Excerpt from A Brief Survey of Educational Progress During the Decade 1900 to 1910 The purpose of this survey is to set forth some of the more salient features of educational development in the United States during the first decade of the new century. No one who has watched this growth will believe that it is possible to express it in any sort of completeness by statistical methods alone; but some of the more general and objective features can be handled in this manner, and by means of comparisons; general movements forward or backward may be seen. School statistics generally avail able, however, are faulty, and no amount-of effort can correct them so long as the various States ask for returns on different and varying bases. Hence all general conclusions reached as a result of the study of the educational statistics of the country must be taken with due allo'wance unless supported by evidence from other sources. It may not be out of place at this point to say that this office is working with all diligence to get correct and comparable returns from all States and that a plan presented looking toward this end has been indorsed by the 'department of Superintendence of the National Educational Association at the Mobile meeting in 1911. Within the coming decade it is expected that more reliable returns will'be available and that they will be ready for publication in the year to which they relate. At any rate, this bureau is determined to make the attempt. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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Excerpt from The Educational Progress of the Year (1903-1905) Much frank criticism. In most cases well deserved, is mingled with the freely expressed admiration. Our teaching of foreign languages seemed to the Commission particularly slipshod and to partake of antiquated methods. Some disappointment was expressed that manual and industrial training does not seem to have played any great pait in our commercial or industrial 'development. The answer to this criticism is under two heads: first, very few of our industrial schools and our manual training departments are over ten years old. Which is altogether too short a period to exert any marked in uence on industrial methods; second, the theory of public education in the United States is based upon the belief that our prominence in indus trial and commercial work is due not so much to any form of special training in the arts and crafts as to the liberal training which is given to every child in our public schools. It is a safe rule of conduct that if a child is fitted during his eight elementary years for anything. He will be bound as a wage earner to be fit for something. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works."

This provocative new study of the American high school examines the historical debates about curriculum policy and also traces changes in the institution itself, as evidenced by what students actually studied. Contrary to conventional accounts, the authors argue that beginning in the 1930s, American high schools shifted from institutions primarily concerned with academic and vocational education to institutions mainly focused on custodial care of adolescents. Claiming that these changes reflected educators' racial, class, and gender biases, the authors offer original suggestions for policy adjustments that may lead to greater educational equality for our ever-growing and ever more diverse population of students.