administration,College Presidents,Two Year Colleges,Law Schools,Theological Education,Dentistry,Pharmacy,Physiology,Human Body,Veterinary Medicine,Summer Schools,Teacher Education Programs,Public Libraries,School Libraries,Library Education,Boards of Education,Churches,Librarians,Administrators,Jews,Catholics,International Programs,Community Organizations,Parent Teacher Cooperation,Females,Clubs,Periodicals

This 1925 educational directory published by the Bureau of Education covers the following categories: (1) United States Bureau of Education; (2) Principal State school officers; (3) County and other local superintendents of schools; (4) Superintendents of public schools in cities and towns; (5) Public-school business managers; (6) Presidents of universities and colleges; (7) Presidents of junior colleges; (8) Heads of departments of education; (9) Deans or directors of colleges or schools of agriculture; (10) Deans or heads of departments of commerce and business; (11) Deans or directors of colleges or schools of engineering; (12) Deans or heads of departments of home economics; (13) Deans or advisers of women; (14) Directors of extension; (15) Presidents or deans of schools of theology; (16) Presidents or deans of schools of law; (17) Presidents or deans of schools of medicine; (18) Presidents or deans of schools of dentistry; (19) Presidents or deans of schools of pharmacy; (20) Presidents of schools of osteopathy; (21) Presidents or deans of schools of veterinary medicine; (22) Presidents, etc. of institutions for the training of teachers; (23) Directors of summer schools; (24) Librarians of public and society libraries; (25) Executive officers of State library commissions; (26) Directors of library schools; (27) Educational boards and foundations; (28) Church educational boards and societies; (29) Jewish educational organizations; (30) Superintendents of Catholic parochial schools; (31) Directors of schools for social workers; (32) International associations of education; (33) American educational associations; (34) Learned and civic organizations; (35) National Congress of Parents and Teachers; (36) State Federations of Women's Clubs; and (37) Educational periodicals. [Best copy available has been provided.]
Important State Laws Relating to Education Enacted in 1922 and 1923. Bulletin, 1925, No. 2
Author: Hood, William R., Comp.
Date: 1925-00-00
Type: Historical Materials
Subjects: Educational Administration,School Law,Teacher Certification,Contracts,State Regulation,Public Health,Textbooks,Instructional Materials,Special Schools,Special Classes,Governance,Child Welfare,Technical Education,Museums,Vocational Schools,Higher Education,Postsecondary Education,Two Year Colleges,Public Education,Private Schools,Public Schools,School Districts,Rural Schools,School Organization,School Schedules,Elementary Schools,Kindergarten,High Schools,Junior High Schools,Professional Education,Correspondence Study,Evening Programs,Adult Education,Vocational Education,Teacher Education,Public School Teachers,Enrollment,Educational Facilities,Financial Support,Libraries,African American Education,Educational History,State Legislation,Educational Legislation,Educational Policy,State Policy,Educational Finance,State Aid,Extension Education,National Surveys,Teacher Discipline,Discipline Policy,School Demography,Delinquency,Compulsory Education,School Attendance Legislation,Military Training

The legislation summarized in this compilation was enacted in the two-year period comprising the calendar years 1922 and 1923, and represents the educational enactments of regular legislative sessions of all the States and of several special or extraordinary sessions. Material is organized in 21 major classification categories, plus additional sub-categories. This is the fourth supplement to the Bureau of Education, Bulletin, 1915, No. 47, Digest of State Laws Relating to Public Education. By reference to the body of the material presented, it will be seen that the plan of classification heretofore used has been retained, although some whole sections are omitted, except for the subject heading. The plan of classification for this bulletin is as follows: (1) General administrative control and supervision of education; (2) State finance and support; (3) Local (county, district, municipal) finance and support; (4) Buildings and sites; (5) Teachers in elementary and secondary schools, certification; (6) Teachers: Employment; contract; appointment; dismissal; (7) Teachers: Professional training and education; (8) School population and attendance; (9) School discipline; (10) Health regulation; (11) Textbooks and supplies; (12) Subject matter of instruction; (13) Special types of school; (14) Secondary education: High schools and academies; (15) Technical, industrial, and vocational schools: Elementary and secondary; (16) Higher educational institutions; (17) Professional and higher technical education; (18) Private and endowed institutions: State control; (19) Libraries and museums; (20) Education of special classes; and (21) Welfare of dependents and delinquents. An index is also included. (Contains 1 footnote and an Index.) [Best copy available has been provided.]
Contribution of Home Economics to Citizenship Training: Proceedings of the National Conference of City Supervisors of Home Economics, Washington, April 21, 1924. Bulletin, 1925, No. 3
Author: Whitcomb, Emeline S.
Date: 1925-00-00
Type: Historical Materials
Subjects: Health Education,Home Economics Education,Citizenship,Home Economics,Conferences (Gatherings),Public Schools,Role of Education,Higher Education,Federal Government,Government Role,High Schools,Junior High Schools,Urban Schools,Central Office Administrators,School Administration,School Districts,Educational Policy,Public Agencies,Educational Principles,Educational Philosophy,Intellectual Disciplines,Secondary School Curriculum,Females,Single Sex Classes,Values Education

A national conference of city supervisors of home economics was called by the U.S. Commissioner of Education, and attended by representatives from 20 States and the District of Columbia, plus one representative from New Zealand. The three-day conference was convened in Washington, D.C., to: (1) bring together supervisors, teachers of home economics, and representatives from leading agencies contributing to home economics education; (2) discuss the contribution of home economics to the fundamental principles of health, citizenship, and character; and (3) formulate the means by which the following question might be studied: "What is the specific contribution of home economics education that justifies its place in the public school system?" Program sessions covered the topics: (1) What the school expects of home economics; (2) What the home expects of home economics; (3) How the college is meeting the demands of the school and the home; (4) How the Federal departments are meeting the demands of the school and the home; (5) The challenge of the health education movement to home economics; (6) The contribution of home economics to citizenship; (7) The junior high school and home economics; and (8) Home economics in the senior high school. (Contains 3 endnotes.) [Best copy available has been provided.]
Land-Grant College Education, 1910 to 1920. Part III: Agriculture. Bulletin, 1925, No. 4
Author: Walton, C. John, Ed.
Date: 1925-00-00
Type: Historical Materials
Subjects: Agricultural Education,Agricultural Engineering,Agronomy,Forestry,Entomology,Plants (Botany),Pathology,Animal Husbandry,Gardening,Agricultural Colleges,Land Grant Universities,Vocational Education,Teacher Education,Extension Education,Rural Education,Vocational Education Teachers,Black Colleges,African American Education,Enrollment,Graduates,Educational History,Educational Legislation,Educational Policy,State Policy,Federal Aid,Federal Legislation,State Aid,Educational Facilities,Veterinary Medical Education,Minicourses

This bulletin represents the third of a 5-part survey of land-grant college education. Other parts are: (1) History and Educational Objectives of Land-Grant College Education; (2) The Liberal Arts and Sciences and Miscellaneous Subjects in Land-Grant Colleges; (4) Engineering and Mechanic Arts in Land-Grant Colleges; and (5) Home Economics in Land-Grant Colleges. Every State in the Union now has one or more agricultural colleges. During the last half century these colleges have grown from a group of weak and poorly equipped institutions to a commanding position in the field of education and they are now established on a sure foundation. This report summarizes information gathered, and covers the following subject areas: (1) A survey of agricultural education in land-grant colleges (R. A. Pearson and W. H. Stevenson; (2) Agronomy (Andrew Boss); (3) Pomology (W. H. Chandler); (4) Vegetable gardening (Paul Work); (5) Forestry (Henry S. Graves); (6) Soils and fertilizers (H. J. Patterson); (7) Plant pathology (Donald Reddick); (8) Entomology (J. G. Needham); (9) Animal husbandry (F. B. Mumford); (10) Dairy husbandry (W. A. Lippincott); (11) Veterinary education (V. A. Moore); (12) Poultry husbandry (W. A. Lippincott); (13) Agricultural engineering (J. B. Davidson); (14) Short courses in agriculture (John Phelan); (15) Agricultural education (George A. Works); (16) Training of teachers of vocational agriculture (C. H. Lane); and (17) Development and present status of agricultural experiment stations and extension services. (A. C. True). An index is also included. (Contains 2 tables, 8 plates, and 14 footnotes.) [Best copy available has been provided.]
Land-Grant College Education 1910 to 1920 Part IV: Engineering and Mechanic Arts. Bulletin, 1925, No. 5
Author: Walton, C. John, Ed.
Date: 1925-00-00
Type: Collected Works - Serial
Subjects: Educational Environment,Curriculum,Educational Trends,Educational Change,Scientific Research,Engineering Education,Land Grant Universities,Chemical Engineering,Civil Engineering,Architectural Education,Minicourses,Sanitation,Electronics,Vocational Education,Teacher Education,Extension Education,Vocational Education Teachers,College Faculty,Federal Programs,Black Colleges,African American Education,Enrollment,Educational History,Educational Legislation,Educational Policy,Educational Finance,State Policy,Federal Aid,Federal Legislation,Educational Facilities,National Surveys,Ceramics,Mining

This is the fourth part of a 5-part survey of land-grant college education. Other parts are: (1) History and Educational Objectives of Land-Grant College Education; (2) The Liberal Arts and Sciences and Miscellaneous Subjects in Land-Grant Colleges (3) Agricultural Education in Land-Grant Colleges (including agricultural engineering)(4); and Home Economics in Land-Grant Colleges. This report describes changes in engineering education during a decade that included a war, thus placing a severe strain on educational institutions. The the subject areas of civil engineering, mechanical engineering, electrical engineering, chemical engineering, mining engineering, architecture and architectural engineering, highway engineering, hydraulic and sanitary engineering, ceramic engineering, and textile engineering are covered. Sections on short courses in mechanic arts and industries, training of teachers in the field of industrial education, and engineering experiment stations are included. (An index is included.) [Best copy available has been provided.]
High School Education of the Farm Population in Selected States. Bulletin, 1925, No. 6
Author: Windes, E. E.
Date: 1925-00-00
Type: Historical Materials
Subjects: Vocational Education,Secondary Education,High School Students,Rural Areas,Comparative Analysis,Agricultural Occupations,Public Education,Enrollment Trends,Academic Persistence,Intelligence Tests

This bulletin attempts to present: (1) the comparative extent to which farm and nonfarm groups are receiving public secondary education; and (2) the relation of significant factors concerning high schools and the farm population to participation in secondary education by farm children. The data here presented must be regarded as incomplete but significant. The fact that selected States rather than all States are used as a basis of study is justified because of the difficulty of the undertaking and because the study must be regarded as preliminary and serving to create a presumption. The six States presented (North Dakota, South Carolina, Montana, Oregon, Maine, New Hampshire) are representative of distinctive agricultural regions and of distinctive State secondary educational systems. (Contains 24 tables.) [Best copy available has been provided.]
Kindergarten Legislation. Bulletin, 1925, No. 7
Author: Vandewalker, Nina C.
Date: 1925-00-00
Type: Historical Materials
Subjects: Kindergarten,Educational Legislation,Educational Improvement,Educational Facilities Improvement,School Buildings,Teacher Competencies,State Legislation,Legal Responsibility,Age Differences,Attendance,Urban Schools,Rural Schools,Educational Environment,Teacher Certification,Elementary School Teachers,Educational Finance,Financial Support,Taxes,Local Government,State Aid,Income

The amount of legislation enacted for the improvement of school conditions during the past five years is one of the evidences that education is rising to higher levels. Better schools imply definite things--better buildings, trained teachers, a longer period of attendance, and new methods of school procedure. However, these cannot be had without added expenditure. The new legislation effected is a response in part to the need of larger revenues for school purposes, but a response also to the new sense of responsibility for giving children better educational opportunities than they have been given in the past. In addition to measures for securing larger funds, these programs have often included measures for the reorganization of the school courses and the extension of educational privilege to those either above or below the legal school age. In consequence, bills for establishing of kindergartens, or for the better support of those already established, are frequently included. To secure the kind of legislation that a State should have is by no means an easy matter. As kindergarten laws vary materially in different States, the efforts for their improvement call for careful thought. The change to be made in each State should be a problem by itself into which the existing law and certain conditions in the State itself must enter as factors. The effort for strengthening these laws in a given State should be directed toward the remedying of those defects which cause unfavorable conditions in that State. Following an Introduction, topics covered in this bulletin include: (1) The legal school age as a factor in kindergarten legislation; (2) Age for attendance--Where kindergartens may be established; (3) Sources of support; (4) The mandatory-on-petition type of law; (5) Urban and rural conditions and their bearing upon kindergarten progress and legislation; (6) Kindergarten teacher's certificates; and (7) Summary of kindergarten laws and suggestions for their improvement. (Contains 3 footnotes.) [Best copy available has been provided.]
Elementary Instruction of Adults. Bulletin, 1925, No. 8
Author: Department of the Interior, Bureau of Education (ED)
Date: 1925-00-00
Type: Historical Materials
Subjects: Adult Literacy,Illiteracy,Program Development,Textbooks,Instructional Materials,Teaching Methods,Curriculum,English (Second Language),Native Language,Second Language Learning,Immigrants,Adults,Adult Education

This bulletin reports the work of a committee appointed by Dr. John J. Tigert, United States Commissioner of Education, to study the many problems of school work with adult illiterates. The committee was formed following the National Literacy Conference in Washington, D.C., January 11-14, 1924, whose work included formulating practical programs for illiteracy work in the States and local communities. One of the workgroups, Group C, presented a report at the conference end on &quot;Courses of Study and Methods of Instruction&quot; covering (1) textbooks and lesson materials; and (2) methods of instruction and curricula; and recommended further study and a final report for national distribution. An eleven-member committee was formed and convened its first meeting in Chicago on February 26, 1924, agreeing to cover in detail the special teaching problems with three types of students who are generally understood to be illiterate: (1) native illiterates; (2) foreign-born illiterates (men and women who are unable to read or write in any language); and (3) foreign-born beginners (men and women who can read and write in native language but not in English). A second meeting was held in Washington, D.C. on July 2, 1924 at the office of the U.S. Commissioner of Education to discuss the draft report. This report includes corrections and additions authorized during that meeting. [Best copy available has been provided.]
Some Lessons from a Decade of Rural Supervision. Bulletin, 1925, No. 9
Author: Reynolds, Annie
Date: 1925-00-00
Type: Historical Materials
Subjects: Rural Education,School Supervision,Rural Schools,Supervisors,Transportation,Teachers,Professional Development,Teacher Associations,Teaching Methods,Teaching Skills,Teacher Improvement,Maintenance,Administrator Role,Social Influences,Administrator Education,Counties,Teacher Education Programs,State Departments of Education,Public Agencies

Rural supervision is a comparatively new field in education. Therefore its method and practice are not definitely formulated; and supervisors at work, as well as those educators who are formulating courses in the subject, have learned and are learning in part through their own experience and that of others. For this reason they are eager to strengthen their work and increase its efficiency through a wider knowledge of actual experience and the lessons learned from it through constructive criticism and suggestion. Because of the many calls for practical aid in meeting everyday problems of rural supervision, this bulletin has been prepared with the hope that it will be helpful in modifying and reshaping courses and plans of procedure toward greater efficiency and accomplishment. No effort is made to set up principles. The object is to consider lessons from experience of the past decade, during which, for the first time, rural supervision has had a fair trial over a reasonable extent of territory; to suggest ways in which cooperating agencies have stimulated rural supervision and have in turn been stimulated by it to help further the cause of rural education; to give suggestions looking toward further improvement; and to consider obstacles to supervision in the hope of assisting eventually to overcome them. Finally, it is the conclusion that supervision of rural schools, especially of small rural schools, is both necessary and possible, and that there is much hope for the improvement of rural education through the extension and improvement of supervision. Following an introductory statement, the topics covered in this bulletin include: (1) Factors leading to growth in the extent of rural-school supervision; (2) Some results secured through rural-school supervision; (3) General problems affecting success; (4) Agencies helpful in promoting supervision; and (5) Conclusion. (Contains 4 footnotes.) [Best copy available has been provided.]
The Rural High School: Its Organization and Curriculum. Bulletin, 1925, No. 10
Author: Ferriss, Emery N.
Date: 1925-00-00
Type: Historical Materials
Subjects: School Administration,School Role,Community Organizations,High Schools,Rural Schools,School Organization,School Community Relationship,Extracurricular Activities,Secondary School Curriculum,School Visitation,Questionnaires,Secondary School Teachers,Principals,Administrator Role,Supervision,Instructional Improvement,Small Schools,Lunch Programs,Student Records,Teaching Conditions,Problems,Public Schools,School Districts,Vocational Education,Teacher Education,Public School Teachers,Enrollment,Educational Facilities,School Statistics,Educational History,Educational Policy,State Policy,Educational Finance,National Surveys,School Surveys,School Guidance

The main purpose of the present study is to make an analysis, largely on the basis of statistical material, of the rural high school as to: (1) its internal organization; (2) its cooperative relationship with the community through community organizations; (3) the nature and extent of its extra-classroom activities; and (4) the nature and variety of curriculums. Such other problems are considered as having an important bearing upon these four main questions. Various interpretations have been given to the term rural high school. In the present study, the rural high school is defined as one in which 50 per cent or more of the pupils are from farm homes. This definition has been accepted because it simplified to some extent the problem, and because the pupil seems to offer the best basis upon which to build a useful definition of the term. The data for the study were obtained largely from two sources: (1) from the visitation by the writer of 54 rural high schools distributed over 18 States; and (2) from replies to questionnaires received from 231 principals of rural high schools representing 47 States. Additional information was gathered from recent reports and bulletins issued by various State departments of education, from bulletins of the United States Bureau of Education, and from special studies of certain phases of the work of small high schools. Following an Introduction, topics covered in this bulletin include: (1) General organization of the rural high school; (2) Organization of the teacher's work; (3) The principal's work in the rural high school; (4) Supervision and the improvement of teaching; (5) The school and the community; (6) Extra-classroom activities in the rural high school; (7) The curriculum; and (8) Important problems of rural secondary education, with suggestions for improving. (Contains 39 tables. Individual sections contain footnotes.) [Best copy available has been provided.]