This investigation of the teaching of science in secondary schools is based upon the analysis of 58 courses in general science, 45 courses in biology, 27 courses in physics, and 30 courses in chemistry. The courses were obtained from schools in response to a request from the Office of Education for courses which had been revised since 1925. Some courses were also secured from the Division of Research of the National Education Association. Twenty-six States are represented by one or more courses of study. In addition to the data obtained from the courses of study, visits were made to schools in 14 cities in various parts of the United States. Fifty-five classes were visited. The purpose of the classroom visiting was twofold: (1) To discover the extent to which the courses of study actually functioned in dictating the subject matter presented and the technique of instruction employed; and (2) to discover promising innovations in classroom technique. Most of the visits were made to cities in which revised course outlines had been prepared. Individual sections contain footnotes. (Contains 8 tables.) [Best copy available has been provided.].

This manuscript, prepared by Doctor Koos and the staff, is a summary of the entire survey as published in 27 other monographs. It epitomizes the organization of secondary education, giving due stress to full-time and part-time schools; to the nature of the secondary-school population, showing that it has increased very greatly and, therefore, it has more variety than formerly; to the resulting reorganized forms of secondary education, particularly the junior high school, the 6-year school, and the junior college. This monograph contains the following chapters: (1) Some highlights in the findings of the survey; (2) Using the reports and findings of the survey; (3) Making the survey; (4) The Horizontal organization of secondary education; (5) The Secondary-school population; (6) The Vertical reorganization of secondary education; (7) The smaller secondary schools; (8) Secondary education for Negroes; (9) District organization and secondary education; (10) Legal and regulatory control of secondary education; (11) Trends in the articulation of high school and college; (12) Administrative and supervisory staffs and programs of supervision; (13) Selection and appointment of teachers; (14) Provisions for individual differences; (15) Programs of guidance; (16) Research within schools and systems; (17) Interpreting the secondary school to the public; (18) The secondary school library; (19) Procedures in curriculum making; (20) Trends in programs of studies; (21) Instruction in certain subject groups; (22) Nonathletic extracurriculum activities; (23) Intramural and interscholastic athletics; and (24) Health work and physical education. Individual chapters contain footnotes. (Contains 7 figures and 2 tables.) [Best copy available has been provided.].

The interest of the American people in education, the extent and rapid growth of education as public enterprise, and the popularization of secondary schools in recent years are well known and are subjects of frequent comment. Less well known, however, are the interest and activity of the Negro, one of the constituent elements in American life, in education. This is particularly true with reference to education at the secondary level. It is the purpose of this report, therefore, to furnish information concerning the availability and present status of secondary education for the colored race in the Southern States. Following a Letter of Transmittal, this monograph contains the following chapters: (1) Purpose, scope, and procedure; (2) Availability of secondary education--The general situation; (3) Availability of secondary education--The distribution of high schools; (4) The organization of schools; (5) The high school offering; (6) The pupils; (7) Teachers and principals; (8) Certain practices in administration and supervision; (9) Housing and equipment; and (10) Summary, conclusions, and recommendations. (Contains 51 tables, 15 figures, and 27 footnotes.) [Best copy available has been provided.].

The purpose of this report on research in secondary education is to study: (1) the personnel of educational research bureaus; (2) the undertakings of research departments in city school systems and in individual secondary schools; (3) the research undertakings carried on by individual secondary-school staff members not officially connected with research bureaus or departments; and (4) the nature of the research conducted in secondary education within schools and school systems. Inquiry revealed that few bureaus of research have been organized in secondary schools and that nearly all research in secondary education carried on in school systems is conducted by the bureaus of research of city school systems. This necessitated the study of these bureaus, especially with respect to their activities at the secondary-school level. This bulletin is divided into six chapters, as follows: (1) The Problem and Methods of Investigation; (2) Bureaus of Educational Research and Secondary Education; (3) Functions of Bureaus of Research; (4) Research outside the Bureaus; (5) Classification and Analysis of Researches Made; and (6) Summary and Conclusions. (Contains 25 tables, 6 figures, and 38 footnotes.) [Best copy available has been provided.].

Ten places are picked out for description in this monograph, including some 4 township high schools in the State of Illinois. In addition to these there will be found a description of the guidance work in the five cities of Boston, Chicago, Providence, Cincinnati, Milwaukee, and in the independent Milwaukee Vocational School. The educational and vocational guidance given in individual high schools in each of these cities is described fully. In some places the service has been attached to the city government. In other places it was from the beginning more closely connected to the school system. There is generally a marked tendency for it to be found in the schools. In some of these schools there seems to be no distinction made between the work in administration and the functions in guidance. For instance, they are closely connected in the New Trier Township High School. In the Joliet Township High School, on the other hand, they are clearly differentiated: The last chapter summarizes four main types of guidance activities and describes guidance in a small rural school in California. The conclusion is that guidance may exist in schools of any size if its necessity is fully understood by the principal and faculty of the school. (Individual chapters contain footnotes. Contains 20 figures and 1 table.) [Best copy available has been provided.].

The social studies, as defined by the Committee on Social Studies of the Commission on the Reorganization of Secondary Education, "are understood to be those whose subject matter relates directly to the organization and development of human society and to man as a member of social groups." More specifically, the social studies in the secondary school comprise a group of subjects including history, civics, economics, and sociology, with certain relatively undefined boundaries and ramifications in the subject matter of geography, vocations, ethics, and home-making. The study presented in this manuscript gives an outline of what constitutes the social studies in the junior high schools in some 55 cities and in the senior high schools in some 43 cities. After an enumeration which shows 22 differently named subjects in the junior high school and 27 in the senior high school, a careful analysis is made of these courses from the standpoint of statements of objectives of the social sciences, characteristics of the courses in most important subjects, selection and arrangement of curriculum materials, provisions for indicating individual differences of pupils, teaching methods, and testing. The study is divided into the following 10 parts: (1) The Social Studies in Secondary Education; (2) Objectives in the Social Studies; (3) Social Studies Programs in Junior and Senior High Schools; (4) Analysis of Junior High School Courses; (5) Analysis of Senior High School Courses; (6) Principles for Selection and Organization of Content; (7) Adaptation of Materials to Meet Pupil Needs; (8) Methods and Procedures in Teaching; (9) Measuring the Learning Product; and (10) Summary and Conclusions. (Contains 13 tables and 43 footnotes.) [Best copy available has been provided.].

This manuscript in two parts is one of the larger ones of the National Survey of Secondary Education. Part I was prepared by A. K. Loomis and Edwin S. Lide. It deals with the program of studies in junior and senior high schools; the purpose, principally, is to trace the trends. For instance, the programs of studies in 60 junior high schools were studied for a 10-year period. The 14 programs investigated by the Commonwealth Fund in 1923 were also investigated in 1930-31. Certain trends revealed in recent revisions of the curriculum and the comparison of programs before and after junior high school reorganization were studied. A comparison was made of the programs of studies in reorganized and unreorganized schools. Similarly the programs of studies in 152 senior high schools were studied through a 6-year period, in 54 schools through a 16-year period, and in 35 schools over a 25-year period. The programs investigated by the Commonwealth Fund in 1924 were likewise brought up to date. The trends revealed through recent revisions and the trends in private school curriculums recently revised were also studied. In Part II of this manuscript B. Lamar Johnson gives attention to registration and schedule making. The importance of a pupil making a good start through a clean-cut registration each fall is emphasized, and the schedules adopted for the use of pupils and teachers together with the best time of opening and closing the school day are given attention. Individual chapters contains footnotes. (Part I contains 19 figures and 103 tables. Part II contains 37 tables.) [Best copy available has been provided.].