ethanporcaro/eric-fulltext-meta huggingface dataset:
Status of Sex Education in High Schools. Bulletin, 1922, No. 14
Author: Edson, Newell W.
Date: 1922-00-00
Type: Historical Materials
Subjects: Sex Education,Teaching Methods,Principals,Guidance,High Schools,Comprehensive School Health Education,Questionnaires,Course Content,Administrator Attitudes,Lecture Method,Exhibits,Printed Materials,Biology,Curriculum,Geographic Location

Few  school principals or teachers of extended experience fail to realize the need among their pupils for some sort of instruction and guidance in matters pertaining to sex. Undoubtedly this realization has led to the many spontaneous attempts to introduce sex instruction into high schools.  Experiments have sprung up all over the country, a few proved to be ineffective because they were undertaken by a teacher unsuited for the task. Most of them were successful enough to win approval of both school officials and the public. In January, 1920, the United States Bureau of Education and the United States Public Health Service sent out a questionnaire to obtain information regarding the status of sex instruction in the high schools of the United States. This questionnaire was sent to 12,025 accredited and partially accredited high schools and brought  6,488 (53.8 percent) replies. Its purposes were threefold: (1) To ascertain facts about the number and distribution of high schools giving sex instruction through the regular subjects of the curriculum; (2) to learn of the content and method of the parts of such school subjects as related to sex  Instruction and guidance; and (3) to discover the attitude of principals toward sex instruction in high schools. The schools from which replies were received fall naturally into three groups: (1) those schools giving emergency sex education i.e. through lectures, occasional talks, sex hygiene exhibits, pamphlets  etc.; (2) those schools giving integrated sex education, i.e. incidentally in the subjects of the regular curriculum; and (3) those schools giving no sex education. Even though progress has been made in sex instruction in high schools and there are large numbers of principals favoring and undertaking it, principals would do well to continue to be cautious. The figures given should not perhaps be interpreted too literally. The best of questionnaires are difficult to interpret, and it is possible that some principals did not actually mean to imply that such definite instruction was being given as their answers would indicate. The Bureau of Education and the Public Health Service are following up the replies to these questionnaires in order to secure more exact information and further details about methods used. In this way experience of schools succeeding in such new and difficult work will be made available to others wishing to inaugurate new efforts in this direction and will furnish a sound basis for further developments in sex Instruction. (Contains 4 tables.)
A Kindergarten-First-Grade Curriculum. Bulletin, 1922, No. 15
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Kindergarten,Grade 1,Elementary School Curriculum,Reading Instruction,Writing Instruction,Language Arts,Literature,Fine Arts,Industrial Arts,Mathematics Instruction,Civics,Science Instruction,Course Content,Primary Education,Curriculum Development

The need for a first grade curriculum based upon the work of the modern kindergarten has been frequently  expressed, and the curriculum here presented is an effort to meet that need. It follows the Kindergarten Curriculum which was published as a bureau of Education bulletin in 1919 and is organized on the same general principle and the same plan. It is intended primarily for two groups of people--first grade teachers of children who have had a year of kindergarten work, and kindergarten primary supervisors who wish to organize the work of the kindergarten and primary grades on the same principle. This curriculum should also have value for kindergarten teachers by showing them how their work functions as a preparation for that which is to follow. Those who use this curriculum should have the Kindergarten Curriculum at hand for reference, since the work suggested for the first grade is based on that described in the Kindergarten Curriculum. It is hoped that the publication of these two curricula will stimulate kindergarten and first grade teachers to study and work together at their common problems. Such a study will help kindergarten teachers realize the children's kindergarten attainments most effectively. If this is done there will be no break between the work of the kindergarten and that of the first grade as there has frequently been in the past. (Foreword by Nina C. Vandewalker.) [Best copy available has been provided.]
The District Owned or Controlled Teacher's Home. Bulletin, 1922, No. 16
Author: Muerman, J. C.
Date: 1922-00-00
Type: Historical Materials
Subjects: Superintendents,Place of Residence,School Districts,Teachers,Housing,State Legislation,School Buildings,Planning

Various names, such as teacher's home, manse, teacherage, attic apartment, &quot;Lean-to&quot; and dominage are applied to the district--owned buildings or to rooms in the schoolhouse that provide living quarters for teachers. There various titles convey no differences in meaning. All serve the same general purpose, to describe a comfortable residence for the teacher, where with quietness and independence, he or she may best serve the school and the community. In this bulletin &quot;home&quot; will be used rather than &quot;teacherage.&quot; The teacher's home stands in almost the same relation to the school that the parsonage or manse does to the church. In the study of the teachers' homes presented in the bulletin, an attempt was made to secure accurate information from each state and county. The comments made by the state superintendents and county superintendents have been interesting, instructive, and valuable. It is impossible to give all of these in full but the ideas they contain have been incorporated in the seminar, and findings of the bulletin. The aim of the bulletin is to give the present status of the difficult problem of providing a comfortable home for the teacher and what is being done in the different states toward its successful solution; how the county superintendent or school trustees have met this situation; and what may be done to better  schools by offering homelike conditions for teachers. [Best copy available has been provided.]
Statistics of City School Systems, 1919-20. Bulletin, 1922, No. 17
Author: Bonner, H. R.
Date: 1922-00-00
Type: Historical Materials
Subjects: Urban Schools,Population Distribution,Urban Population,Attendance,School Personnel,Teachers,Supervisors,Elementary Schools,Junior High Schools,Principals,Males,Females,Enrollment,Secondary Schools,Special Schools,Vocational Schools,School Nurses,School Buildings,Vocational Education,Operating Expenses,Costs,Educational Finance,Transportation,Salaries,Resource Allocation,Textbooks,Taxes,Expenditure per Student,Maintenance

This report presents the statistics of city public schools for the school year 1919-20. The cities have been divided into five groups: Group I, including all cities having a population of 100,000 or more; Group II, cities having a population of 30,000 or more but fewer than 100,000; Group III, cities with a population of 10,000 or more but fewer than 30,000; Group IV, cities with a population of 5,000 or more fewer than 10,000; and Group V, all cities having a population of 2,500 or more but fewer than 5,000. This classification is based upon the population as reported by the Bureau of the Census in 1910; the figures for 1920 were not available in time for use in this connection. For all cities not reporting, careful estimates have been made in compiling the summaries by States and also the grand summary. (Advance Sheets from the Biennial Survey of Education in the United States. Contains 22 tables.) [Best copy available has been provided.]
The Residence of Students in Universities and Colleges. Bulletin, 1922, No. 18
Author: Zook, George F.
Date: 1922-00-00
Type: Historical Materials
Subjects: Academic Degrees,College Students,Population Trends,Place of Residence,Geographic Location,Out of State Students,In State Students,Foreign Students

The statistical tables in this bulletin are intended to be a comprehensive investigation of the residence of university and college students during the year 1920-21. In this connection it was deemed to be of some interest to republish some of the most significant statistics from the investigation into the residence of college students. This study of the residence of university and college students reveals conclusively for the first time that the proportion of students to population is greatest in the States west of the Mississippi River, and lowest in the Southern States. (Contains 8 tables.) [Best copy available has been provided.]
National Conference of Junior Colleges, 1920 and First Annual Meeting of American Association of Junior Colleges, 1921. Bulletin, 1922, No. 19
Author: Zook, George F. Ed.
Date: 1922-00-00
Type: Historical Materials
Subjects: Enrollment Trends,High Schools,Two Year Colleges,Conferences (Gatherings),Postsecondary Education,Military Schools,Public Colleges,College Curriculum,Technical Education,Vocational Education,Standards,Educational Administration

One of the most striking features of higher education in recent years has been the great increase in the number of students attending the colleges and universities. Where the higher institutions have reached a student enrollment of several thousand, the question has been raised seriously as to whether such institutions should not devote themselves primarily to courses in the latter two years of college and to graduate and professional work. At the same time, the students and educational facilities in large secondary schools have increased so greatly as to make it possible, with some additions in faculty, buildings, and equipment to do the first two years of college work. There are many educators who contend that from a pedagogical point of view such an extension of the secondary schools is natural and justifiable. Certain it is that a considerable number or privately supported colleges with inadequate means to support four years of college work have voluntarily dropped the second two years of the college curricula, and are confining themselves to a six year program composed of the four years of high school and the first two years of college. In view of the increasing discussion of the junior college and its implications in the possible reorganization of secondary and higher education, the former Commissioner of Education called the first conference of representatives from junior colleges at St. Louis Mo., June 30 and July 1, 1920. Dr. George F. Zoo, the bureau's specialist in higher education was in charge of the conference and has edited the proceedings which, together with certain papers from the first annual meeting of the Junior College Association formed at St. Louis. [Best copy available has been provided.]
State Laws Relating to Education Enacted in 1920 and 1921. Bulletin, 1922, No. 20
Author: Hood, William R., Comp.
Date: 1922-00-00
Type: Historical Materials
Subjects: Best Practices,Laws,Public Education,Educational Legislation,State Legislation,Trend Analysis,Educational Trends,Classification,State Aid,Teacher Certification,Textbooks,Vocational Education,Industrial Education,Educational Facilities,Teacher Education,Teacher Dismissal,Special Schools,Discipline Policy,Health,Museums,Attendance,Child Welfare,Delinquency,Dependents,Educational Finance

The legislation summarized in this compilation was enacted in the two year period comprising the calendar years 1920 and 1921 and represents the educational enactments of regular legislative sessions of all the states, except Alabama whose legislature meets quadrennially and of several special or extraordinary sessions including one in Alabama. Massachusetts, Rhode Island, New York, New Jersey, South Carolina, and Georgia hold annual meetings of their legislative assemblies and their enactments therefore appear for both 1920 and 1921. The material presented here constitutes a third supplement to Bulletin, 1915 No. 47 "Digest of State Laws Relating to Public Education" earlier supplements having been published in 1918, and 1928. Laws of distinctly local application and ordinary appropriations such as are made from year to year are omitted except in a few cases where they seem of special interest. The purpose of these "digests" of school laws is twofold: (1) First to present for the use of persons wishing it an index of all general state educational legislation; and (2) to summarize the enactments of the period covered in such manner as to show their main provisions and purposes. A third possible value of the work is the "Trend" of school legislation which may be seen in it. The tendency to enact laws in the light of the best practice elsewhere and of the experience of other states with like legal provisions is more evident as each year passes. The style of this bulletin follows that of the digest of 1915 and the supplements of 1918, and 1920. A plan of classification embracing about 110 items is arranged and kindred enactments are grouped under the appropriate heading. It will be observed that the plan begins with general state administrative provisions and proceeds through the entire public school system. An index is provided. (Enacted in 1920 and 1921.)[Best copy available was provided.]
Record of Current Educational Publications. Bulletin, 1922, No. 21
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Foreign Countries,Business Education,School Administration,Child Welfare,Teaching Methods,Engineering Education,Elementary Schools,African American Education,Rural Areas,Rural Education,Hygiene,Sanitation,Physical Education,Recreation,Play,Socialization,Values Education,Religious Education,Guidance,Vocational Education,Staff Development,Adult Education,Professional Associations,Educational Environment,Educational Theories,Educational Practices,Educational Psychology,Early Childhood Education,Secondary Education,Teacher Salaries,Teaching (Occupation),Higher Education,Agricultural Education,Home Economics,Professional Education,Citizenship Education,Womens Education,Special Education,Military Training,Extension Education,Libraries,Government Publications,Annotated Bibliographies,Federal Government,Genetics,Educational Assessment,Educational Sociology,Child Development,Postsecondary Education,Teacher Education,Federal Programs,Educational Facilities,Black Colleges,International Education,Educational History,Federal Legislation,Educational Legislation,Educational Policy,State Policy,Educational Finance,Public Education,Educational Research,Two Year Colleges,Conference Papers,Conferences (Gatherings),Psychological Testing

This document contains a classified and annotated list of educational publications selected by the compilers from the current education literature for the initial months of 1922 (January through May 15, 1922). Topics covered include: (1) Proceedings of associations; (2) Educational history; (3) Current educational conditions; (4) Educational theory and practice; (5) Educational psychology; Child study; (6) Psychological tests; (7) Educational tests and measurements; (8) Educational research; (9) Special methods of instruction; (10) Special subjects of curriculum; (11) Kindergarten and primary school; (12) Rural life and culture; (13) Rural education; (14) Secondary education; (15) Teacher training; (16) Teachers' salaries and professional status; (17) Higher education; (18) Federal government and education; (19) School administration; (20) School management; (21) School buildings and grounds; (22) School hygiene and sanitation; (23) Physical training; (24) Play and recreation; (25) Social aspects of education; (26) Child welfare; (27) Moral education; (28) Religious and church education; (29) Manual and vocational training; (30) Vocational guidance; (31) Workers' education; (32) Agriculture; (33) Home economics; (34) Commercial education; (35) Professional education; (36) Engineering education; (37) Civic education; (38) Americanization; (39) Education of soldiers; (40) Education of women; (41) Negro education; (42) Education of deaf; (43) Exceptional children; (44) Education extension; (45) Libraries and reading; and (46) Bureau of Education: Recent publications. [Best copy available has been provided.]
Statistics of Kindergartens, 1919-20. Bulletin, 1922, No. 22
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Statistical Analysis,Early Childhood Education,Young Children,Kindergarten,Public Schools,Private Schools,Students,Teachers,Attendance,Enrollment Trends,Supervisors

This bulletin presents tables in summarized form of the statistics of public and of private kindergartens in the various States. The detailed statistics, which are summarized in Tables 3 and 4 are given for individual cities and towns in the report on statistics of city school systems for 1919-20. This summarized report is prepared for the use of those who are interested in the statistics of kindergarten for the country as a whole and for the individual States. Corresponding statistics for 1917-18 appear in Bulletin No. 31, 1920. (Contains 4 tables.) [Best copy available has been provided.]
High-School Buildings and Grounds. Bulletin, 1922, No. 23
Author: Department of the Interior, Bureau of Education (ED)
Date: 1922-00-00
Type: Historical Materials
Subjects: Architecture,School Safety,Ventilation,School Buildings,Lighting,Community Needs,High Schools,Educational Objectives,Educational Facilities Planning,Geographic Location,Classroom Design,School Libraries,Classrooms,Dining Facilities,Interior Design,Small Schools,Recreational Facilities

The success of any high school depends largely upon the planning of its building. The wise planning of a high-school building requires familiarity with school needs and processes, knowledge of the best approved methods of safety, lighting, sanitation, and ventilation, and ability to solve the educational, structural, and architectural problems presented by the particular building. Moreover, to secure modern facilities without undue expense, the architect must be a master of methods of space economy; and to provide for future changes and enlargements he must understand methods of securing elasticity in the plan. The development of successful secondary school plants, whether for senior, junior, or four-year comprehensive high schools, must be governed first and foremost by adaptation to local needs and educational policies. School plants, like school curriculums, are indigenous and cannot be successfully transplanted. A successful school plant in one community may prove an educational misfit and a monument to waste in another. To be sure, there are certain universal principles applicable to all school buildings, such as safety, adequate natural light, ventilation, practical economy, and impeccable architecture. At the same time the requirements for health and recreation, for citizenship, and for vocation are variable and depend far more on the needs of each school community, the ability of that community to meet the needs, and the type of organization of the various educational activities proposed than upon any set of standards. The most that a report of this kind can do is to enumerate certain conclusions that are the outcome of successful practice. A consideration of them will in no way tend to minimize the necessity for a study of local needs. As long as educational objectives change, and as long as community needs vary, just so long will the outstanding consideration in the art of school planning and construction be the successful adaptation of a school plant to the local educational program. The Bulletin is presented in two parts. Part I includes: (1) General statement; (2) What adaptation involves; (3) Elements common to all schools; (4) Architecture; (5) The component parts of the secondary school plant; (6) Interior finish and trim; (7) Equipment; and (8) Summary. Part II includes: (1) Small high schools; and (2) Annexes and alterations. [This document was drafted by William B. Ittner, architect and school specialist, who is a member of the committee on the administration of secondary education.] (Contains 38 plates and 1 footnote.) [Best copy available has been provided.]
The School Janitor: A Study of the Functions and Administration of School Janitor Service. Bulletin, 1922, No. 24
Author: Garber, John Absalom
Date: 1922-00-00
Type: Historical Materials
Subjects: School Buildings,Public Schools,Rural Schools,School Maintenance,School Safety,Health Promotion,Hygiene,Sanitation,School Personnel,Responsibility,Role,Questionnaires,Employees,Salaries,Tenure,Supervision,Staff Development,Educational Environment

There are three reasons why the following study of the school janitor service has been made: (1) The importance of the janitor's position in a modern school system. This is seen by a consideration, especially, of his relation to the up-keep and sanitation of buildings in his charge, the health and safety of their occupants, the educative value of the janitor's work, and his influence upon pupils from a moral standpoint during the years most vital in the formation of character; (2) The nonappreciation of the janitor's importance on the part of school officials the public generally; and (3) No comprehensive study of the subject has heretofore been made. From these considerations, the need for such a study seems conclusive. If school boards, superintendents, principals, teachers, parents, and janitors themselves can be led to understand and appreciate the importance of the janitor as a responsible school officer, and can be shown wherein the service should be improved and the methods by which this may be accomplished, it is believed that a valuable service will have been rendered to the cause of public education. In pursuing the study there have been two main objects of investigation: (1) The administration of school janitor service; and (2) The functions of the school janitor. Contents include: (1) Introduction; (2) Importance of the school janitor's positions; (3) Administration of janitor service; (4) Functions of the school janitor; (5) Rural school janitors; and (6) Summary of Results and Conclusions. The following are appended: (1) Sample Examination Questions; (2) Regulations for the Cleaning and Care of School Buildings and Grounds; and (3) Schedule of Compensation for Janitor Service in the Public Schools of Boston, Massachusetts. (Contains 15 tables, 1 footnote, and a bibliography.) [Best copy available has been provided.]