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.].

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.].

Within a period of 30 years the high-school enrollment has increased from a little over 10 percent of the population of high-school age to more than 50 per cent of that population. This enrollment is so unusual for a secondary school that it has attracted the attention of Europe, where only 8 to 10 per cent attend secondary schools. Many European educators have said that the United States is educating too many people. In order to know where the United States stands in secondary education, the membership of the North Central Association of Colleges and Secondary Schools four years ago took the lead in urging a study. This manuscript deals with one of the major topics of the Survey, namely, the district organization. This monograph is organized into three sections. The contents are as follows. Part I: District Organization in the United States: (1) The local school district and the secondary school; (2) Availability of secondary education within local districts; (3) Special provisions for secondary education; (4) Plans for the reorganization of school districts; and (5) Conclusion. Part II: School and district organization in California: (1) Purpose, scope, and procedures; (2) The present situation in California; (3) The situation in a typical county; (4) Proposed reorganization of administrative units; (5) Superintendency areas in seven counties; (6) Proposed changes in States policies and school laws; and (7) Summary and conclusions. Part III: School and district organization in Illinois: (1) Legal background and growth of township and community high schools; (2) Conditions in selected districts and schools; and (3) District problems in secondary schools in Illinois. (Individual parts contain tables, figures, and 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.].

This manuscript on instruction in English shows the changes that have come over this subject during the past 40 years particularly, describes the condition in which it now is, and makes suggestions for further study. It finds a good deal of uncertainty in the matter of formal study of grammar. Emphasis varies. Some courses of study enumerate 45 principles which should receive attention; others name as many as 149. There appears to be no agreement as to what grammar is functional. A modern attitude is shown toward literature. In the West more freedom is allowed in choice of readings than in the East. Courses in free reading are being offered in many schools and are enjoyed especially by the gifted pupils. Only 57 of 156 courses examined agree upon any one classic which should be studied by all the children. Where teachers are still insisting upon some classic, they are offering as an excuse that the colleges require it; however, studies of college-entrance requirements fail to show any individual college insisting upon any one classic; nor does the College-Entrance Examination Board place such a requirement. This bulletin discusses the following topic areas as they relate to instruction in English: (1) Administrative set-up for curriculum making in English; (2) Relation to the general objectives of education; (3) Time allotments in secondary-school English; (4) The teaching of composition; (5) The teaching of grammar; (6) The teaching of reading and literature; (7) Cooperation and correlation; (8) College-entrance requirements in English; and (9) Provision for individual differences. (Contains 37 footnotes, 8 tables, and 7 figures.) [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.].