ethanporcaro/eric-fulltext-meta huggingface dataset:
The Fitchburg Plan of Cooperative Industrial Education. Bulletin, 1913, No. 50. Whole Number 561
Author: McCann, Matthew R.
Date: 1913-00-00
Type: Historical Materials
Subjects: Educational History,Industrial Education,Cooperative Education,High School Students,Public Schools,Secondary School Curriculum,School Business Relationship,Vocational Education,Program Descriptions,School Statistics,Student Attitudes,Males,Shop Curriculum,Academic Education,Program Effectiveness,Urban Schools,Student Employment

One of the most successful attempts to give instruction in the trades in the public high school and at the same time to preserve the best of the traditional high-school course is that begun at Fitchburg, Massachusetts. The cooperative plan, adopted in imitation of that in use in the college of engineering of the University of Cincinnati, has become widely know as the &quot;Fitchburg plan.&quot; There is a demand from high-school officials and others interested in secondary education for the fuller and more accurate information about the plan, the methods of its application, and the results obtained that can be had from the many brief partial accounts which have appeared in the magazines and school journals. The plan, which is based on sound principles of pedagogy and might well be adopted, with necessary modifications in many other cities and towns, is discussed in detail in this bulletin. (Contains 5 illustrations.) [Best copy available has been provided.]
Education of the Immigrant: Abstracts of Papers Read at a Public Conference under the Auspices of the New York-New Jersey Committee of the North American Civic League for Immigrants, Held at New York City, May 16 and 17, 1913. Bulletin, 1913, No. 51. Whole Number 562
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-00-00
Type: Historical Materials
Subjects: Immigrants,Illiteracy,Access to Education,Public Education,Home Economics,Womens Education,Children,Recreational Activities,Welfare Services,Adult Education,Evening Programs,Teaching Methods,Elementary Secondary Education

To the people of no other country is the problem of education of immigrants of so much importance as to the people of the United States. No other country has so many men, women, and children coming to its shores every year from all parts of the world. In many of our cities and towns, and in some of our States, the people of foreign birth constitute a very large proportion of the entire population. It is reported that the immigrants stopping in New York City last year were from 98 different countries and provinces and spoke 66 different languages. In one school district in Pennsylvania there are children of 29 different nationalities. Many of those who have come to us in recent years are from countries having meager provisions for public education. According to the Federal census of 1910 more than 25 per cent of the foreign-born population of 3 States was illiterate, from 15 to 25 per cent of 5 States, from 10 to 15 per cent of 11 States, and from 5 to 10 per cent of 21 States. In only one State was the percentage of illiteracy of the foreign-born population less than 5. The proper education of these people is a duty which the nation owes to itself and to them. It can neglect this duty only to their hurt and to its own peril. No systematic effort has ever been made to work out the best methods therefor. We have little definite usable knowledge of the varying characteristics of the several races. We are ignorant even of the surest and quickest way to teach them to speak and understand English. To work out several phases of this vital problem of the education of immigrants and their children should be the task of the bureau, and the bureau will gladly undertake it whenever sufficient funds are made available for that purpose. In the meantime, this bulletin, which contains the substance of papers and addresses presented at the public conference on the education of immigrants held under the auspices of the New York-New Jersey committee of the North American Civic League for Immigrants at the College of the City of New York, May 16 and 17, 1913, may serve to at least call attention to this problem and to the need of a more careful, systematic study of it. Topics covered include: (1) Domestic education of the immigrant; (2) Immigrants in labor camps and isolated communities; (3) Education of the immigrant child; (4) Education of the immigrant adult; and (5) Evening schools for foreigners. [Best copy available has been provided.]
Sanitary Schoolhouses: Legal Requirements in Indiana and Ohio. Bulletin, 1913, No. 52. Whole Number 563
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-00-00
Type: Historical Materials
Subjects: Architecture,Sanitation,School Construction,Educational Facilities Design,School Buildings,Educational Environment,State Legislation,Lighting,Ventilation,Water,Sanitary Facilities,Climate Control,Space Utilization

Scores of millions of dollars are spent annually in the United States for new school buildings. With this large. expenditure has come a general desire that schoolhouses shall be usable, healthful, comfortable, and beautiful. Educators and architects have united in devising plans for school buildings. This bureau has published a valuable bulletin on &quot;American School Architecture&quot; and has two more in an advanced stage of preparation. Its specialist in school hygiene and sanitation, Dr. Frederick B. Dresslar, devotes much of his time in advising school officials about school buildings. It becomes ever more evident, however, that there can be no certainty that all or most schoolhouses in any State will be properly constructed in the absence of adequate building laws, and school officials and legislators everywhere are seeking information as to the best forms of such laws. Of course these must vary from section to section. The building best suited to one climate, environment, or kind of school may not be best for another climate, environment, or kind of school; yet certain general principles, and certain methods of applying them, must be common to all sections, all environments, and all types of schools. A building code carefully worked out for one State can contain much of value for all States. The sanitary schoolhouse law of Indiana, the rules and regulations of the Indiana State Board of Health governing the construction and sanitation of school buildings and school sites, and the building code of the State of Ohio, brought together in the accompanying manuscript, appear to be typical of the best practices. (Contains 2 tables and 1 footnote.) [Best copy available has been provided.]
Monthly Record of Current Educational Publications. Bulletin, 1913, No. 53. Whole Number 564
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-12-00
Type: Historical Materials
Subjects: Publications,Educational History,Teaching Methods,Educational Psychology,Child Psychology,Curriculum,Kindergarten,Elementary Schools,Rural Education,Secondary Education,Teacher Education,Teacher Certification,Higher Education,Educational Administration,Governance,Architecture,School Buildings,Hygiene,Sanitation,Sex Education,Play,Playgrounds,Social Development,Child Welfare,Moral Values,Values Education,Religious Education,Vocational Education,Agricultural Education,Professional Education,Womens Education,Special Education,Disabilities,Special Needs Students,Extension Education,Libraries,Periodicals

This bulletin contains a monthly record of current educational publications. Following the introductory notes, the publications listed are organized into the following categories: (1) Publications of associations; (2) Educational history and biography; (3) Current educational conditions; (4) Pedagogics and didactics; (5) Educational psychology, Child study; (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 hygiene; (18) Play and playgrounds; (19) Social aspects of education; (20) Child welfare; (21) Moral and religious education; (22) Manual and vocational training; (23) Agriculture education; (24) Professional education; (25) Education of women; (26) Exceptional children; (27) Education extension; (28) Libraries and reading; (29) Bureau of Education: Recent publications; and (30) Periodicals indexed in this number. [Compiled by the Library Division of the Bureau of Education, under the Direction of John D. Wolcott, Acting Librarian. Best copy available has been provided.]
Consular Reports on Industrial Education in Germany: I. The System of Industrial Schooling; II. Schools for Builders; III. Preparatory Courses for Master Craftsmen; IV. &quot;Meisterkurse&quot; at Frankfort on the Main; V. The Trade Institute at Cologne; VI. Schools for Fruit-Growing. Bulletin, 1913, No. 54. Whole Number 565
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1913-00-00
Type: Collected Works - General
Subjects: Trade and Industrial Education,Skilled Workers,Foreign Countries,Educational Policy,Agricultural Production,Industrial Education,Institutes (Training Programs),Building Trades,Engineering Education,Vocational Education,Science Education

The people of the United States are greatly interested in the German systems of industrial and trade education. There is a large demand for information in regard to the general policies of German cities and States in regard to such education, and also for information in regard to schools for special trades. To meet this demand, this bulletin provides the following consular reports: (1) The System of Industrial Schooling (Ralph C. Busser); (2) Schools for Builders (Ralph C. Busser); (3) Preparatory Courses for Master Craftsmen (George Nicholas Ifft); (4) &quot;Meisterkurse&quot; at Frankfort on the Main (William Dawson, Jr.); (5) The Trade Institute at Cologne (W. G. Dunlop); and (6) Schools for Fruit-Growing (H. W. Harris). (Contains 4 footnotes.) [Best copy available has been provided.]
Legislation and Judicial Decisions Relating to Education, October 1, 1909, to October 1, 1912. Bulletin, 1913, No. 55. Whole Number 566
Author: Boykin, James C.
Date: 1913-00-00
Type: Historical Materials
Subjects: Educational Legislation,Laws,Court Litigation,Educational History,State Legislation,Educational Administration,Educational Finance,Libraries,Museums,Textbooks,Technical Education,Vocational Education,Industrial Education,Professional Education,Discipline,Attendance,Teacher Education,School Buildings,Elementary Secondary Education,Higher Education,Financial Support

This bulletin presents a summary of the laws relating to education enacted by the following legislative sessions: 1910: Georgia, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New York, Ohio, Rhode Island, South Carolina, and Virginia; 1911: Alabama, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Maine, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Washington, West Virginia, Wisconsin, and Wyoming; 1912: Arizona, Georgia, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, Rhode Island, South Carolina, and Virginia. It is intended to include all enactments excepting those of distinctly local character and excepting ordinary appropriations. The method of presentation is self-explanatory. Important laws are quoted with considerable fullness and some of them are reprinted verbatim. As a rule legal verbiage and details of temporary or local significance are omitted when they do not seem to be necessary to a clear understanding of an act. In many instances essential paragraphs are reproduced without change, while other paragraphs of the same act are presented only in substance. Such treatment is required by obvious limitations of space. The reader will not, therefore, suppose that he is handling the full text of any law, unless quotation marks are used. Digests of judicial decisions are indicated by asterisks. They cover the period between October 1, 1909, and July 1, 1912. Practically all the digests were taken from the publications of the West Publishing Co., and the courtesy of that company in permitting the use of copyrighted material is cordially acknowledged. A bibliography and an index are included. (Contains 9 footnotes.) [Best copy available has been provided.]
Some Suggestive Features of the Swiss School System. Bulletin, 1913, No. 56. Whole Number 567
Author: Tate, William Knox
Date: 1914-00-00
Type: Historical Materials
Subjects: Vocational Education,Teaching Methods,Art Education,Elementary Schools,Foreign Countries,School Buildings,Educational Development,Educational Administration,Governance,Teachers,Teaching (Occupation),Equipment,German,Single Sex Schools,Home Economics,School Schedules,Agricultural Education,Apprenticeships,Handicrafts,Gardening,Classroom Environment,Government Role,Federal Aid,Theological Education,Secondary School Teachers,Supervision,Elementary School Teachers,Secondary Schools,Technical Education,Industrial Education,Womens Education,Professional Education,Business Education

The demand grows constantly more urgent for the closer adaptation of schools to the needs of the communities in which they are located and by which they are supported. Some countries have succeeded in this better than others. Among those that have succeeded best are the Swiss Cantons. Believing that a careful study of the methods by which they accomplish this adaptation would be useful to educators in the United States, William K. Tate, who at the time held a temporary appointment as collector and compiler of statistics at the Bureau of Education, visited Switzerland to make a careful study of this particular phase of the systems of education in some of the Cantons. His expert knowledge of school work and the hearty cooperation of Swiss school officials enabled him to make a fairly thorough study of this subject during this time. The accompanying manuscript contains the results of this study, which covers the following topics: (1) Educational ideals; (2) The spirit of the classroom; (3) A general view of the Swiss school system; (4) The teacher and the teaching profession; (5) School buildings and equipment; and (6) Vocational education. The following documents are appended: (1) A Greeting to Our Little One (a circular to his teachers by Ernst Kasser); (2) Instructions for the Organization of Continuation Schools for Household Economics; (3) Organization and Methods of Instruction in the Continuation Schools (by J. Biefer); (4) Course of Study for the German Primary Schools of the Canton Berne; (5) Program of Studies of Boys' Secondary School, Berne; (6) The City Gymnasium of Berne; (7) Schedule of Courses Offered by the Housekeeping School of Geneva (Rue Rousseau); (8) The Home-Arts School of Winterthur; (9) Typical Daily Programs; (10) Program of the Agricultural School in Zurich; (11) Optional Course of Study in Home Arts, Berne; (12) The Apprenticeship Shops of Berne; (13) The Art and Crafts School of the City of Zurich; (14) Poster as to School of Arts and Crafts, Canton Geneva; (15) Poster Agricultural Instruction, Canton Geneva; (16) Courses for Apprentice Gardeners, Canton Geneva; and (17) Poster as to Short Course in Agriculture, Canton Geneva. An index is also provided. (Contains 43 illustrations and 8 footnotes.) [Best copy available has been provided.]
Elementary Education in England with Special Reference to London, Liverpool, and Manchester. Bulletin, 1913, No. 57. Whole Number 568
Author: Kandel, I. L.
Date: 1914-00-00
Type: Historical Materials
Subjects: Attendance,Educational Policy,Educational Administration,School Administration,Elementary Education,Foreign Countries,Scholarships,Urban Areas,Governance,Administrative Organization,Compulsory Education,Nursery Schools,Handicrafts,Home Economics,Natural Resources,Physical Education,Playgrounds,School Health Services,Disadvantaged Youth,Lunch Programs,Outdoor Education,Extracurricular Activities,Summer Programs,Industrial Education,Mental Retardation,Evening Programs,Student Employment

With the rapid growth of American cities and the large increase in their industrial population, the problems of the city school administration are becoming more complex and difficult. These problems are different for different cities and can seldom if ever be solved by imitation. Yet a knowledge of the administration of the schools of one large city can not fail to be helpful in working out plans for the better administration of the schools of another. This helpfulness may be all the greater if, while some of the conditions in the two cities are quite similar, others are so dissimilar as to amount to contrast, as is the case with the large cities of England and America. For this reason, and because of the desire in this country for a better general knowledge of English schools, the author was asked to prepare this bulletin on the public schools of London, Manchester, and Liverpool, giving special attention to the methods of dealing with those problems which have more recently assumed importance in American cities. In collecting material for this manuscript, the author visited the cities and studied their schools carefully at first hand. His knowledge of schools and general conditions in America has enabled him to give the subject such treatment as to make his study especially helpful to American teachers and school officers. The following topics are covered: (1) The administration of education; (2) School managers and core committees; (3) Organization, classification, and coordination of schools; (4) School attendance and its enforcement; (5) Infant schools; (6) The elementary school; (7) The teaching of special subjects; (8) Playgrounds; (9) Medical inspection; (10) The feeding of necessitous children; (11) Scholarships; (12) Open-air schools; (13) Extra-school activities; (14) Day industrial schools; (15) Mental defectives; (16) Central schools; (17) Evening schools; and (18) Juvenile employment. An index is included. Individual chapters contain footnotes. (Contains 19 illustrations and 3 diagrams) [Best copy available has been provided.]
The Educational System of Rural Denmark. Bulletin, 1913, No. 58. Whole Number 569
Author: Foght, Harold W.
Date: 1914-00-00
Type: Historical Materials
Subjects: Educational Policy,Rural Education,Numbers,Foreign Countries,Rural Schools,Rural Population,Educational History,Educational Development,Agricultural Occupations,Elementary Schools,High Schools,Agricultural Education,Administrative Organization,School Districts,Attendance,School Schedules,Curriculum,School Buildings,Teachers,Housing,Teacher Education,Teacher Salaries,Retirement Benefits,Teaching (Occupation),Teaching Conditions,Folk Schools,Compulsory Education

The wealth, property and contentment of the rural population of Denmark are known to all the world. Students in Denmark and elsewhere familiar with the recent history of the country assert that these are due directly, and almost wholly, to the character and universality of Danish rural education. Probably no other country has succeeded so well in adapting the work of its rural schools to the needs of its rural population. The methods by which this has been done and the results obtained contain valuable lessons for the people of the United States, where the improvement and redirection of the rural schools constitute just now the most important problem of statesmanship. The accompanying manuscript outlines the educational system of rural Denmark. A bibliography is provided. (Contains 9 plates and 11 footnotes.) [Best copy available has been provided.]
Bibliography of Education for 1910-11. Bulletin, 1913, No. 59. Whole Number 570
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1914-00-00
Type: Historical Materials
Subjects: Foreign Countries,Annotated Bibliographies,Educational History,Educational Practices,Educational Theories,Educational Principles,Teaching Methods,Biographies,Teacher Education,Higher Education,School Administration,Educational Facilities Design,Educational Equipment,School Buildings,Public Schools,Elementary Secondary Education,International Education,Educational Psychology,Kindergarten,Elementary Education,Rural Education,Curriculum Development,Curriculum,Secondary Education,Educational Legislation,Sanitation,Hygiene,Special Needs Students,Special Education,Home Economics Education,Womens Education,Citizenship Education,Religious Education,Values Education,African American Education,American Indian Education,Adult Education,Professional Education,Vocational Education,Extension Education,Intellectual Disciplines,Educational Policy,State Policy,Immigrants,Libraries,Educational Administration,Child Health

The bibliography contained in this bulletin was completed in the year 1913-1914. The sources of information used in the compilation of this bibliography were publications received by the United States Bureau of Education. Documents are classified by the following categories: (1) Generalities; (2) History and description; (3) Biography; (4) Theory of Education; (5) Principles and practice of teaching; (6) Education and training of teachers; (7) Higher education; (8) School government, architecture, and equipment; and (9) Education Special forms, relations, and applications. [Best copy available has been provided.]
Instructional Materials for English Language Learners in Urban Public Schools, 2012-2013
Author: Council of the Great City Schools
Date: 2013-03-00
Type: Numerical/Quantitative Data
Subjects: Student Characteristics,State Standards,Instructional Materials,Teaching Methods,Public Schools,English (Second Language),Second Language Learning,English Language Learners,Academic Standards,Urban Schools,Academic Achievement,National Surveys,Teacher Characteristics,Educational Practices

The purpose of this report, "Instructional Materials for English Language Learners in Urban Public Schools," is to examine how district- and school-level staff members acquire and use instructional materials for English Language Learners (ELLs). The report also answers questions regarding the preparedness of district and school staff members to ensure that ELLs attain the expectations embodied in the Common Core State Standards (CCSS), including factors that practitioners believe are most important in promoting high ELL achievement. The Council of the Great City Schools (CGCS) worked in partnership with McKinsey & Company to conduct a national survey of teacher and ELL characteristics, instructional practices, and perceived quality of instructional materials for ELLs. (All responses are for the 2012-13 school year.) The Council then extracted responses provided solely by members of the organization and analyzed them for this report. This work by the Council was done in support of common core's implementation and efforts by the group to improve instructional materials for ELLs. Key findings in four areas are discussed: (1) Teacher and Student Characteristics; (2) Classroom Instruction and the Common Core State Standards; (3) The Quality and Value of Instructional Material for ELLs; and (4) Summary of the Recommendations. The findings in this report make clear that there is much work to be done to improve the quality of ELL instructional materials and professional development for teachers. However, the findings also point to actionable solutions for addressing the shortcomings in the instruction of ELLs. (Contains 3 tables and 17 figures.) [The survey reported in this document was a collaboration between the Council of Great City Schools and McKinsey & Company.]