LC A84- SOCIAL STUDIES IN SECONDARY SCHOOLS M^M Al ■ c - o ^ — c/^ 9 3 !^ ; O cr . — t H M ^^^ m 9 = ^^S m H 7 == _iijiiiH " ^^ aHH 4 ^ ^^ s J^^^^^^^H = ~ -=; "" E^^^B 7 ^= ^^ 33 ^^H 6 ^^ =-1- J» E^^M 9 r— I^^^^^^^H — 1 ^H ^ — -< ■ > ■'-■' ■■■ ' LC 191 A84 Association of 9 collegiate schools Southern Branch of the University of California Los Angeles Form L 1 This book is DUE on the last date stamped below AIOVI 195) < ''^^ S t9i( 4PR 9 ' 1927 ■ .^ . $EP - MAY S 1929 JUN 1 4 1936 ^^^ 1 7 193B rjuN 1 193/ 41 KOV 2 6 v; ^'«W5 1944 Form L-9-15ni-8,'24 MATERIALS FOR THE STUDY OF BUSINESS SOCIAL STUDIES IN SECONDARY SCHOOLS THE UNIVERSITY OF CHICAGO PRESS CHICAGO, ILLINOIS THE BAKEK AND TAYLOR COMPANY NEW YORK THE CAMBRIDGE XJNIVERSITY PRESS LONDON THE MARtlZEN-KABTJSHIKI-KAISHA TOKTO, OSAKA, KTOTO, FUKUOKA, SKKDAl THE MISSION BOOK COMPANY sHANaaAi SOCIAL STUDIES IN SECONDARY SCHOOLS THE COMMISSION ON CORRELATION OF SECONDARY AND COLLEGIATE EDUCATION, WITH PARTICULAR REFERENCE TO BUSINESS EDUCATION THE ASSOCIATION OF COLLEGIATE SCHOOLS OF BUSINESS 1' i > • ' ' » « J J THE UNIVERSITY OF CHICAGO PRESS CHICAGO, ILLINOIS 82277 Copyright 1922 By The University of Chicago All Rights Reserved Published April 1922 Composed and Printed By The University of Chicago Press Chicago, Illinois. U.S.A. *n ^ PREFACE The Association of Collegiate Schools of Business, in author- izing a study of the correlation of secondary and collegiate educa- tion, commanded that the study be made by a commission rather ^ than by a committee, so that the work might be broadened by ^ the inclusion of representatives from other organizations. This •«» report of progress deals with only one section of the work which I ^was assigned to the Commission '•'^ The Commission has no illusions concerning the value of such studies as it here presents. It claims for the study only this: it is the Commission's interpretation of the status of social studies in 4,^ secondary education and the Commission's hypothesis for their reorganization. This hypothesis is submitted more to provoke comparison with other hypotheses and to stimulate further dis- cussion and thinking in the field than to provide a "solution" of our (^•^ difficulties. No hypothesis in this field can be more than the beginning of a solution. The great need is for tested textbook ^ material and for appropriate teacher training. ^ The members of the Commission follow: from secondary- SJ school work, H. V. Church, appointed by the Association of Secondary-School Principals; from labor, Charles B. Stillman, ^ appointed by the American Federation of Labor; from employers, H. H. Rice, appointed by the National Industrial Conference ^ Board; from the Association of Collegiate Schools of Business, R. E. Heihnan, W. H. Kiekhofer, C. O. Ruggles, I. Leo Sharfman, and L. C. Marshall. The concurrence of these men in this report does not necessarily imply a similar concurrence of the appointing organizations in all of the conclusions. The Commission vu CONTENTS AND SUMMARY STATEMENT PAGE Chapter I. Introduction i The Commission gives its attention in this report primarily to the question of the social studies under the 6-3-3 plan of school organization. Chapter II. Social Studies in the Business Curriculum ... 3 The social justification of business education lies in its contribution to increased productive capacity, using that term in its broadest sense. Pro- ductive capacity is promoted by competence in social relationships as truly as it is by competence in technical matters. Chapter III. The Previous Proposals Concerning Social Studies IN Secondary Schools 7 The proposals which our various educational bodies have thus far made concerning social studies in the secondary schools do not meet the needs of the case. Chapter IV. The Actual Position of Social Studies in Secondary Schools 20 The actual position of social studies in secondary schools falls far short of the unsatisfactory proposals which have been made. Chapter V. The Actual Position of Social Studies in Secondary Commercial Curricula 26 Our secondary courses in business education have, except for those of a handful of high schools of commerce, failed utterly to give the student an appreciation of the functioning structure of modem society. Chapter VI. What the Collegiate Schools of Business Do by Way of Correlation 37 The collegiate schools of business curricula, taken as a whole, have not provided well-balanced required instruction in social studies, and they have done little to correlate effectively their work with that of the secondary schools. Chapter VII. The Administrative Reorganization of Our School System 44 The administrative reorganization of the elementary- and secondary-school systems has a significant bearing upon secondary social-science studies in relationship both to general education and to business education. It raises also problems of correlation of the secondary-school system with collegiate and professional school work. ix X CONTENTS AND SUMMARY STATEMENT PAGE Chapter VIII. The Proposal of the Commission 49 The Commission proposes a program of social studies for the junior high school which it believes to be more fundamental and far-reaching than the other proposals which have been made. Such a program will profoundly afifect the work of the elementary school and of the senior high school. The junior high school is, however, the strategic point for an attack at the present time. Appendix 64 Bibliography 64 Index . * "3 CHAPTER I INTRODUCTION This Commission of the Association of Collegiate Schools of Business was appointed in November, 1919, to study and report upon the question of appropriate correlation of secondary and collegiate education, with particular reference to business education. It now submits a report of progress as a basis of discussion by members of the association. It asks that it be continued and instructed to make further studies of the business curriculum. Its present report of progress deals with social studies in secondary education. It will be observed that the work of the Commission was con- fined to the correlation of secondary and collegiate education. This at once eHminated from consideration the two-year high- school commercial course. Even so, the remaining problem was large and complex. For example, it would have been possible, and quite appropriate, for the Commission to have brought in a report deaHng with (a) the correlation of the four-year high-school course and collegiate education, (b) the correlation of the six-year junior-senior high-school course and collegiate education, and (c) the correlation of both of the foregoing with the junior and senior college. The Commission has decided to place its main emphasis upon the field indicated by (b) above, the correlation of the six-year junior-senior high-school course and collegiate education. It has chosen to emphasize otie field because it believes that a single clear- cut proposal will facilitate discussion of fundamental issues rather better than several proposals. It has chosen this particular field partly because the 6-3-3 organization seems likely to be the domi- nant secondary-school organization of the future, and partly 2 SOCIAL STUDIES IN SECONDARY SCHOOLS because the coming in of the 6-3-3 organization gives opportunity to work out a plan that will not be too greatly hampered by custom and tradition. Then, too, it is not difficult to derive a four-year program from the longer program, in case one is primarily interested in the four-year plan. The Commission has, indeed, made certain suggestions on page 59 in the 8-4 field. For correlation to occur, there must be parts of a coherent whole which are to be brought into relationship. If we are to correlate two parts of busmess education we must have some working hypothesis concerning the essential elements of the business curricu- lum. The Commission is well aware that there is today much lack of agreement concerning the details of the business curriculum. It believes, however, that everyone will accept this very general statement: "Business education which extends into collegiate grade seeks to develop competent business executives. These executives must administer their businesses under conditions imposed by the environment both physical and social." This statement, if accepted, gives us something definite to work upon. There must be training looking toward technical competence in management; training looking toward giving an understanding of the social environment; and training dealing with the physical forces of our world. The Commission is discussing these types of training in a scheme of education which runs through high school and college. Here again the Commission has chosen to narrow its field. While recognizing the need of the work of the physical sciences, and while providing for them in general terms in its proposal, the Commission has made a detailed proposal only in the fields of social environment and technical management. Its only defense for this limitation of field is that the world was not made in a day. CHAPTER II SOCIAL STUDIES IN THE BUSINESS CURRICULUM The social justification of business education lies in its contribution to increased productive capacity, using that term in its broadest sense. Productive capacity is promoted by competence in social relationships as truly as it is by competence in technical matters. The true goal of business education is not that of enabling its recipients to make more money. Of course, training for busi- ness does mean increased earning capacity and beyond question individual earning capacity is a matter of great social significance. The justification of business education is, however, more deeply grounded. It rests fundamentally upon its contribution to the progress of our society through developing more competent business men, more competent not merely as technical workers in some specialized aspect of business activity, but also as the co-ordinating agents of our regime of individual exchange co-operation. Tech- nical competence as a means of increasing productive capacity is generally accepted as a proper goal of business education; it requires neither explanation, comment, nor justification. Just because it is so widely accepted, it needs no discussion here. Com- petence in social relationships, however, is on a different footing. It still requires, to many minds, explanation, if not justification. Granting, then, the desirabihty of technical competence in the modern business man, the Commission invites attention to that aspect of his task which is concerned with the co-ordination of the speciaHsts of modern society. Ours is a society of speciaHsts, and is, therefore, one of great productive possibilities, provided these speciaHsts are effectively co-ordinated. But effective co-ordination is a tremendous task. It raises the whole problem of the appropriate apportionment of our social energy in the process of want-gratification, the whole 4 SOCIAL STUDIES IN SECONDARY SCHOOLS problem of the guidance of economic activity. Our specialists, either through their own powers or because they command powers outside themselves, are our repositories of social energy. How much social energy shall be devoted to making producer's goods ? How much to making consumer's goods ? How much to develop- ing instrumentalities of social contro.1 ? How much to one particu- lar industry as opposed to another ? How much to one form of productive energy such as capital goods, as opposed to another form such as labor power ? What is the most effective apportion- ment of productive energy within a single business unit? These questions hint at the range of problems involved in the co-ordination of the specialists of modern society. They point to the weighty social responsibilities assumed by the modern business man, who, operating in terms of such social phenomena as competition, private property, and the pecuniary organization of society, "by authority" regulates the apportionment of productive energy and the co-ordination of the speciaUsts employed within a given business unit and "through exchange" is responsible for the initial steps involved in the co-ordination of a specialized unit with the rest of society. They show that increased productive capacity for the community as a whole presupposes something more than technical competence in business men. With such serious social burdens resting upon the responsible organizers of modern business, it is at least an interesting fact that in the main these organizers, whether self-appointed or appointed by others, are appointed with a minimum of social supervision. Speaking in general terms, anyone with sufficient command of social energy may appoint himself an organizer. Once appointed, his continuance in the task depends upon his business success or failure. Here society has a tremendous interest at stake. If the organizer is successful (and if we assume that his organizing acts are appropriately controlled by society), society gains in want- gratifying power by his success. If he fails, society loses, since productive energy has been misplaced or misdirected. Making SOCIAL STUDIES IN THE BUSINESS CURRICULUM $ allowance for the different conditions, much the same social situa- tion obtains in the case of the organizer appointed by others. What a curious trial-and-error method of finding business leaders and of maintaining the co-operation of modern specialists! Just in this field is to be found one important function of busi- ness education. In the past, we have had a negative attitude with respect to this whole matter of the individual becoming an organizer, and with respect to his continuance in the task. Per- haps we have not fully appreciated how large is the stake of society; perhaps we have been under the influence of our laissez faire antecedents. Whatever may be the explanation of our negative attitude of the past, there can be no question that it is being sup- planted by a positive attitude for the future, and that the develop- ment of business education is one of the outstanding manifestations of that attitude. In the future, if business education rises to its responsibiUties, the individual organizer will be able to approach his social task of co-ordinating modern speciaUsts with greater awareness of the nature of his task and of the social responsibilities involved therein; with greater knowledge of difficulties, dangers, and paths to success, and accordingly with greater ability to per- form his task of co-ordination with a minimum of social waste. Our research into business practices and processes, our inquiries into the characteristics of our modern complex life, our gropings for principles or laws which will explain the functioning of our complex economic and social institutions, are to be instruments of a positive attempt to give our organizers an equipment which will enable them more efficiently to assume the position of co- ordinators in our regime of exchange co-operation. Therein rests a tremendous contribution to increased productive capacity and to social welfare. Acceptance of this statement of the purposes of business educa- tion will carry with it acceptance of the proposition that business courses should, inter alia, seek to give an understanding of the functioning structure of modern industrial society. This is true 6 SOCIAL STUDIES IN SECONDARY SCHOOLS not merely because the interests of society will be better served by so doing. It is true also because business success for the individual will be promoted. Of course, there is important territory lying behind all this in the fact that our modern speciaHsts, whether dentists, laborers, lawyers, farmers, or business executives, are first of all citizens of a democratic state and their secondary school and collegiate training must give them an understanding of what it means to live together in an organized society and what rights, duties, and obligations they have in such a group. The consideration of what is involved in training for citizenship thus reinforces the suggestion that the business executive needs, as a business man, to understand his social environment. The citizenship argument is well set forth by the commission of the National Education Association on the Reorganization of Secondary Education. Their statement that the main objectives of education are (i) health, (2) command of fundamental processes, (3) worthy home membership, (4) vocation, (5) citizenship, (6) worthy use of leisure, and (7) ethical character, may or may not be accepted as a satisfactory statement of the ob- jectives of education, but such a statement is certainly a challenge to the social sciences to step into their proper place in our educa- tional system. CHAPTER III THE PREVIOUS PROPOSALS CONCERNING SOCIAL STUDIES IN SECONDARY SCHOOLS The proposals which our various educational bodies have thus Jar made concerning social studies in the secondary schools do not meet the needs of the case. It is not necessary for our present purposes to cite any details of the admitted shortcomings of our colleges, of our collegiate schools of business, and even of our graduate schools of social sciences in giving students any clear understanding of the structure and operations of our society. It will, however, give point to the later discussion if we see how completely our secondary schools, our "colleges for the common people," have failed — small blame to them — in this task. At the risk of indulging in tiresome documentation, let us observe, in chronological order, the proposals made in the last generation by our various authoritative educational agencies with respect to social studies in our elementary and secondary schools. Beginning with the report of the Madison Conference on History, Civil Government, and PoHtical Economy made to the Committee of Ten on Secondary-School Studies of the National Education Association in 1892, and set forth by the Committee in 1893, we find this proposal:^ Resolved, That the Conference adopt the following as the program for a proper historical course: First year: Biography and mythology. Second year: Biography and mythology. Third year: American history; and elements of civil government. ' The Conference also set up an alternative six-year course, which need not here be reproduced. See United Stales Bureau of Education, Report of the Committee on Secondary-School Studies, Washington, 1893, pp. 46-47 and 163-64. 8 SOCIAL STUDIES IN SECONDARY SCHOOLS Fourth year: Greek and Roman history, with their oriental connec- tions. (At this point the pupil would naturally enter the high school.) Fifth year: French history (to be so taught as to elucidate the general movement of medieval and modern history). Sixth year: EngUsh history (to be so taught as to elucidate the general movement of medieval and modern history). Seventh year: American history. Eighth year: A special period, studied in an intensive manner; and civil government. Resolved, That civil government in the grammar schools should be taught by oral lessons, with the use of collateral textbooks, and in connection with United States history and local geography. Resolved, That civil government in the high schools should be taught by using a textbook as a basis, with collateral reading and topical work, and observation and instruction in government of the city, or town, and state in which the pupils live, and with comparisons between American and foreign systems of government. Resolved, That no formal instruction in political economy be given in the secondary schools, but that, in connection particularly with United States history, civil government, and commercial geography, instruction be given in those economic topics, a knowledge of which is essential to the understanding of our economic life and development. While the Committee of Ten did not have its recommendations follow precisely the report of the Conference, we may in some real sense regard the foregoing proposal as the Magna Carta of the social studies in our secondary schools. It speaks for itself. The other social sciences are definitely to be subordinated to history, and history is to be presented in a logical and chronological sequence. This arrangement, especially in view of the kind of history then available for presentation, boded ill for the student's appreciation of the society round about him. In 1898 the Committee of Seven of the American Historical Association (appointed in 1896) made a report on The Study of History in Schools^ which, while nominally confined to history and I The Committee of Seven, The Study of History in Schools. Report of the American Historical Association. PREVIOUS PROPOSALS 9 government, in practice involved the entire oJBferings in social science. While changes were made in the details of arrangement/ this Committee of Seven did not, upon the whole, go much beyond the Madison Conference in its position concerning the presentation of social sciences other than history. While conceding that "in any complete and thorough secondary course .... there must be, probably, a separate study of civil government," they held ' One member of the committee presented a curriculum of historical study for the elementary grades. Biographies of great men were to occupy the third and foiirth grades and this work was to be followed in the succeeding grades by (i) ele- mentary ancient history, (2) medieval and modern history, (3) English history, (4) American history. For the ordinary four-year high-school course, the findings of the committee were as follows: As a thorough and systematic course of study, we recommend four years of work, beginning with ancient history and ending with American history. For these four years we propose the division of the general field into four blocks or periods, and recommend that they be studied in the order in which they are here set down, which in large measure accords with the natural order of events, and shows the sequence of historical facts: 1. Ancient history, with special reference to Greek and Roman history, but includ- ing also a short introductory study of the more ancient nations. This period should also embrace the early Middle Ages, and should close with the establishment of the Holy Roman Empire (800), or with the death of Charlemagne (814), or vsith the treaty ' of Verdun (843). 2. Medieval and modem European history, from the close of the first period to the present time. 3. English history. 4. American history and civil government. No one of these fields can be omitted without leaving serious laamae in the pupil's knowledge of history. Each department has its special value and teaches its special lesson; above all, the study of the whole field gives a meaning to each portion that it cannot have by itself. If only three years can be devoted to historical work, three of the periods outlined above may be chosen, and one omitted; such omission seems to us to be better than any condensation of the whole. But if any teacher desires to compress two of the periods into a single year's work, one of the following plans may be wisely adopted: (i) Combine English and American history in such a manner that the more important principles wrought out in English histor>', and the main facts of English expansion, will be taught in coimection with .American colonial and later pohtical history. (2) Treat EngUsh history in such a way as to include the most important elements of medieval and modem European history. lo SOCIAL STUDIES IN SECONDARY SCHOOLS that "a great deal of what is called civil government can best be studied as a part of history," and while the student "should come to a reaHzation of the nature of the problems of the industrial world about him" they did not think "that economic or social facts should be emphasized at the expense of governmental or pohtical facts." At the 1905 meeting of the American Historical Association a Committee of Eight was appointed to draw up a program of his- torical work for the elementary schools and to consider other closely allied topics. Their report (1908), taken in connection with the work of the Committee of Five of the American Historical Associa- tion (appointed 1907 and reporting in 19 10), marks no fundamental change in the attitude of the historians, although it does display willingness to admit more civics to the curriculum, to put more emphasis on modern history, and to modify the content of the historical courses.^ ' Significant passages from the report of the Committee of Eight (Scribner, 1909), are as follows: The object of a course in history for the first two grades is to give the child an impression of primitive life and an appreciation of the public holidays. Indian life affords the best example of primitive customs. In the third grade the child is able to read understandingly, and should be sup- plied with stories that tend to develop a historical sense. The heroism of the world is drawn upon. Public holidays should, however, receive the greatest consideration from the teacher. The fourth grade should deal with historical scenes and persons in American history. This should be carried on through the fifth grade with constant correlation of geography, of literature, and picture study. For the sixth grade, groups of topics should be presented (though not as organized history) on those features of ancient and medieval life which explain either important elements of our civilization, or which show how the movement for discovery and colonization originated. In the seventh grade there should be taken up the settlement and growth of the colonies, with enough of the European backgroimd to explain events in America having their causes in England or Europe. The American Revolution should also be considered in this grade. The subject-matter for the eighth grade would include the inauguration of the PREVIOUS PROPOSALS li In 1908 the Committee of Five of the American Political Science Association (appointed 1904-5) brought in a report' on instruction in American government in secondary schools which looked definitely toward breaking the monopoly of history. This committee recommended ''that the discussion of the simple and readily observable functions and organs of local government be introduced into all the grades beginning not later than the fifth," and that the eighth grade should see "more formal instruction in local, state, and national government, using an elementary text and some reference books .... for one-half of the eighth year." In the high school "American government should follow upon the work in history and should be a required study at least five recita- tions per week for one-half of the fourth year, or three recitations per week for that entire year." new government, the political, industrial, and social development of the United States, westward expansion, and the growth of the great rival states of Europe. Elementary civics should permeate the entire school life of the child. Civics and history should, so far as possible, be taught as allied subjects with the emphasis at one time upon history, and at another time upon present civics. In the later grades the instruction in civics should be fairly definite and formal. The time to be given it should be at least twenty minutes a week for a half-year in Grades V and VI; forty minutes in Grade VII and sixty minutes in Grade VIII. The blocks of study proposed by the Committee of Five for the secondary schools ran thus (see 1910 Report of American Historical Association, p. 239): 1. Ancient history to 800 a.d. or thereabouts, the events of the last five hundred years to be passed over rapidly. 2. English history, beginning with a brief statement of England's connection with the ancient world. The work should trace the main line of English development to about 1760, include as far as is possible or convenient the chief facts of general European history, especially before the seventeenth century, and give something of the colonial history of America. 3. Modern European history, including such introductory matter concerning later medieval institutions and the beginnings of the modern age as seems wise or desirable, and giving a suitable treatment of EngUsh history from 1760. 4. American history and government, arranged on such a basis that some time may be secured for the separate study of government. We propose a possible division of the year which would allow two-fifths of the time for such a separate and distinct treatment. ' Summarized in The Teaching of Government, p. 23, Macmillan (1916). 12 SOCIAL STUDIES IN SECONDARY SCHOOLS At its meeting in December, 191 1, the American Political Science Association appointed a Committee of Seven "to consider the methods of teaching and studying government now pursued in the American schools, colleges, and universities, and to suggest means of enlarging and improving such instruction." The inquiry was extended to elementary and secondary schools and reports were made 1913-15, a general statement being available as a Macmillan publication (191 6), The Teaching of Government. The report (which, by the way, recognized the administrative reorgani- zation which was taking place in our school system through the establishment of junior and senior high schools) advocated the presentation in the first three or four grades of the elementary school of "some of the fundamental civic virtues as applied to the home, the school, and the neighborhood"; in Grades IV-VI "more specific instruction as to local affairs, with emphasis upon some of the functions which government performs"; in the junior high school more definite instruction, using a text, with "emphasis still upon functions but with some attention to the machinery of government — local, state, and national"; in the senior high school, "a year of social science (exclusive of history) should be given, of which at least a half-year shall be devoted to the study of govern- ment, and four or five hours per week should be given to this subject." Meanwhile the community civics movement had been develop- ing. Experimental work had been carried on in many quarters and in 191 6 the Subcommittee on Social Studies in Secondary Education made the following report (see Bulletin 28, 1916, Bureau of Education) to the Commission on the Reorganization of Sec- ondary Education of the National Education Association: Assuming that provision has been made for the social aspect of education in Grades I- VI of the elementary school, the following general plan of social studies is proposed for the years VII-XII: PREVIOUS PROPOSALS 13 Junior Cycle (Years VII-IX) (Geography, European history, American history, civics) Geography, history, and civics are the social studies that find a proper place in the seventh, eighth, and ninth years. The geography should be closely correlated with the history and civics, and should be thoroughly socialized. The history should include European as well as American history. The civics should be of the "community civics" type.' In addition, it is desirable to emphasize the social aspects of other studies such as hygiene or other science, and even arithmetic. The following alternative plans are suggested; it is not intended, however, to preclude the possibility of other adjustments that local conditions may require: Seventh year: (i) geography — one-half year; European history — one- half year (these two courses may be taught in sequence or parallel through the year) ; civics — ^taught as a phase of the above and of other subjects, or segre- gated in one or two periods a week, or both. Or (2) European history — one year; geography — taught incidentally to, and as a factor in, the history; civics — taught as a phase of the above and of other subjects, or segregated in one or two periods a week, or both. ' The subcommittee has given us a rather full explanation of the aim and content of commimity civics, as follows: This aim is analyzed as follows: To accomplish its part in training for citizen- ship, commimity ci\dcs should aim primarily to lead the pupil (i) to see the importance and significance of the elements of commimity welfare in their relations to himself and to the communities of which he is a member; (2) to know the social agencies, governmental and voluntary, that exist to secure these elements of commimity welfare ; (3) to recognize his civic obhgations, present and future, and to respond to them by appropriate action. A characteristic feature of community civics is that it focuses attention upon the "elements of community welfare" rather than upon the machinery of government. The latter is discussed only in the Ught of a prior study of the "elements of welfare," and in relation to them. The "elements of welfare" afford the organizing principle for this new type of civics. It is suggested that the following elements of welfare be studied as topics: (i) health; (2) protection of hfe and property; (3) recreation; (4) education; (5) civic beauty; (6) wealth; (7) communication; (8) transportation; (9) migration; (10) chari- ties; (11) correction. In addition, the course may well include the following topics dealing with the mechanism of community agencies: (12) how governmental agencies are conducted; (13) how governmental agencies are financed; (14), how voluntary agencies are conducted and financed. 14 SOCIAL STUDIES IN SECONDARY SCHOOLS Eighth year: American history — one-half year, civics — one-half year (these two courses may be taught in sequence or parallel through the year) ; geography — taught incidentally to, and as a factor in, the above subjects. Ninth year: (i) civics, continuing the civics of the preceding year, but with more emphasis upon state, national, and world aspects — one-half year; civics, economic and vocational aspects — one-half year; history (much use made of history in relation to the topics of the above courses). Or (2) civics — economic and vocational; economic history (these two courses for one year, in sequence or parallel). Senior Cycle (Years X-XII) (European history, American history, problems of democracy — social, economic, and pohtical) The Commission recommends as appropriate to the last three years of the secondary school the following courses: 1. European history to approximately the end of the seventeenth century — one year. This would include ancient and oriental civilization, English history to the end of the period mentioned, and the period of American exploration. 2. European history (including Enghsh history) since approximately the end of the seventeenth century — one (or one-half) year. 3. American history since the seventeenth century — one (or one-half) year. 4. Problems of American democracy — one (or one-half) year. Moved in part by the rising tide of community civics, the American Historical Association appointed a Committee on History and Education for Citizenship which made a report in December, 1919, and 1920, was reorganized, and is still at work upon the problem. In broad outline their report blocks out four units, of which two are in Grades I-VI ; one is in the junior high school; and one in the senior high school. The first unit is for the second grade and is called "The Making of the Community." It is apparently primarily a study of Indian life and the changes wrought by the white man. The second unit deals with "The Making of the United States" and runs as follows: third grade, "How Europeans Found Our Continent and What They Did with It"; fourth grade, "How EngHshmen Became Americans, 1607- PREVIOUS PROPOSALS 1$ 1783"; fifth grade, *'The United States, 1783-1877"; sixth grade, "The United States Since 1877" (half-year), and ''How We Are Governed" (half-year). The work for the secondary schools is blocked out as follows (using in the main the phraseology of the report) : The Junior High School, Grades VII-IX "American History in Its World-Setting." This will constitute a third unit. This work is designed for the seventh, eighth, and ninth grades, and is divided as follows: Seventh grade: The world before 1607 and the beginnings of American history, including the building of the Spanish Empire in the New World, the basis of the present group of Latin American Republics. Eighth grade: The world since 1607 viewed in relation to the evolution and expanding world-influence of the United States. Treatment is to take account of the civic problems but to emphasize specially the economic and social features of our history up to recent times. Ninth grade: Community and national activities. This course combines recent economic and social history with commercial geography and civics. For those pupils of the ninth grade who expect to complete the senior high school, the committee recommends as an alternative to the above a course in the progress of civilization from earliest times to about 1650. Senior High School, Grades X-XIl "The Modern World." This fourth unit will consist of the following year courses: Tenth grade: Progress toward world democracy, 1650 to the present. This will be a study mainly of European history, but with some attention also to the rest of the non-American world. The emphasis will be upon political movements and political reorganizations. But the explanations of these will be sought in economic changes, in inventions, discoveries, and social regroup- ings, as well as in the leadership of great personages and the influence of critical or constructive ideas. Eleventh grade: The preceding course will form the background for a study, in the same spirit, of U^nited States history during the national period, with emphasis on lists of topics to be selected for special treatment, and with critical comparisons with institutions and with tendencies in other countries. Twelfth grade: Social, economic, and political principles and problems. l6 SOCIAL STUDIES IN SECONDARY SCHOOLS A very interesting aspect of the work of this committee is the fact that they assumed the task of preparing syllabi, some of which have been appearing in The Historical Outlook. It is understood, however, that they have deferred action on the syllabus for the twelfth grade, in the hope of securing co-operation of economists, poUtical scientists, and sociologists. It is apparent that the foregoing statement is arranged with reference to that plan of school organization known as the Junior- Senior High School Plan. This Committee of the historians also made recommendations for the orthodox four-year high-school course as follows : For the first year, the course in community and national activities; for the second year, the course in modern world-history (except American) ; for the third year, United States history during the national period; for the fourth year, a course in so-called problems of American democracy. The committee regards all of the foregoing material as an appro- priate minimum requirement for graduation on the part of all pupils. They believe that in addition there should be elective history courses in the following fields: a) The ancient world to about 800 a.d. This course should be so placed in the program as not to interfere with the required courses outlined above. h) A survey of ancient and medieval history to approximately the middle of the seventeenth century. If convenient, this should be taken before the required course in modern world-history of the tenth grade. c) The history of England and the British Empire. d) A course involving an intensive study of local, state, or regional history, or of some particular period or movement in the history of the Americas. e) A similar course involving an intensive study of some par- ticular period or movement in European history. This might well PREVIOUS PROPOSALS 1 7 take the form of the study of the background and history of the Great War. /) An intensive study of the recent history of the Far East. Meanwhile, the American Sociological Society entered the Hsts. At its 1918 meeting "a committee was appointed to ascertain the present status of the teaching of sociology in the grade and high schools of America and to make recommendations for the extension of such teaching." This committee reported in 19 19, 1920, and 1921 and is being continued for further work. In its 1920 report, this Committee looked with most favor upon the proposal of the Sub-Committee on Social Studies of the National Education Association Commission on Reorganization of Secondary Educa- tion, but it felt that the concept "community civics" is much too narrow and that the term should be abandoned in favor of "general social science" which should definitely include sociology, economics, civics, and ethics fused after the analogy of "general science." The committee also argued for a treatment of history in the tenth grade which should be "an outline survey of social evolution, including prehistoric times, which should emphasize the social and economic sides, trace the historic development of ideals and institu- tions, and reveal the soHdarity of modern nations," and which should not exaggerate the relative significance of poHtical institu- tions. In its 192 1 report, the Committee discussed what is in essence the plan presented on pages 49-59 of this report. A Committee of the American Economic Association also reported at the December meeting, 192 1, and secured leave to print, as a basis of discussion by members of the Association, a proposed arrangement of secondary social studies which coincides with the one presented on pages 49-59. An interesting outcome of the December, 192 1, meetings of the various social science associations is the formation of a joint com- 1 8 SOCIAL STUDIES IN SECONDARY SCHOOLS mission made up of two members each from the following organiza- tions: the American Historical Association, the American Eco- nomic Association, the Association of Collegiate Schools of Busi- ness, the American Sociological Society, the American Political Science Association, and the National Council of Teachers of Geography. This joint commission has been instructed to con- tinue the study of the presentation of social studies in the secondary schools. A review of these pronouncements made up to the December, 192 1, meetings by the leading organizations concerned with the presentation of social studies in our secondary schools of the academic type justifies the following comments : a) The grip of history is strong. In the main, it seems to have been assumed that historical study should be the chief instru- mentaUty for giving our younger students an understanding of the structure of the present-day society. b) This attitude has been challenged to some considerable extent in recent years by the community civics movement, and by the American PoHtical Science Association and the American Socio- logical Society — so effectively challenged, indeed, that the historians themselves show signs that they appreciate that the monopoly of history in secondary social studies is to be broken and that the history which remains in the curriculum is to be more definitely pointed toward understanding the society of today. c) The report of the Subcommittee of the National Education Association on Social Studies in Secondary Education, more than any other report, displays a desire to make the student ac- quainted with the various aspects of the society in which he lives. But even that report blocks out a plan which is entirely inadequate. Notwithstanding its emphasis upon "community," "economic," and "vocational" civics, sufficient attention is not given to the economic aspects of modern society. The document shows the influence of the historian, the political scientist, and the sociologist, but not suflSciently that of the economist. In particular there is PREVIOUS PROPOSALS 1 9 a haphazard and inadequate presentation of economic interests in the content of community civics. There is a good selection of scattered topics but the student can scarcely secure a rounded, balanced view of our modern society. Quite aside from the poor balance in this program of social studies, it is inadequate in its senior high school presentation. The senior high school curriculum should bring to ripeness and maturity the earUer work, but this is not done. CHAPTER IV THE ACTUAL POSITION OF SOCIAL STUDIES IN SECONDARY SCHOOLS The actual position of social studies in secondary schools falls far short even of the unsatisfactory proposals which have been made. The preceding section sketched the inadequate proposals which have been made in the secondary-school social studies. The question may arise, however, whether the actual practice in our schools is not better than the formal pronouncements of our educa- tional organizations. Not at all. On a priori grounds it should be expected that these pronouncements would be in advance of the practices, and the expectation is fully justified by the facts. Here and there some progressive community or progressive teacher has tried bits of promising experimentation, but the situation as a whole shows that the presentation of social studies is roughly along the Hues of the earher reports of the committees of the American His- torical Association. The outstanding difference is that instead of history securing four years of the high-school student's time, as the historians originally desired, the pressure of other subjects in the curriculum has reduced the average to something over two years. To some extent economics and civics have gained through history's loss, but in the main that loss has been a loss for social studies in general. The truth of the matter is that history has not been able to command the respect and approval of the secondary- school constituency as an effective instrument for explaining the society in which we Hve, and the other social sciences have not met the crisis precipitated by the failure of history. The table opposite,^ although presenting data now seven years old, gives a general view of the extent and character of the secondary-school presentation of social studies in the country as a ^Inglis, Principles oj Secondary Education, p. 541. 20 o < CO w 9 ^9 H U W w Q < o a 1 M »o Ifl M coo •&0 M 1 e d I T^ Tj- 0 Pf 1-1 o S 1-1 r^\0 M vO M O t<- o vO ^o ^O ^ cs CO o§ t>. M vO O O OO t- t^ [a] . rfvO \0 'O « ►-• O 't °S >H ^ <^vO -O 00 lO •* lO o B M M CS N M W M b^ rt PO O^ 11 <-o t^OO O Tt o O^CO to Tf M LO O^ t~* M H P"5 nj-O C>rO>-iOO 'tc^ OS H fC to w ■* <0 r^ M (I4 VO 1^00 n M rOO O o P4 u M o o o^ o r^ s; o •< 11 M N PO CS VO O o^ s 1-1 MM '^ 0\ O fOO vo r^ o r- o D cr M t^ CO t^ ro 0» >-i o o 0) w CO CO to CO p^ 1^ »* •* •» CO «^ o coO>C>OoO voO0 O w r^ 4) H O t^ CO W ■* ■^ CO S M M ■rp >< 00Or^OO>-iOtr 1 M W IT lOO lococo'^'t'^ H V lOOO CO M CS M o C/^ Q< M M •<*• •"^t^MOOr^c^wO N OS u M Os O to t^ •* W o 2? u CO 1-1 M o w HI o en Ostor^iH c^ Oswoc cs d* 'tOCOlN C<00 1-1 •^ t^ £ 4) O M CO 1-1 "^ CO Pi ?< CO ^ o -*-) (fi • f-l r£3 c rt o a, ^ s W e. e t /3 O & ^£ ■* b"b23 ^ \ o-a o i^.S2 c ■*-» o a 'C c < '5'f •c < 3 C •— 1 c o c o u W CJ c OJ C h CO so Os c» tT E? 9J o ^ ■*-> 0> tn to o ■^ o Os 1-1 lO cs '3 cr > o 4) w .'.3 "^ ,9 bo M (U be O C .3 t/5 .3 60 bO .3 .3 o 4 (4^ O a C o o o IH ■-I IH l-l (U hr hn > ^ 3 3 iz; < < ;z; 12; ;? 22 SOCIAL STUDIES IN SECONDARY SCHOOLS whole. It shows that, speaking generally, our secondary-school system depends for social-study training upon a chronological study of history — ancient, medieval, modern, English — with a fourth-year top-dressing of American history, civics, and a little economics. The offerings of ancient history are heavy in the first and second years; those of medieval and modern European history are heavy in the second and third years; those of English history in the third year; and those of American history, civics, and economics are heavy only in the fourth year. The full absurd- ity of such a performance appears only when we bear in mind that the "average " student who finishes the secondary course has taken a total of, say, two and one-half units of social science, and that social studies of our present order occur in the curriculum typically at a stage at which the attendance has been greatly lessened. The actual position of social studies in secondary schools falls far short of the unsatisfactory proposals which have been made. As a means of checking these data, the Commission has made a detailed study of the social-science material presented in 1920-21 for admission credits at one of our collegiate schools of business, the School of Commerce and Administration of the University of Chicago. The check is inadequate in that it covers only one case. It is believed, however, that this case is typical so far as the Middle West situation is concerned. Certainly it cannot be argued that a case was chosen which would presumably provide a weak showing in social-study training. Rather the reverse. Notwithstanding a reasonably wide geographical distribution of the students attending this institution it is a well-known fact that any college located in a large city is mainly a local institution and both American history and civics are required in the Chicago public schools. The Commission ascertained, furthermore, that the social- study training of students entering the School of Commerce and Administration is not particularly different from that of students entering other divisions of the University. The most extreme variation from the average credits presented by the Freshmen in THE ACTUAL POSITION OF SOCIAL STUDIES 23 the School of Commerce and Administration was presented by women in the college of literature. The accompanying table shows courses, and miscellaneous.' (See insert.) ' In the tabulation the subject of commercial geography is placed with the physical sciences. Since 84 per cent of the students offered no commercial geography, its placing in the tabulation has no great importance. D 3 SUBJECTS PRESENTEn AS UNITS OF AOMISSION CREDIT BY THE FIRST 150 FRESHMAN MEN REGISTERED IN THE SCHOOL OF COMMERCE AND ADMINISTRATION, UNIVERSITY OF CHICAGO, FALL QUARTER, 1920, STATED IN PERCENTAGES OF TOTAL MEN PRESENTING GIVEN NUMBERS OF UNITS Social St[ti>:es PnvsfCAi ScfESCE tlioLOCicAL Sciences Ehcusb Classic Can cu ACES Modern LAMr.ijAnKS ^ CouuEsaitL CovRSKs Miscellaneous s 1 Jl 66 14.60 ) 66 -5 S8.(.6 1 1 £ 1 1 1 i 1 1 O 1 2 ^1 i 1 1 1 b 1 1 u a 1 1 1 1 i S3 1 1 2 1 1 lb i .S E 1 U a 1 £ i3 (2 1 J .2 a 1 6 i 1 1 'E. 1 3 = H 1 1 ■i s 1 Q ■s 1 II 1 1 1 1 3 1 99-33 0« 1^.60 1 JJ I.J} 1? Ji 1.33 7. 33 15. 33 10. JJ 'S 3J 8 fj(, oS 79 5i 6.06 36 6S 7O06 .66 49.33 06 4 1?.. S4 'I'd 6 66 '7 33 '7 33 J) 6(1 4 (i& °.66 Q3.66 I" Si 66 4.66 66 SO. 33 .66 64 '9 13 "S 33 > J3 3S 17 S (,8 66 33 .66 60 98 66 00 a 08 3S 33 35-33 71 is 68 08 90 33 09 33 13 6 85.33 00 1 66 S6 9 33 %6 84 6 8.60 84 10,66 s-33 90 S3 06 08.66 ,66 ^66 S7-3i '7 35 3.66 4. 60 'm .66 1-13 a..66 s 33 86 9 33 68.66 16 i Si 60. 33 033 ■;ii 09.60 J-33 9! 33 -60 W 33 " !6fi ii' Si '7 33 Jo M 1-33 ";66 .66 »7-3,) 3 ,66 17.33 14 .60 6 60 8.66 ,111 6 a. 66 16.66 .60 S.33 66 66 60 'L (. . 33 66 >7 66 33 66 66 16 3 60 60 ^^ it 3,1 66 66 33 60 J.,3 I.3J 66 80 6 - 69.33 10 33 S.66 '.66 66 I 33 8 66 66 66 66 66 ' Si 1-33 66 60 ! .66 ! 1 .... 1_ __ __ . ■ _ 1 THE ACTUAL POSITION OF SOCIAL STUDIES 23 the School of Commerce and Administration was presented by women in the college of literature. The accompanying table shows SUBJECTS WHICH AN "AVERAGE" FRESHMAN PRESENTS AT THE UNIVERSITY OF CHICAGO AS UNITS OF ADMISSION CREDIT Subjects Men in the School of Commerce and Administration* Women in the Col- lege of Literature t Social science Units 2-53 .66 1.89 2.79 I-5I 1-52 zn •59 •93 Units 2.49 .69 1.27 2.32 2.25 2.31 3^28 •35 .69 Biological science Physical science Mathematics Classics Modern language English Commercial courses Miscellaneous Total 15-65 1565 * Computed by taking arithmetic average of the table of subjects presented as units of admission credit by 150 Freshman men registered in the School of Com- merce and Administration, University of Chicago, fall quarter, ig20. t Computed by taking arithmetic average of the table of subjects presented as units of admission credit by 150 Freshman women registered in the College of Literature, University of Chicago, fall quarter, 1920. that even here the variation was not great. The women present more language work and find opportunity to do so by presenting less mathematics and science. The social study credits of the two groups are substantially the same, the men having 2.53 units and the women 2.49 units. Turning then to an account of the credits presented by entering Freshmen in this one collegiate school of business, the data are presented in terms of the percentage of students taking given numbers of units of each subject, the subjects being grouped in these classes, social studies, physical sciences, mathematics, biological sciences, English, classics, modern language, commercial courses, and miscellaneous.' (See insert.) ' In the tabulation the subject of commercial geography is placed with the physical sciences. Since 84 per cent of the students offered no commercial geography, its placing in the tabulation has no great importance. 24 SOCIAL STUDIES IN SECONDARY SCHOOLS It is not necessary to make extended comment. The situation that exists in social studies is ludicrous. The "average" college Freshman of this tabulation presents about two and one-half years of work in this field and this is mainly history. Roughly 73 per cent of them present no economics and 25 per cent present but one-half of a unit; 39 per cent present no civics and 59 per cent present but one-half of a unit; the other offerings in the field of COMPOSITION OF HISTORY UNITS PRESENTED FOR ADMISSION CREDIT BY THE FIRST 150 FRESHMAN MEN REGISTERED IN THE SCHOOL OF COMMERCE AND ADMINISTRATION, UNIVERSITY OF CHICAGO, FALL QUARTER, 1920, STATED IN PERCENTAGES OF TOTAL MEN PRESENTING GIVEN NUMBERS OF UNITS IN EACH FIELD History Total Units Ancient Medie- val Modem United SUtes English Indus- trial Miscel- laneous United States AH Others i I I* 32 6 61-33 .66 56.66 38 5-33 59-33 38 2.66 24 19-33 56 86 4.66 9-33 92 6 2 92.66 2.66 2.66 1-33 24 19-33 S6 ""66" 12 7.33 32 8.66 2 .66 30 S-33 4 2*. z. li OS A.. .66 .66 Note. — Miscellaneous includes general history, Chinese history, current history, naval history, etc. social study, aside from history, are negligible. In other words, speaking broadly, we depend upon history, of all the various social studies, for this particular intellectual background of our entering Freshmen. An analysis of the history that they present is given in the table shown above. It throws an interesting light on the nature of the intellectual background of college Freshmen in the field of social studies. Roughly one-fourth of them have had in the secondary school no formal instruction in the history of their own country (remember that 39 per cent have had no civics) and almost THE ACTUAL POSITION OF SOCIAL STUDIES 2$ another j&fth have had only one-half year of such instruction. They present, on the average, two-thirds of a unit of the history of their country (and less than one- third of a unit in civics). The full significance of this statement appears when it is recalled that in those colleges which do not require United States history it is, in theory, possible that one-fourth of the college graduates might have had no instruction in the history of our own country except that received in the elementary schools. Fortunately, this theo- retical possibiHty is presumably not realized. The Commission has no statistical data concerning the relationship between the theoretical possibility and the actuality, but on the basis of general observation it has its misgivings. In the field of ancient history these students present almost exactly the same quantity of work that they offer in the history of their own country. Ancient, medieval, modern, and EngHsh history combined take up about 85 per cent more space in their curricula than does United States history, whereas in the field of industrial history they present about one-thirteenth of the amount of credit presented in the field of ancient history alone, or an average of about one-twentieth of a unit. Bearing in mind the meager credits in economics, civics, and commercial geography, the foregoing analysis of the content of the history units presented shows that these college Freshmen bring with them a curious background upon which the work of the col- legiate school of business is to be painted, assuming that we regard it one of our tasks to give our students an awareness of the social environment in which the business administrator does his work. CHAPTER V THE ACTUAL POSITION OF SOCIAL STUDIES IN SECONDARY COMMERCIAL CURRICULA Our secondary courses in business education have, except for those of a handful of high schools of commerce, failed utterly to give the student an appreciation of the functio?iing structure of modern society. If the curriculum of social studies in our academic secondary- schools has been meager and iU formed, the situation has been much worse in the case of our business or commercial education below collegiate grade — \\dth the honorable exception of the work done by a few scattered high schools of commerce. The reasons for this inadequate presentation of social studies are not far to seek. With the rapid expansion of the size of the business unit and of the area of the market which followed the introduction of power- driven machinery, there came naturally a stimulation of interest in certain computing and communicating aids of business adminis- tration. The need for training in these fields was not met by our public-school system, partly because effective organization of this system dates only from the 1840's, partly because the period of schooling was in itself inadequate. The fact that the total num- ber of days' schooling for the average American citizen who Hved in 1800 was 82 and for the one who lived in 1840 was 208 tells much with respect to the origin of the so-called business college in a time when even abihty to read was more or less of a luxury.^ For various reasons, then, there sprang up in the first half of the nineteenth century the private institutions now commonly called "business colleges" that devoted themselves to short, inten- » Similarly, the fact that the average citizen today receives about 1,200 days of schooling tells much with respect to the possibility of enriching the curriculum. 26 SOCIAL STUDIES IN COMMERCIAL CURRICULA 27 sive instruction in penmanship, keeping of books, stenography, and (later) typewriting. These institutions met a very real need; they prospered tremendously; their students were provided with an equipment which enabled them to "break into" the business world, and, under the conditions of those days, frequently to rise to positions of responsible management. Social studies bothered the heads neither of the instructors nor of the students. Upon the one hand, the social aspects of business activities did not seem so significant as they do today; upon the other hand, very little indeed existed in the way of organized material in that field. After the Civil War came a tremendous expansion in many fields of study. A bit later came a great development of high schools — a development which is indicated by the presence of 300,000 pupils in 1890 and 1,500,000 in 1916. It is not surprising that the taxpayers who supported these secondary schools came to feel that the work of the private business college should be per- formed by the public schools. It is still less surprising that (i) in the absence of any efi'ectively organized material in social studies outside the field of history-, (2) in the lack of any very definite connection between historical study and the technique of business operations, (3) in the presence of what was apparently a remarkable success of the private business college, (4) in default of any efi'ective leadership from any higher system of business education, our pubHc-school system swallowed — bait, hook, sinker, and line — the program of the private business college. Even more. Through the necessities of the case the secondar>'-school system borrowed its teachers from the private business college. Extended discussion of the developments in this field is entirely unnecessar\-. The facts are painfully familiar to all. It is worth while, however, to document' the discussion by quoting from a 191 6 report of the University of the State of New York two typical ' It seems best not to rely upon general statements alone but to give details of sample commercial currioila. Xew York's geographical and educational positions led the Commission to take the samples from that state. It attaches no peculiar significance to these particular samples. 28 SOCIAL STUDIES IN SECONDARY SCHOOLS (the word is that of the author of the report) commercial courses. One'' (that of the Albany High School) is representative of the com- mercial courses of the larger cities. The other is typical of the courses of the smaller high schools. The courses marked with the asterisk include all which can be regarded as even remotely con- tributing to a knowledge of the functioning structure of modern industrial society. COMMERCIAL COURSES— ALBANY HIGH SCHOOL First Year Required Hours per week English 4 Spelling I Commercial arithmetic 25 *Commercial geography 2§ Elementary bookkeeping 3 Business writing 2 Biology 5 Drawing 2 Music ^ Physical training i Second Year Required COMMERCIAL DIVISION: SECRETARIAL DIVISION: Hours per Week Hours per Week English 2 English 3 Typewriting 5 Typewriting 5 Advanced bookkeeping . . 5 Stenography ...... 5 Drawing 2 Music i Music I Drawing 2 Physical training . . . . i Physical training i Elective Stenography 5 Advanced bookkeeping . . . S Foreign language .... 5 Foreign language S Physical geography .... 5 Physical geography . . . . S *The course of study for 1921-22 shows some minor variations from the one here presented but there are no significant changes, as far as our purposes are con- cerned. SOCIAL STUDIES IN COMMERCIAL CURRICULA 29 Third Year Required COMMERCIAL DIVISION: SECRETARIAL DIVISION: Hours per Week Hours per Week English 3 English 3 Algebra *History of commerce Elements of accounting Business mathematics 5 Algebra 5 3 *History of commerce ... 3 3 Stenography 2 5 3 Manual training or domestic Manual training or domestic science i science i Elective Hours per Week Hours per Week Stenography i or 2 . . . . 5 Foreign language S Foreign language .... 5 Plane geometry 5 Plane geometry 5 Science 5 Science 5 Fourth Year Required COMMERCIAL DIVISION: SECRETARIAL DIVISION: Hours per Week Hours per Week EngUsh 3 English 3 *American history .... 5 *American history 5 *Commercial law .... 3 *Commercial law 3 *Economics 2 Secretarial practice .... 3 *Business organization ... 3 Elective Foreign language .... 5 *Economics 2 Science 5 *Business organization ... 3 Foreign language 5 Science 5 TYPICAL COIMMERCIAL COURSE IN THE SM.\LLER HIGH SCHOOLS OF NEW YORK STATE First Year Second Year Hours per Week Hours per week Enghsh 4 English 3 Algebra 5 Commercial arithmetic . . .2^ Biology 5 *Commercial geography . . . 2^ Elementary bookkeeping . . 3 Typewriting 2^ Business writing .... 2 Electives' 7§ ' If a foreign language is elected in the second year, it should be continued for three years. so SOCIAL STUDIES IN SECONDARY SCHOOLS Third Year Fourth Year Hours per Week Hours per Week English 3 Commercial English and corre- English or modern history . . 3 spondence 3 Advanced bookkeeping' . . 5 *American history with civics . 5 Electives^ 7I *Commercial law' 23 *Economics' 2 Shorthands 5 Electives 5 These typical New York commercial courses, with their pitiful offerings of coherent instruction in the structure and functioning of our society, and with what they do offer coming mainly in their fourth year when they have lost perhaps two-thirds of the students who entered as Freshmen, are quite up to the standard of the country as a whole. In an investigation made in 191 7 a ques- tionnaire was sent to every high school Hsted as having over two hundred pupils in commercial courses, and to a selected group of high schools having 150 to 200 such students. This investigation established conclusively "that the high-school four-year commercial course is still dominated by heredity. It is still in the grip of its inheritance from the business colleges from which it so largely sprang." In the curricula of the "short courses [which were offered by 41 per cent of the schools replying to this questionnaire] sten- ography, typewriting, and bookkeeping predominate. Enghsh, sometimes business Enghsh, penmanship, commercial arithmetic, and an elementary science are not infrequently included. Typi- cally, however, the curricula are prima facie clerk mills, masquer- ading under the deluding name of commercial courses."'* * Optional for pupils electing shorthand. * Shorthand i is included among electives for the third year. 3 Required for pupils electing Shorthand i in third year. < See Leverett S. Lyon, A Survey of Commercial Education in the Public High Schools of the United States, Department of Education, University of Chicago (1919). SOCIAL STUDIES IN COMMERCIAL CURRICULA 31 Even yet the full story has not been told. There has been brought into existence, by federal legislation, a powerful instru- mentality which apparently plans to throw its weight against an adequate presentation of the social aspects of business activity. This Federal Board for Vocational Education has certain aspects of commercial education among its other responsibilities, and for all its responsibilities it has available $7,000,000 a year which will pre- sumably be duplicated by other contributions from the states. The power of such an agency will be very great, not only because of its strategic position as the national agency responsible for such work, but also because of the power of the purse. While its entire purse is by no means available for commercial education, the total is avail- •able for the support of the ideas for which the hoard stands sponsor in vocational education, and must therefore be reckoned with, for pur- poses of the present discussion. In its Bulletin J4, issued in June, 191 9, this agency, recognizing the oncoming reorganization in the administrative aspects of elementary- and secondary-school edu- cation, set forth the following as its analysis of the appropriate secondary-school business course. The asterisk again indicates all courses even remotely contributing to a knowledge of social relationships. JUNIOR HIGH SCHOOL COMMERCIAL COURSE Seventh Year Periods English 5 Arithmetic, including rapid calculation 4 Business writing (20 minutes daily). Geography, largely place geography with commercial applications . . 5 *History, commercial and industrial 5 Physical training 2 Physiology and hygiene i Manual training (boys) 4 Household arts (girls) 4 32 SOCIAL STUDIES IN SECONDARY SCHOOLS Eighth Year Periods English 5 Business arithmetic, including rapid calculation (20 minutes daily) . Business writing (20 minutes daily) J *Commercial geography, elementary character 5 *History and citizenship 3 TjTpewriting 5 First lessons in business S Manual training (boys) 4 Domestic arts (girls) 4 Physical training 2 Ninth Year (or first year of four-year high school) English, special emphasis on commercial needs S Bookkeeping, business practice, and business writing: With home work S Without home work 10 Typewriting (no home work) S General science S Commercial mathematics (no home work) S Physical training 2 SENIOR HIGH SCHOOL COMMERCIAL COURSE Tenth Year (or second year of a four-year high school) Required Hours per Week English 5 *Commercial geography (including physical geography, local industries, and commercial products) 5 Commercial II (intermediate bookkeeping and business practice) . . S Eleciives (choose one) Shorthand 5 Foreign language (preferably Spanish) 5 *History S Typewriting (must be taken if shorthand is elected. May be taken as an extra subject without shorthand; unprepared) S SOCIAL STUDIES IN COMMERCIAL CURRICULA 33 Eleventh Year' (or third year of a four-year high school) Required English S Physics or chemistry 7 Office practice 3 Advanced bookkeeping 5 Electives (choose one) Foreign language 5 *History S Twelfth Year' (or fourth year of a four-year high school) Required Commercial English (including business correspondence, public speak- ing, sales talk, etc.) 5 *Advanced American history with civics 5 *Commercial law (first semester) 1 *Economics (second semester) J Advertising, salesmanship, and business organization 5 Principles of accounting 5 Experience in business offices alternate weeks this year. This statement speaks for itself. It has been drawn with the idea of having the whole curriculum divided into year units and then presenting in each year material which will prepare the boys and girls who drop out at the end of that year for the positions open to young people of that age. The idea is admirable, but its execution is not so praiseworthy. The execution reveals too clearly an inheritance from the days of the narrow technical training of the private business college. It exposes an unawareness of the significance of social relationships both in business activity and in the other aspects of the daily Hfe of these young citizens. ' For the eleventh and twelfth years only the program advocated for the general business and accounting course is here reproduced. Corresponding curricula are suggested by the board for stenographic, secretarial, and reporting work; for retail selling; and for foreign trade and shipping. 34 SOCIAL STUDIES IN SECONDARY SCHOOLS If such a program were to become generally adopted the conse- quence would be that perhaps one-fourth of all our school children who work in the seventh grade and above would go out to be citizens in this democracy with the following required formal instruction in the rights, duties, and obligations of citizenship. Seventh year: Commercial and industrial history ... $ hours Eighth year: History and citizenship 3 hours Ninth year: Nothing Tenth year: Nothing Eleventh year: Nothing Twelfth year: Advanced American history, with civics . S hours Economics and commercial law .... 5 hours The outlook that makes such a program possible' holds forth little hope that the situation will be saved by the technical subjects being impregnated with social material, or by a wise use of electives. It is not a sufficient answer to this criticism to say that the important thing is for the boys and girls to be able to make a living and that therefore all other considerations must yield to the presen- tation of technical subjects. Such an answer beclouds the whole issue. May it not be that the technical subjects can be even better presented in connection with a presentation of the outstand- ing aspects of business activity and of our industrial society? If this is not possible, perhaps American democracy might better pay the price of assistance for longer continuance in school rather than pay the price of having masses of citizens unaware of how our society is put together. Even in the range of business activity, let it be remembered that productive capacity depends upon our business men having competence in social relationships as well as in tech- nical matters. Democracy cannot, as a long-run story, support a plan for an educational system devoted primarily to the production of clerical and other routine help. ' It is only fair to add that there are now fairly distinct signs that the board is taking a wider view of the matter. SOCIAL STUDIES IN COMMERCIAL CURRICULA 35 Let US not deceive ourselves concerning the importance of this matter. We must recognize that, for better or for worse, the bulk of the training for business which will be done in this country in our generation will be done by the secondary schools. Notwith- standing the rapid growth of our institutions of higher education, it still remains true that for some time to come a relatively small proportion of our people will receive a college education, and that the secondary school is to remain the "college for the common man." In view of this fact, it is important to note the extent to which these ''colleges for the common people" are devoting them- selves to business subjects. Mr. F. V. Thompson, writing in the Report of the Commissio7ier of Education for iQij, points out that "commercial pupils constitute at least one-fourth of all high-school pupils, ten times as many as there are agricultural students, five times as many as there are students of domestic arts, and nearly twice as many as are found in all our higher educational institu- tions," and these figures do not include "perhaps one hundred thousand who were not tabulated in the returns to the Commis- sioner of Education." Even if we were not facing a reorganization of our elementary- and secondary-school systems, surely few of us would rest content with a scheme of secondary business education which trains pri- marily in routine technique. As a social investment, we cannot afford to have the training so narrow. We must have a system of training which will give our future managers a real appreciation of the social en\dronment in which they will operate, and an under- standing of business from the functional point of view. This attitude is the more incumbent upon us in view of the edu- cational reorganization which we face. If the seventh and eighth grades are to be taken away from the elementary school and given over to the junior high school, surely these years must in a democ- racy be saved for better training in social studies, and not devoted to an earlier beginning of specialization for which the child is fitted 36 SOCIAL STUDIES IN SECONDARY SCHOOLS neither in terms of his mental development, nor in terms of his understanding of the society in which his specialization is to occur. This would be our attitude, no matter what professional interest we represented. Much more must it be our attitude when we represent a professional interest which regards it essential that our students should secure an understanding of the functioning struc- ture of our society. CHAPTER VI WHAT THE COLLEGIATE SCHOOLS OF BUSINESS DO BY WAY OF CORRELATION^ The collegiate school of business curricula, taken as a whole, have not provided well-balanced required instruction in social studies, and they have done little to correlate effectively their work with that of the secondary schools. The preceding chapters have shown the present status, actual and proposed, of the social studies in the secondary curriculum. What, now, are our collegiate schools of business doing by way of correlation with the secondary schools, and particularly what are they doing in the field of social studies ? Of course, the best cases for the study of this correlation are to be found in those collegiate schools of business which administer directly the curricula of entering Freshmen, and the Commission has chosen to confine its study to such of these schools as are also members of the Association of Collegiate Schools of Business. The table given on page 38 shows what subjects are specifically required for entrance^ to these colleges and the one on page 39, the subjects that are required during the first two years.^ It is readily apparent that there is not a heavy entrance requirement in the social studies and the requirement is, more frequently than not, stated simply as ''history." Of course, more social science may be presented in the elective units. It is readily apparent, too, that the social-science requirements of these institutions in the first two years of college are not drawn 'A full discussion of the collegiate curriculum is not here attempted. The Commission asks that it be continued and mstructed to study this phase of the matter further. * The Commission recognizes the liability to minor errors in interpreting catalogue statements. The figiues have been carefully checked, however, and are believed to represent the situation correctly, at least in the main. 37 82277 (^ o tT) ^ o o w u w w H ! ^ W H F^ S P4 fe 1— 1 O S C/i Q H <1 !i^ W (J S fcU W !>• P^ ro t— 1 1— 1 p:^ O! P w P5 u Pi H 52; w o fe 1— 1 u w CL, Fd H O u e S a 6p o c o R D H O '-A T3.S C O M m « S C -4-> O 3^ S c to -0 *-" e c " o 3 2 ] 1-1 S P T^ ■* cS aa a (U (U o (U V in t« tn «i 4) 4-> •*-> C C! t/1 (U W) bo o o u o -4-1 -<-> • 1-4 '^^ T3-0 *J -4-) IH Uk o o X) d >"^ o o C H > § 3 ^ o rH|N ■«|N 04 C< »H O CO H M * CO o CO CO CO c^ CO 60 M o 4) mo 4) > 3 1:3 -a o >^ & 4J a B o 4J > O ►5 >^ 4)t3.*i, tn ,, in 3 4> M d 3 4J 4> > 3 t3 • ^ 3 nJ bC S bo S rt.5:3 2 -3.3^^ uuS:z; <+M M-4 M-( M-l o o o o tn en en tn i-i i-i M 1-1 41 4> 4) 4> > > > > 3 > 3 O <4-J bO 3 >^ .a m 3 a -s g ^ sL p 3 3 3 3 3 c^'H t) t) t> t3 ;^ O 4> 's o 4> > 3 3 O U o )-l > •a en H w 1^ w I— I C W o I— I u C/3 12; o Notes o 4-) £ a in 3 60 Has also traffic, 3 hours In required college subjects there are Law, Accounting, Economics, Business Fi- nance, English, Money and Credit, Marketing, and Busi- ness Administration ♦6 may be Psychology. There are also 6 hours with rather wide distribution possible ♦Including 4 hours ''Business Talks" tHistory,or Psychology, or Science 6 or 10 ♦Correlated with High School, see p. 41 ♦Correlated with High School. see p. 41 The same as for Engineering 1 ■ 3 tn ■ ■^ot eiecuve ♦Not elementary course tOr Political Science ttScience, or Mathematics or Language 6 tincluding Statistics, 3 ♦English History s g B c Id « Oi D O W ai H 1/3 i^m to aouBuij lO to \0 • to • aojaunuo^ JO Xjo^sijj w Stn;a3]rEi^ ■<)• in t SnptmoDDy 1 o N : MM to o« [ OOvO j VO ■* iwj ssanisng '• M nopwisiuiurpy 'ssanisng l/> : *o '. to sap'Buiaqi'Bj^ lO * ts SO ♦ 00 vO -*- o>o aouaps '. -f- * * "*- : 2 saajnosa-g puB XqdBjSoar) to NO • ■>t too XSojoqaXs^ * •*— •0 to juaunuaAOQ vO ■ * * SDiuionoag O fO ^0 \o '■ VO ■ 00 « 'T toOO Xjojsih Diuiouoaa « ♦ * Xjo}sijj ; • • H- « « * 00 VC uSpjojf o 1-1 NO » » qsijSug O 00 '• tN t< » >o ! ovo M M o to Z s ^2; !j3 So Ic/, So 1 Syracuse University Tulane University \ a 1 3 1 -^ 3 2 .< J u c: 2 S 3 -a • 3 D t 1 3 ri > > 1 1 J2| •a-s c : : ja tn ta. : "3- >> 4-1 > S 3; a 3 9 i 3 >> 3 > a 3 40 SOCIAL STUDIES IN SECONDARY SCHOOLS with any marked indication that the college is largely concerned with giving the student any well-rounded view of what it means to live together in organized society. Since the collegiate school of business has in most cases been developed either directly by depart- ments of economics or with strong affiliations with such depart- ments, and since economics furnishes much valuable background for training in business administration, it is to be expected that our collegiate business curricula should be strong in this phase of social studies. This expectation is fulfilled. There is always a requirement of work in economics. Taking the social sciences as a whole, however, the requirements look more like compromises resulting from jealousies of specialized departments than like a well-planned attempt to instruct in business administration in terms of the social environment of the business manager. There are scattering requirements in history, economic history, govern- ment, psychology, and geography, but the tables show clearly that the presentation, in adequate terms, of the social environment of the present-day citizen and manager is a matter upon which there has been no agreement and perhaps no very large body of constructive thinking. If one studies specifically the amount of correlation which is carried out between these collegiate schools of business and their secondary schools, whether in the field of social science or in any other field, the conclusion is unavoidable that little has been accomplished. It may, of course, be said with entire propriety that a vague sort of correlation occurs when certain subjects are required in high school and certain other subjects are required in college. Furthermore, a more definite kind of correlation takes place when the student carries in college more advanced English, or mathematics, or foreign language, or (in some cases) science than he had in the secondary school. There seem to be, however, very few cases where anything like a comprehensive view has been taken of the whole academic career (secondary and collegiate) of the student with the aim of moving on smoothly to definite CORRELATION IN COLLEGIATE SCHOOLS 41 attainments in a balanced training for business. If there be any- one who would challenge this statement, he would certainly grant that thinking in this field has not progressed sufficiently for there to be any considerable agreement upon any one plan of securing a correlated secondary and collegiate curriculum. Two of these institutions, the University of California and the University of Chicago, have indeed gone a considerable distance in linking the secondary program with that of the college. At the University of California the work of the first two years is planned to supplement that of the secondary school in laying the foundation of a liberal education, and at the same time includes some work introductory to the technical and more highly specialized work required for graduation. Students are admitted from the four- year high school and in high school or college they must acquire the ability to pass an examination in English expression, and one designed to test their ability to read one of the following languages: Greek, Latin, German, French, Spanish, or Italian. They must, furthermore, carry work in history or political science, 6 units;* geography, 7 units; other sciences, 9 units; algebra, plane trigo- nometry, and mathematical theory of investment, 9 units; and eco- nomics, 6 units. The courses in science and the courses in algebra and plane trigonometry may be taken in high school. The speci- fied work in history, political science, geography, economics, and in the mathematical theory of investment must be taken in college. At the University of Chicago the graduate from an approved four-year high school (excluding those securing low grades) is admitted provided he presents 3 units in English; 3 or more units in some one group (languages, social science, mathematics, science) ; 2 or more units in some other group ; and 10 (total) units in orUwdox academic subjects. He must then carry in college during his first two years English, 6 semester hours; a continuation of some admis- sion subject (generally social science) 9 semester hours; and * The term "unit" here means one hour of recitation or lecture per week for one- half year. 42 SOCIAL STUDIES IN SECONDARY SCHOOLS must secure a total of high-school and college credit of at least 2 units or 12 semester hours in each of the following: (i) social science; (2) language other than EngHsh; (3) mathematics; (4) science. There is, too, a general hypothesis concerning appro- priate courses for the remaining two years of college work. Presumably, however, these two institutions would be the first to agree that they have made but a beginning in the correlation of secondary and collegiate work. At the most, they could only allege that the correlation which they have brought about has been in terms of subjects as they are and not in terms of what they should be. The foregoing statements in this section of the report have applied to those members of our Association who control the curricula of Freshmen. A survey of the requirements of those who require one or more years of college work before entrance to the collegiate school of business does not cause any significant modification of these statements. Such correlation as these latter institutions secure between the secondary school and the college is worked out through the requirements of the college of liberal arts, modified in some cases by the requirements of the pre- commerce course. As in the cases of the collegiate schools of business who control the curricula of the Freshmen, there are requirements in abundance, but there is little correlation of any very advanced type, and, in particular, there is little evidence of a definite plan to give the citizen-business-administrator a coherent view of the society in which he lives. Probably the most ambitious plan in this latter respect is the Freshman course in Contemporary Civilization at Columbia University. By way of summary of this part of the report there continually came before the minds of the members of the Commission such questions as these: How many of us really believe business educa- tion can be conducted as a coherent whole ? Are our business cur- ricula worked out in terms of fundamentals, or are they what could CORRELATION IN COLLEGIATE SCHOOLS 43 be secured from an Arts faculty, or are they collections of '' courses on business subjects"? Can correlation between secondary school and the collegiate school of business be brought about until there is some fairly generally accepted hypothesis concerning what would be involved in an organic business training? In this matter are not the social studies on precisely the same basis as all others ? CHAPTER VII THE ADMINISTRATIVE REORGANIZATION OF OUR SCHOOL SYSTEM The administrative reorganization of the elementary- and secondary- school systems has a significant hearing upon secondary social-science studies in relationship both to general education and to business educa- tion. It raises also problems of correlation of the secondary-school system with collegiate and professional school work. Enough has been said to make it reasonably clear, first, that the situation with respect to social studies is far from satisfactory in our educational institutions, second, that the whole matter is now under serious consideration and that modifications are prac- tically certain to occur. But it is not merely the social studies which are in the melting-pot. Other studies are there also. There also will be found the whole scheme of organization of our American educational system. This is not an appropriate occasion for a review of the history of our educational system. For a variety of causes that system has taken a form which may be described as an end-to-end joining of an eight-year elementary school, a four-year secondary school, a four-year college course (frequently shortened when taken in connection with a professional course), and the professional school. For a variety of reasons this organization is under criticism, and has indeed been under criticism from the time of President Eliot's attacks upon it in the late eighties and early nineties. The out- standing aspects of that criticism for our purposes are these : a) With the lengthening of the average period of school attend- ance per year, a six-year elementary course is sufficient. Its con- tinuation as an eight-year program has meant an undue and ineffec- tive inflation of the elementary subjects in order to occupy the time available. The result has been formahstic presentation of 44 ADMINISTRATIVE REORGANIZATION 45 subjects, wasted time in the educational process, intellectual nausea on the part of its recipients, and wholesale desertion by the students in later years over and above any amounts justified by the eco- nomic situation of the families concerned. As has been pointed out by the Commission of the Reorganization of Secondary Educa- tion, "At present only about one- third of the pupils who enter the first year of the elementary school reach the four-year high school, and only about one in nine is graduated. Of those who enter the seventh school year, only one-half to two-thirds reach the first year of the four-year high school. Of those who enter the four- year high school, about one-third leave before the beginning of the second year, about one-half are gone before the beginning of the third year, and fewer than one-third are graduated. These facts can no longer be safely ignored."^ b) With the increasing complexity of our social organization, the increasing range of our intellectual pursuits, and the increasing intensity of modern Hfe, the high schools — those colleges of the common people — have looked with longing eyes upon the seventh and eighth grades which are largely wasted under our present system, and in some cases have coveted the first two years of college work.^ The pressure of the high-school curriculum upon the time available in the ordinary four-year course is shown by the fact that the average high school in the territory of the North Central Association offers more than twice as many units of work as are required for graduation, and the larger schools offer from three to four times as many. School administrators, laboring under such pressure, are not likely to be patient with wasted opportunities in the earlier grades. c) It is contended that an arrangement of work which termi- nated the elementary school at the end of six years, and followed ' The percentages of the whole number of students enrolled in each grade of our educational system run about as follows: elementary, 91.03 per cent; secondary, 7.13 per cent; higher, 1.84 per cent. ' The junior-college movement is a far more significant aspect of the general problem imder discussion than this brief mention would indicate. 46 SOCIAL STUDIES IN SECONDARY SCHOOLS that by a three-year junior high school, and then set up a three- year senior high school, would be more in accord with the psycho- logical development of the child than is the present arrangement. While this is disputed territory, the Commission on the Reorganiza- tion of Secondary Education appointed by the National Education Association, after a thorough investigation of the whole situation definitely recommends the reorganization of the school system on the 6-3-3 basis. d) The present arrangement is particularly under fire from the professional schools. They contend that both from the point of view of the welfare of the individual and from the point of view of society's interest in the case people should begin their professional training at least two years earHer. In some cases this elimination of the two years has taken the form of ehmination by the ax.^ It is today quite a common occurrence for the professional school to reach back to the end of the Sophomore year in college without any particular reference to the training that has occurred up to that time, except for a few specific requirements. If this reaching back is to occur — and it clearly is — it is much better to have it occur on the basis of a reorganization of the preceding work on sound educational principles, rather than on the basis of the weight and keenness of the ax. e) European experience is also cited in criticism of our old scheme of organization. This requires no comment. It is true that our system stands alone. As has been intimated, the first clear plea for a comprehensive reorganization was voiced by President Eliot in the late eighties and early nineties. Within the last ten years the movement has been given great impetus. In the form of the so-called 6-3-3 or 6-6 arrangement, it has been definitely recommended by the ' From one point of view, this is hardly a fair statement of the case. Frequently what has happened is that two years of college work have been made a prerequisite where formerly only high-school graduation was required. The statement as it stands is, however, worth retaining if it aids in making it clear that the professional schools are, in the main, of the opinion that our educational system must be reorganized so as to have a thorough general education by what is now called the end of the Sopho- more year in college, and that they will co-operate heartily in no other program. ADMINISTRATIVE REORG.AOTZATION 47 Commission of the National Education Association. It has been more or less assumed by the various educational committees which have reported in recent years; it is actually occurring with con- siderable rapidity in our various communities. In 1913, 13 per cent of the high schools of the North Central Association territory had taken on junior high schools; today over 25 per cent have assumed this form; and competent observers predict that the majority of the secondary schools of the country will be organized on this basis in the not far distant future. True, in many cases this reorganization has been a mere admin- istrative form, but this is not of the essence of the case. Properly understood, this so-called 6-3-3 or 6-6 arrangement or any other Grades i to 6 7 8 9 10 II 12 ^^ .... ** ^ ^ ~ Elementary Junior Hign School ,,_ ._^^«,— .-.• — -— — — — — ■ — — — Senior High School College and Professional School comparable plan means far more than the administrative device of taking two years away from one organization and bestowing them upon another. It contemplates the entire reorganization of the curriculum to the end that without loss of training (its advocates claim there will be a gain) two years of time may be saved and students may be carried by the end of the twelfth grade to approxi- mately the position now reached by the end of the Sophomore year in college.* Clearly enough, the movement is on and is on vigorously. So far as we can now see, the educational system which will result may be crudely represented by the above diagram. A fairly coherent and unified system of training in fundamental processes in the elementary schools will be followed by the junior high school, in which it is at least desirable that the basic consideration shall be ' Preliminary experiments have already been conducted in this field with the result of saving one year of time, and experiments are well under way to bring about the saving of another year. 48 SOCIAL STUDIES IN SECONDARY SCHOOLS training in citizenship, with the beginnings of specialization occur- ring only in the later stages of that school. This will be followed by the senior high school in which, parallel with the college- preparatory course so called, will certainly go very considerable ranges of vocational training. The college and the professional school will receive the graduates of the senior high school, who will bring an equipment comparable with that possessed by the present Junior in college, if the reorganization works out success- fully. Although it forms no essential part of this report it is worth passing notice that this situation is as interesting to the liberal arts college as to the professional school. General reason- ing and such experiences as those of Cahfornia indicate that the reorganization will mean expanded opportunity for all forms of collegiate education. The bearing of all this upon collegiate and professional school curricula is so obvious that he who runs may read. The rapid development of our high schools, the growing insistence upon the completion of at least a high-school education, the recognition of the fact that our high schools must prepare their pupils for Hfe, with minor emphasis upon college requirements, make it quite clear that the college of the future must more and more accept the responsibility of providing suitable continuation work for these high-school graduates. Some endowed institutions in certain parts of the country may avoid this situation for a time, but in the main the college will have to take the raw material which comes to it, and do what it can with it. Apparently the time is upon us in which we must choose between two courses of action: (a) that of making our contribution to the reorganization of our educational system to the end that all parts of the system may work co-operatively in the solution of common problems; or (b) that of standing aside and letting matters take their own course, with the possible result that after a period of sterile sulking we shall perforce adjust our colleges to a situation which has crystallized in undesirable form. CHAPTER VIII THE PROPOSAL OF THE COMMISSION The Commission proposes a program of social studies for the iunior high school which it believes to he more fundamental and far- reaching than the other proposals which have been made. Such a program will profoundly affect the work of the elementary school and oj the senior high school. The junior high school is, however, the strategic point for an attack at the present time. We now pass to the main task of this report, the formulation^ of a proposal for social studies in the secondary school — a proposal so drawn that its accomplishment will both serve the needs of the student who never passes beyond the secondary school and form a sound basis for correlation of collegiate and secondary work in the field of the social sciences. As indicated earHer our atten- tion will be centered on the junior high school program. The pro- grams of the elementary school and the senior high school will be given very brief treatment. It will facihtate study and criticism of this proposal to set forth at this time the considerations which were in mind during its formulation. Briefly stated these considerations were as follows: I. The organization of social studies in the public schools should be in terms of the purpose of introducing those studies. Their purpose is that of giving our youth an awareness of what it means to live together in organized society, an appreciation of how we do live together, and an understanding of the conditions precedent to living together well, to the end that our youth may develop those ideals, abilities, and tendencies to act which are essential to effective participation in our society. The range of 'The Commission acknowledges indebtedness to the work of the "Briarcliff Conference" held in May, 192 1, under the auspices of the Commonwealth Fund. 49 50 SOCIAL STUDIES IN SECONDARY SCHOOLS this statement is very broad. For example: the contribution of knowledge and physical environment to our social living is quite as worthy of attention as are the principles of economics or govern- ment. Parenthetically, it may be noted that, ''awareness," "appreciation," and "understanding" come only when descriptive facts are presented in their relationships; 2. The question should not be "how to put the social studies into our curricula" but ''how to organize our curricula around social objectives." This Commission beheves that the social studies should be the backbone of secondary education, with which all other studies and school activities should be closely articulated according to their contributions to the social objectives of education. Since each individual must be a citizen and as such must participate in group action, the social studies should be represented in each grade of education, and every pupil should have at least one unit of social study in every year of the school course. As for the specific junior high school courses mentioned below on pages 53-59, the commission does not attempt to decide whether they should be unit courses or half-unit courses. Possibly they should be so drawn as to make either arrangement possible according to local needs and resources. It is essential that we free our minds from any such issue as the claims of history vs. those of economics vs. those of government vs. those of sociology. Those claims will largely disappear in any vital discussion of the contribution of social studies to our social living. These branches of social study are not separable, save for the purpose of emphasizing some particular point of view on social living. 3. The social studies should be directed toward an understand- ing of the physiology rather than the pathology of social living. This does not mean that pathology is to be disregarded, but it does mean that it should not occupy the center of attention. Such a position does not reject the "problem method" of instruction. That method should be quite freely used; but it should be directed toward understanding the anatomy and physiology of society. THE PROPOSAL OF THE COMMISSION 51 The center of attention should be our social living in this country and how it came to be what it is. Just what should occupy this center of attention is the essence of the problem. There will presumably be put in the background of attention (but it is still in the field of attention) some material now occupying a prominent place in our social studies. Such background material should be presented (a) in required courses only to the extent to which it contributes significantly to the understanding of our social living and (b) in elective courses. 4. Any program of social studies which hopes to be successful must be drawn with consideration for vocational needs. This suggests no conflict of interests. Men work together in organized society. Vocational training will be greatly improved — even as a "money-making" matter for the individual— by the right kind of social study backbone. Specialized studies should not be allowed to supplant fundamental courses. 5. The program of social studies which is drawn with recogni- tion of the great losses in our student constituency in certain years seems likely to accomplish the greatest good for the greatest number, provided this does not mean too great weakening of basic training. It will be found that the program later proposed recognizes that students drop out every year but it does not neglect to provide for continuity and progression. 6. The reorganization which is now in process m our educational system (which opens up the seventh and eighth grades for the intro- duction of new material) justifies a somewhat daring attempt to think through, as a coherent whole, our presentation of secondary- social studies, without too much regard for traditional claims or customary practices. More specifically, there is here an oppor- tunity to introduce social study rather than specialized branches of social studies. The material on page 47 shows the attitude of the Commission with respect to the probable future of our educational system. 7. An effective program of social studies will be organized in terms of the psychology of learning. The average child of the 52 SOCIAL STUDIES IN SECONDARY SCHOOLS seventh grade is at least beginning to have a social consciousness. His mind is reaching out to understand his relationships to other people and to society as a whole. The fact that he is not aware of his developing attitude does not interfere with making use of this interest. The unfolding of the social studies should not be too rapid to allow the student to build up an apperceptive basis for his thinking. Accordingly the program suggested passes (i) from a seventh- grade discussion of types of social organization and some condition- ing factors of the types, (2) through an eighth-grade survey of the development and practices of our modern social organization, (3) to a ninth-grade discussion of principles of social organization, and (4) ultimately to a senior high school discussion of social science material in somewhat more speciahzed terms. Such a develop- ment will contribute markedly to "givmg our youth an awareness of what it means to live together in organized society, an apprecia- tion of how we do live together, and an understanding of the conditions precedent to living together well, to the end that our youth may develop those ideals, abilities, and tendencies to act which are essential to effective participation in our society." 8. The program of social studies which is drawn in such a way as to minimize administrative difficulties, will, other things being equal, be most rapidly introduced. So much for background considerations. As a statement prefa- tory to the junior high school proposal, it is assumed that in the first six grades students have acquired certain tools and methods of study, and that they have been given a body of material in history, community civics, and geography which will serve as a foundation for the studies suggested below. It is recognized that the successful introduction of such a junior high school program as is sketched below would in time influence rather profoundly the work of the first six grades. But that is another story. THE PROPOS.\L OF THE COMMISSION 53 A SUMMARY VIEW OF THE PROPOSED JUNIOR HIGH SCHOOL PROGRAM IN SOCIAL STUDIES It will facilitate later discussion to present at this point, without explanation or supporting argument, a summary view of the pro- posal as a whole. This summary view will present, in specific terms, only the work in social studies. SEVENTH GRADE 1. Geographic bases of (physical environment with relation to) United States development 2. Social science survey (types of social organization) a) Simple industry and simple society b) The transforming effects of scientific knowledge 3. Other studies, correlated so far as may be practicable with the social-study material EIGHTH GRADE 1. The opening of the world to the use of man 2. Vocational survey, the individual's place in our social organiza- tion (presented in functional terms so that it may contribute to an understanding of our type of social organization) 3. Other studies, correlated so far as may be practicable with the social study material NINTH GRADE 1. The history of the United States (presented with "citizenship material" occupying the center of attention) 2. Principles of social organization (economic, political, social) 3. Other studies, correlated so far as may be practicable with the social study material 4. A general survey of business administration, elective A DETAILED VIEW OF THE WORK OF THE SEVENTH GR.ADE The work of this grade sets out consciously to "give our youth an awareness of what it means to Hve together in organized society, an appreciation of how we do hve together, and an understanding of the conditions precedent to Hving together 54 SOCI.\L STUDIES IN SECONDARY SCHOOLS well." Its emphasis is upon the first and third of these propo- sitions, without at all neglecting the second. The survey of types of social organization in simple societies emphasizes the first; the survey of the transforming effects of scientific knowl- edge, the work in geography, and the work in science emphasize the third. Of course, there is no intention of making a sharp differentiation in treatment. The foregoing statement of purpose may be stated differently. The work of this grade seeks to sweep together, into a somewhat organic whole, the social-study work of the first six grades, and to take a further step in generalized thinking in the field. The work in geographic bases of (physical environment with rela- tion to) United States development is designed 1. To bring into an organic whole the preceding work in history, civics, and geography in such a way as to 2. Show the importance of physical enviroimient with respect to conditions precedent to living together well and to 3. Prepare the way, in terms of principles, for the work of the next two grades and to 4. Give the student who can go no farther a significant contri- bution to his " appreciation of how we five together and under- standing of the conditions precedent to Hving together well." The social-science survey of types of social organization is designed 1. To bring into an organic whole the preceding work in history, civics, and geography in such a way as to prepare the way, in terms of principles, for the work of the next two grades. 2. To lay a comparative basis for the later more careful survey of the evolutionary development of the functioning social structure. 3. To give the student who can go no farther a significant con- tribution to his "awareness of what it means to live together in organized society, appreciation of how we do live together and understanding of the conditions precedent to living together well." THE PROPOSAL OF THE COMMISSION 55 The suggested method of presenting this social science survey material is as follows: 1. Present a series of snapshots of simple types of social organi- zation such as The life of Neolithic man The life of the Iroquois The Hfe of nomads Life in a medieval manor Life in a medieval town Life in a modern secluded mountain district Life in a frontier mining camp in which the student can see how such matters as education, religion, health, social control, economic activities, etc., (these are only samples) were cared for and can begin to see wherein our ways of caring for such matters are different, if different. This comparative study should be directed toward bring- ing out certain concepts, of which the following may be taken as samples (they are only samples) : self sufficiency vs. interdependence; customary vs. competitive methods; non-exchange vs. exchange society; non-industrial vs. industrial society; the shifting emphasis in social control; the modern co-operation of specialists — all with the idea of leading the student to "generalize" his knowledge and with the further idea of preparing him for the study of "principles " in the ninth grade. 2. The latter part of the survey is to be devoted to showing the contribution of knowledge "to our living together welV and how that reacts upon the type of social organization. This should be no mere threadbare account of the industrial revolution: it should be an account of the transforming effects of science on our ways of Hving together. Notice that the way has been prepared by the student's work in science, if science is offered in this grade. 56 SOCIAL STUDIES IN SECONDARY SCHOOLS A DETAILED VIEW OF THE WORK OF THE EIGHTH GRADE There is presumably no need for a detailed statement of the general purpose of the work of this grade. It is obvious that, in addition to caring properly for those who must drop out at the end of the year, this grade must (a) begin to give many students a rational basis for selection of vocations and {b) continue the preparation for the more generalized social study of the ninth grade. The work in "The Opening of the World to the Use of Man" is designed 1. To knit together and to build upon the social-science survey and geography of the preceding grade in such a way that the student will get as a part of his mental machinery — as tools of which he will make conscious use — concepts of change, development, and continuity. 2. In respect to factual background, to give the student some appreciation of the long, hard trail the human race has cHmbed; to let him see the emergence of Western civiHzation, its spread over the earth and its contacts with other civiliza- tions. 3. To give the student the "world-background" against which the history of his own country (ninth grade) may be seen in perspective and to make him "cosmopolitan" and "interna- tional" in a wholesome sense of those words. The vocational survey (the individual's place in our social organiza- tion) is designed I. To give the student an opportunity (upon which their experience has caused so many school men to insist) to think through in specific terms his own possible contribution to social living. Whether this results in his actually "choosing a vocation" matters Httle, if at all. Out of it, he should get a clearer notion of the quaHties making for individual success in the process of social Hving. THE PROPOS-AJL OF THE COMMISSION 57 2. To give this, however, not as a set of maxims and preach- ments and not as a set of "job analyses" but as'a survey of the activities (emphasizing here economic activities without neglecting political and social considerations) which are carried on in our type of social organization, and 3. To do this in such a way that he will glimpse an economic organization in which activities are in terms of social purposes. By way of illustration. The student who sees the "undiffer- entiated" medieval trader split up as time goes on into transporter, insurer, financier, seller, etc., will have a differ- ent conception of the work of railroads, insurance companies, banks, etc., from the one he would have had after an uncon- nected "study of occupations." In other words, the voca- tional survey is designed to give the student a more thorough and specific conception of our social organization as it actually operates in our "Hving together." A DETAILED VIEW OF THE WORK OF THE NINTH GRADE Here, also, a detailed statement of general purpose may be omitted. Looking back over the junior high school curriculum, this year's work seeks to knit together the preceding work {a) in terms of principles, and {h) in terms of their application to citizenship in our own country. Looking forward to the work of the senior high school, this year's work seeks to pave the way for the more specialized presentation of the social sciences. The work in the history of the United States (presented with "citizenship material" occupying the center of attention) is self-explanatory, if it be kept in mind that the ideal is that of bringing the social-science work of the preceding grades, as well as that of this ninth grade, to a focus in this account of the development of our own social Hving together. Such a statement indicates the kind of history which is to be presented. The work in principles of social organization assumes that the student has been given sufficient factual background and has 58 SOCIAL STUDIES IN SECONDARY SCHOOLS attained a sufficient maturity to enable him to view our social living in terms of principles rather than in terms of types or of practices. It asks the student to do, as a conscious matter, a most fundamental thing, namely, seek relationships on a scale which will give him an organic view of our social living. He is asked (so far as he may now be able) to formulate consciously the principles of social living which should guide him in later years. It is to be noticed in passing that no such opportunity now exists in any stage of our school curriculum. It is con- ceivable that the first draft of this will have to be in three parts (i) economic organization, (2) political organization, (3) social organization not otherwise handled. But it is hoped and expected that it may be done not as three parts but as one unified whole. While it forms no part of the basic material, the elective work (for those who plan to take the so-called commercial course) in Survey of Business Administration deserves passing notice. It should dovetail both with the vocational survey of the preced- ing grade and with the work in Principles of Social Organization of this grade. It should provide the sadly lacking unifying element in the present miscellaneous collection of "commercial courses." It should be of distinct vocational service for the stu- dent who can go no farther and it should pave the way for a higher standard of "commercial courses" in the senior high school. A HINT OF THE PROGRAM OF THE SENIOR HIGH SCHOOL The foregoing sets forth the material on which the Commission particularly covets discussion, but it is worth while to suggest something of its bearing upon the senior high school program. It is assumed that in each year of the senior high school, some social-study work will be required and that the work will be presented in more speciahzed (scientific ?) form than it was in the earlier grades. The following statement gives merely a suggestion of possible courses in the field of economics and business. Perhaps it THE PROPOSAL OF THE COMMISSION 59 contains hints for other fields of study. The Commission believes that our larger high schools, at least, might in time offer considerable choice of courses in the fields that we now designate as pohtical science, history, psychology, and sociology. 1. The financial organization of society and the manager's administration of finance. 2. The market organization of society and the manager's administration of the market. 3. The position of the worker in our society and personnel administration. 4. The evolution of our economic society. (Note that this is vastly more than a "History of Commerce" and vastly more than the typical "Industrial History.") 5. Accounting (not merely as bookkeeping but also as an instrument of control in the hands of the executive). 6. Business Law (as a manifestation of social control of business activity and as a facilitating aid of business). 7. Such technical courses as may be expedient. An illustration is shorthand and t3^ewriting. 8. Theories of value and distribution. 9. Government and industry. THE PROGRAM OF THE FOUR YEAR HIGH SCHOOL Whatever may be in store for the future, there can be no doubt that the 8-4 form of organization of our public schools is today the dominant one, and the Commission quite recognizes that it might well have worked out in detail a four-year program of secondary- social studies. The reasons why it did not do so have been given in its introductory statement on page i. It believes that just at this juncture, its best service can be rendered by focusing atten- tion upon the 6-3-3 plan. It points out in passing, however, that from the social study material outlined on page 53 of this report there is much material (a full four-year schedule, indeed) which the four-year high-school administrator wiU find available 6o SOCIAL STUDIES IN SECONDARY SCHOOLS for his use. Just what he will choose to use will of course vary with varying local conditions. As a means of making the program suggested above readily comparable with other proposals which have been made, the outline on page 6i is presented. In connection with such a program as the Commission has sketched, there is a great opportunity for service on the part of our collegiate schools of business. Some ways in which we may serve are not far to seek. Granted that we are ourselves in an attitude of co-operation, every collegiate school of business will find many opportunities to carry that co-operation into effect. The following list represents the more obvious of the opportunities before each institution: 1. We should not neglect the contribution which comes from mere discussion and the spread of information and of points of view. A faculty which develops an awareness of the character of the prob- lem which is upon us, and a willingness to play its part in the drama, has a thousand opportunities, in the classroom and outside it, to exercise responsible leadership. 2. We may well give careful attention to our collegiate school of business entrance requirements, planning them so as to stimulate development in socially defensible channels. The influence of a system of entrance requirements which does not indulge in mulish opposition to a movement that is certainly fundamental in our educational system, but which looks toward co-operation in solving common problems, can hardly be overestimated. It breaks down at once the prejudices of both the secondary and the collegiate educator, and clears the way for constructive action. 3. In this connection we may well give much thought to our own collegiate curricula in business. He would be either a very wise or a very foolish person who would attempt to predict the precise form of these curricula after the reorganization in our educa- o o w T3 o •^1 i's.a 8-5^ r3 = T3 .S o a u ad o g ^ a rn & •n n s is U !« fn tn a F- tsO 4) p-o .5 •-' 3 o ^-' pg ■*-» a in rt TO rv Q, ^ OJ -T-I ^ u c o > -■13 ^M u 2 o o 5^ = S CL. ^S iS. ^ W-T3 A 0) a i rt 2^ 4-1 ^ •0 "^•^ a (U a ■S^ :^« " u, J3 .2 4> bo g. a o to •" a o 3 I) M 4J 1 a >.a a< P „ o p , ^ « a ' 3- ^3 , C M -11 o a J2 E =2- a g «j 5 rt CO V -M n-S" "^ 3 « pa p ° .5 tn 0 > u <«2 c u p a ■^ S T3 B:S V a p 2^, .-:=. w ^ u ,!> a p - u ^ it a a o V a V a s 3 cj > d CJ -J' ,2? E ffi .2-7 c •*-» u O •r" p^ u n ^2 2^ O :n V •a H ■■B 3 O o be O -w c >P C CJ .2 0^ o .S « w V) "-• 3 ■p-S-p H 2 -a p p C a)C/3 C a> u =s 3.ti CXaa a o a to V QJ O a- O .J. >.-r- T-] W >» .1-1 ^ V-" 2 ^ c4 ^ ^'^^ j= ■'^^ H 3 4-t A o s-a£^"pi VO.C P OS ^ C en 4j C p"5)_'C.y •^ .2 boE 2.SS.a-5 p 5 3.Sa C— != « 3 H c/} u _• a »j 3 t« c] 4) ** S3 S^aPt *? Si a 01 O U — o > j3 bCC ci 2 P-O S I. rtC " 5. >> C u ui p „ =i^.y w o u ■ J3 u a >^ ^ p « ■" > o-P E3 O u a a -n Ii ° ^ en p 2 S •T3 4) p.2„E rt ~ U3 a > eJ B J3 t; Q ■•B p. MOO o) •)t-l 1> *l J3i2 O 2 S ad JJ ^3=2 2^u E « -u . „ u2>2< (/2 o O .— C/2 ^ - ^ '^ a ° cc/: o tl P 'S 4j -*-* 3 "^ E--W >o 5-p ai3& M o(/2 Id w o dU o^ 3 •O ^W a t_.P » P'u ■all- Is 3 a 5 .20 3 Sw 3 ills 1-3 "^E u P ^o P>" o P P-P p a y << •3.2'« c u w a E P.2-S P K bO 3 3 A'^ d.2 o ■C 2 ' 4) a Ij 23-24. 68 SOCIAL STUDIES IN SECONDARY SCHOOLS Williams, L. L. The Early History of Commercial Education in America. MSS. c) Need and Value of Secondary Commercial Education Brett, G. P. Need of Commercial Education. Independent (April 4, 191 2), LXXII, 728-30. Bryce, James. Commercial Education. North American Review (June, 1899), CLXVIl, 695-707. Capen, H. S. Increasing Importance of Commercial Education in United States. Federation Herald (March, 1915), I, 7-9. Carpenter, F. O. Industrial and Commercial Training in Public Schools. Education (December, 1905), XXVI, 191-202. CooLEY, E. G. The Need of Vocational Schools in the United States. Address: Commercial Club of Chicago. Curtis, John W. The Necessity for High-School Commercial Courses. Manual Training and Vocational Education, XVI, 593-98. Dewey, M. High-Grade Business Schools a PubUc Demand. National Education Association Journal of Proceedings and Addresses, 1896, pp. 832-33. Duncan, F. C. Commercial High School as a Public Asset. Journal of Education (September 14, 1911), LXXIV, 259-60. Ellis, C. B. Commercial Education in Secondary Schools. Education (June, 1902), XXII, 631-37. FousT, J. L. The Expediency of Conducting a Commercial Course in Our City High Schools. Kentucky Educational Association, 1910, p. 109. Frances, J. H. The Claims of Business Education to a Place in Our Schools. National Education Association Journal of Proceedings and Addresses, 1899, pp. 1008-15. Gallagher, R. E. Higher Aspects of Business Education. National Educa- tion Association Journal of Proceedings and Addresses, 1893, pp. 796-98. Hancock, John A. Social Demands in Education. Proceedings of Minnesota Educational Association, January i, 1908. Harmon, J. L. Conamercial Education. Kentucky Educational Association, 1915, p. 149. Herrick, C. a. The Educational Value of Commercial Courses in High Schools. Address before Massachusetts State Teachers' Association, October 27, 1905. University of Chicago Press, 1906. Reprint from School Review, February, 1906. . Commercial Education as a Branch of Vocational Training. Penn- sylvania School Journal, LIX, 82. APPENDIX 69 James, Edmund L. A Plea for Commercial High Schools. New York, 1893. Johnston, Charles H., and others. The ]\Iodern High School. Scribner, 1 914. Chap. ii. Education as a Social Enterprise. By David Snedden. McCoNAUGHY, James Lukens. The Social Aim of Education, Journal of Education (April 22, 191 5), LXXXI, 423, Martin, S. O. Practical Commercial Education. Address: Fifth National Foreign Trade Convention, 1918. Packard, S. A. A Talk on Business Education. New York, 1890. Pelton, Guy M. What Can Commercial Education Do for Social and Civic Welfare. University of Illinois, School of Education, High School Con- ference Proceedings, 1917. Bulletin No. 19, pp. 143-44. RoBisoN, Emily, Vocational Education and Guidance of Youth. An out- line for study. H. W. Wilson Co., 191 7. Pp. 26-30. Rochester Chamber of Commerce. Survey of Needs in Commercial Education. 1915- Scudder, Myron T. Duty of Public-School System with Regard to Business Training. National Education Association Journal of Proceedings and Addresses, 1901, pp. 740-47. Slinker, Clay D. Some Measurements in Commercial Education. Business Educator (191 8), XXIV, 21. Spencer, R. C. National Conservation, Business Education, and American Citizenship. National Commercial Teachers Federation, 1910. P. 73. Value of Commercial High Schools. World's Work (February, 1905), IX, 5880. d) Relation of Commercial Education to the Business World American Bankers Association. Extracts from Letters concerning Commercial Education. New York, 1892. Atherton, L. What Is Demanded of the Boy Entering the Business World. Federation Herald, I (191 5), 81. Barker, J. D. High School for the Boy Entering Business. Journal of Education (January 30, 1908), LXVII, 122 ff. Betts, George Herbert. Social Principles of Education. Scribner, 191 2. Especially pp. 101-5. Boston Chamber of Commerce. Report on Commercial Education to the Committee on Education. 1913-14. Brown, H, B. Genius of Business. National Education Association Journal of Proceedings and Addresses, 1908, pp. 872-76. Burgess, L. C. Co-operation of School with Business. Proceedings of South Dakota Educational Association, 191 7, pp. 206-15. 70 SOCIAL STUDIES IN SECONDARY SCHOOLS Chicago Merchants' Club. Commercial High Schools. March 9, 1901. Cody, Sherwin. Best Jobs for Best Pupils: How America's Business Men Cure Evils of Our School System. Forbes Magazine (February 16, 1918), I, 589-91. Dahm, E. F. Modifications in Commercial Training Suggested by Present World-Conditions. National Education Association Journal Proceedings and Addresses, 1917, pp. 326-32. Dill, James B. Education: An Element of Business Success. Associated Academic Principals of New York Proceedings, 1900. New York State University High School Department, Bulletin No. 12, April, 1901, pp. 605-21. DoDD, Alvin E. What Chambers of Conmierce Can Do for Vocational Education. Issued by National Society for the Promotion of Industrial Education, 1913. Education and Business. Special Number of School Review, September, 1903. Fahey, John H. Appeal to Business Men. Journal of Education, LXXXIV, 67. Faunce, W. H. P. Evolution of the Business Man. Western Penman, September, 1901. FoRGAN, David R. What Business Men Want Young Men to Know. Uni- versity of Illinois Bulletin, III (1906), No. 8, Part III. Gage, Lyman L. Reasonable Expectations concerning Business Education. National Education Association Journal Proceedings and Addresses, 1898, pp. 863-67. Gilbert, W. H. What the Business World Demands of Our Graduates. National Commercial Teachers' Federation, 1913, p. 55. Hammond, L. L. What Business Demands in Our Graduates. Pennsylvania State Educational Association. Pennsylvania School Journal, 191 5, pp. 271 £f. Harlan, Rolvix. Modern Business Ideals. Proceedings South Dakota Educational Association, 1917, pp. 206-15. Healey, Horace G. What Business Men Demand of Graduates of Com- mercial Schools. National Education Association Journal Proceedings and Addresses, 1910, pp. 855-60. High-School Graduates in Business. Statistics, Commercial Department, Springfield, Massachusetts, High Schools. School Journal (June, 1908), LXXV, 780. Holdsworth, Dr. J. T. Commercial Education. Address before Cleveland Association of Credit Men. New York, 1913. APPENDIX 71 Horn, P. W. What One Merchant Expects of the Young People He Employs. Journal of Education (September 3, 1914), LXXX, 178-79. James, Edmund J. Address on the Education of Business Men. New York, 1891. . Education of Business Men, Part III. The Establishment of Commercial High Schools. American Bankers Association Report, 1893. Jenks, J. W. Citizenship and the Schools. Holt, 1906. Johnston, Charles H., and others. The Modern High School. Scribner, 1914. Chap. ii. Education as a Social Enterprise. By David Snedden. JOPLIN, J. P. The Business-College Graduate in the Business World. Federa- tion Herald, I (1915), 91. Kaup, W. J. High-School Training Should Meet Commercial Needs. Uni- versity of State of New York Education Department Bulletin No. 481, (1910), pp. 89 ff. Krebs, J. Commercial High-School Graduate. Pennsylvania School Journal, 1918, p. 331. Lapp, John A., and Mote, Carl H. Learning to Earn. A plea and a plan for vocational education. Bobbs-Merrill, 1916. Pp. 116-42. McLain, G. a. What Does the Business Man Expect of the Business-College Graduate? Arkansas State Teachers' Association, 1916. Educational Bulletin, I, No. i, pp. 273 S. Magazine of Commerce, October, 1903. American versus English Methods in Business. Manley, E. Remote Relation between Education and Business. School Review (September, 1903), XI, 563-71. Mayman, J. Edward. Business and Education. American Teacher, VI (1917), 82 fif. Mehan, J. M. Business Training Good and Bad. National Education Association Journal Proceedings and Addresses, 1894, pp. 980-83. Moran, S. a. Specialization with Expert Instruction Requisite to Meet the Needs of the Business World. National Education Association Journal Proceedings and Addresses, 191 2, pp. 1088-93. MuNFORD, Howard M. Bridge Connecting Schoolroom with Business Office. Federation Herald (June, 1915), I, 72-73. MuNROE, J. P. The Business Man and the High-School Graduate. New York, 1913. National Society for the Promotion of Industrial Education. Vocational Survey of Minneapolis. U.S. Department of Labor Bulletin No. 199, p. 489. 72 SOCIAL STUDIES IN SECONDARY SCHOOLS New York Chamber of Commerce. Report of Special Committee on Com- mercial Education. New York Chamber of Commerce Press, 1899. Neystrom. What the Business Man Has a Right to Expect from the High School. Northwestern Wisconsin Teachers' Association Proceedings, 1914, p. 88. O'Brien, Frances P. The High-School Failures. New York City Teachers College, Columbia University, 1919. Contributions to Education No. 20, vn, 97. Pearson, M. E. An Education for Business. National Education Associa- tion Journal Proceedings and Addresses, 191 2, pp. 1046-50. Person, Harlow S. Industrial Education. Houghton, 1907. RowE, H. M. What Shall the PubUc School Do for the Commercial Student and for the Business Man Wanting Help in His Office ? National Educa- tion Association Journal Proceedings and Addresses, 1904, pp. 655-60. Springer, Durand W. Business Education. National Education Associa- tion Journal Proceedings and Addresses, 1898, pp. 857-63. Thompson, F. W. Commercial High Schools and the Business Community. School Review, XVHI (1910), i-ii. Walker, J. B. What Should Be the Education of a Business Man ? National Education Association Journal Proceedings and Addresses, 1905, pp. 674-78. . What Can the Business College Do to Meet Better the Require- ments of the Business World ? National Commercial Teachers' Federa- tion, 1913, p. 42. Warren, William M. Business Is Only Business. Journal of Education (September 16, 1909), LXX, 259. Weld, L. D. H. Correlating Education with Business. University of Illinois, School of Education, High School Conference, 1918, pp. 148-51. What Vocational Education Is Needed for Office Work. Tables, U.S. Bureau of Labor Statistics Bulletin No. 199, pp. 489-505. Vocational Series No. 4, December, 1916. Winkley, Robert L. Mental Training for Business Life. Journal of Education (June 28, 1906), LXIV, 28. Women's Educational and Industrial Union, Department of Research. The Public Schools and Women in Office Service. 191 3-14. Woodward. Co-operation between the Business Man and the Commercial Teacher. Oregon Voter (January 13, 1917), VIII, 60-63. ZiEGLER, T. H., BuRCH, E. F., HoTCHKiss, W. E., Miller, H. F. The Ideal Scheme of Study for Four Years' High-School Course Considered from Viewpoint of the High School, University, and Business Community. APPENDIX 73 University of Illinois, School of Education, High School Conference Proceedings, 191 2. Bulletin No. 9, pp. 91-106. e) Relation of Commercial Courses to Other Courses in High School Alexaisider, C. E. The Place of the Commercial Department in the Modem High School. Arkansas State Teachers' Association, 1915, p. 225. Baldwin, W. A. The High School — Its Weaknesses and Suggested Modifica- tions. Journal of Education (December 2, 1909), LXX, 565-67. Brown, J. Stanley. Commercial and Industrial High Schools versus Com- mercial and Industrial Courses in High Schools. Journal of Education, LXIX (February 11, 1909), 143-45. Brown, J. S., and others. Place of Vocational Subjects in the High-School Curriculum. National Society for Scientific Study of Education, IV (1905), 2, 6-78. Ellis, C. B. Purpose of a Good Business Department in a Public High School. School Review, XI (1903), 123-37. Grant, R. A. Short Commercial Courses in the High Schools. National Commercial Teachers' Federation, 1913, p. 151. Green, James Moore. Relation between General and Commercial Educa- tion. National Education Association Journal Proceedings and Addresses, 1907, pp. 899-903. . Attitude of Academic High-School Teachers toward Students of Commercial Department. National Education Association Journal Proceedings and Addresses, 1910, pp. 868-72. HiMMELHEBER, Agnes. Scope, Opportunity, and Relation of Commercial Course to High-School Work. Maryland State Teachers' Association, 1910, p. 83. Irish, Cyrus W. Place of Commercial Studies in the High School. School Review (September, 1902), X, 550-57. Johnson, Emory R. Business Education in the High School. National Education Association Journal Proceedings and Addresses, 1898, pp. 867-73. Massachusetts Committee on Business Education. Problems of Commercial Education in the Larger High Schools. Report of subcommittee. Journal of Education (July 8, 1915), LXXXII, 9-1 1. Robinson, E. L. Commercial Work in the School: Its Place and Scope. Education (March, 1903), XXIII, 410-18. RowE, H. M. Advantages and Difficulties of Introducing Commercial Branches into Grammar and High Schools. National Education Association Journal Proceedings and Addresses, 1900, pp. 562-66. 74 SOCIAL STUDIES IN SECONDARY SCHOOLS School Review. The Purpose of a Good Business Department in a Public High School (February, 1903), XI, 123-37. Sheppard, James J. Place of the High School in Commercial Education. Journal of Political Economy (March, 1913), XXI, 209-20. . High School of Commerce or Commercial Department. National Education Association Journal Proceedings and Addresses, 1909, pp. 712-15. Thurber, Charles H. Outlook for Commercial Education. High School versus Commercial High School. School Review (April, 1900), VIII, 193-200. f) Discussions of the Commercial Curriculum Anderson, William L. A Well-Balanced Course in Commerce and Industry. School Review, XXII (1914), 455-64; 505-10. Boston, City of, School Committee. Course of Study for High School of Commerce. 19 17. Business Men and the Classics. A Discussion. Educational Review (October, 191 1), XLII, 304-7. Campbell, W. C. Commercial Education: Its Meaning and Practice. Uni- versity of Chicago Thesis, Department of Education, 1910. Carpenter, F. O. Industrial and Commercial Training in Public Schools. Education (December, 1905), XXVI, 191-202. Clark, G. A. Commercial Branches in the High-School Ciu-riculum. Educa- tional Review (June, 1909), XXXVIII, 31-42. Crane, Richard Teller. The Utility of an Academic or Classical Education for Yoimg Men Who Have to Earn Their Living and Who Expect to Pursue a Commercial Life. 1903. Crissy, I. O. What Constitutes a Business Education ? National Education Association Journal Proceedings and Address, 1901, pp. 724-34. . Curriculum of the Ideal Commercial School. Western Penman, April, 1 901. Davis, Allen. Course for Business High School. National Education Association Journal Proceedings and Addresses, 1896, pp. 804-8. . The Business Course Problem. National Education Association Journal Proceedings and Addresses, 1899, pp. 999-1001. DoGGETT, William E. Commercial High-School Course. National Educa- tion Association Journal Proceedings and Addresses, 1900, pp. 555. . Length and Content of Commercial Courses. National Education Association Journal Proceedings and Addresses, 1904, p. 661. APPENDIX 75 Fee, I. B. Business Courses for High Schools of Smaller Cities. National Education Association Journal of Proceedings and Addresses, 191 2, pp. 1065-68. Garbutt, Irving R. The High-School Commercial Course: Its Subjects, Their Practical Educational Value. National Education Association Journal Proceedings and Addresses, 1908, pp. 876-81. Gaylord, E. E. a Practical Commercial Course for a Massachusetts High School, National Education Association Journal Proceedings and Addresses, pp. 686-96. Greenwood, J. M. High-School Courses. Joiurnal of Education (February 10, 1910), LXXI, 148. Herrick, Cheeseman a. Educational Value of the Curriculum for a Second- ary School of Commerce. National Education Association Journal Proceedings and Addresses, 1900, pp. 543-49- James, Edmund J. Philadelphia's Need of a Commercial High School. Read before Educational Club of Philadelphia, 1894. Johnson, Emory R. Business Education in the High School. National Education Association Journal Proceedings and Addresses, 1898, pp. 867-73. Jones, Conner T. The Two- Year Commercial High-School Course. Journal of Education (January 20, 1916), LXXXIII, 68-69. ELeenan, Herbert J. Commercial Training. Journal of Education (May 18, 1905), LXI, 535-37. Koch, C. D. Program of Studies for Jimior High Schools. Journal of Educa- tion (October 14, 1915), LXXXII, 346-4?- Laird, R. G. Commercial High-School Curriculimi. Education, XXXI (1911), 456-65. Lakey, Frank E. How to Make the Commercial Course More Efficient. National Education Association Journal Proceedings and Addresses, 1910, pp. 839-45. McCarty, W. J. The Organization of Business Practice and Business Routine and How to Make It a Success in Business High Schools. National Educa- tion Association Journal Proceedings and Addresses, 1916, pp. 370-7S- Meriwether, C. Commercial Branches in the High School. Educational Review (March, 1910), XXXIX, 308-9. Murphy, C. H. Curricula for High Schools of Commerce in United States, with Discussion. National Education Association Journal Proceedings and Addresses, 191 1, pp. 852-55. Paulus, T. E. The Long and Short Commercial Course in the High School. National Commercial Teachers' Federation, 1913, p. 162. 76 SOCIAL STUDIES IN SECONDARY SCHOOLS RowE, H. M. Non-Essentials in Commercial Work. National Commercial Teachers' Federation, 1913, p. 130. Scott, Colin A. The Modern High School. Chap. viii. Socialized High School Curriculum and Courses of Study. By Charles Johnston and others. Scribner, 1914. ScuDDER, Myron T. Duty of Public-School System with Regard to Business Training. National Education Association Journal Proceedings and Addresses, 1901, pp. 740-47. Search, Theodore C. What Are the Most Valuable Secondary Studies for a Business Life. Proceedings of 38th Convention of State of New York. Pubhshed by University of State of New York. Sheppard, J. S. The Essentials of a High-School Course in Commerce. University of Illinois. Vol. Ill, No. 8, Part III. 1906. Showers, F. Co-ordination of Individual and Class Instruction in Com- mercial Branches. National Education Association Journal Proceedings and Addresses, 1907, pp. 894-98. Springer, Durand W. Business Education. National Education Associa- tion Journal Proceedings and Addresses, 1898, pp. 857-63. University of State of New York. Syllabus for Secondary Schools. 1910. Young, James R. Reorganization of the High School. Educational Review (February, 1917), LIII, 122-36. ZiEGLER, T. H. A Four Years' Course in Commercial Subjects. University of Illinois, School of Education, High School Conference Proceedings (i9i3),X, no. ZiEGLER, T. H., Burch, E. F., Hotchkiss, W. E., Miller, H. F. The Ideal Scheme of Study for Four Years' High-School Course, Considered from Viewpoint of the High School, University, and Business Community. University of Illinois, School of Education, High School Conference Proceedings, 191 2. Bulletin No. 9, pp. 91-106. g) Experiments Performed (Classified by Cities and States) Ayer, Fred C. Constructive Survey of Ashland, Oregon. Commercial Training, p. 17. University of Oregon Bulletin No. 11. Baltimore Goes in the Front Rank in Commercial Education in Public Schools. Table Baltimore (March, 1919), XII, 33-35. Boston, Massachusetts, School Committee. Report of the Special Com- mittee on Estabhshing a Commercial High School. Boston, 1905. Commercial School Scholarship, Boston High School of Commerce. Joiurnal of Education (May 6, 1909), LXIX, 495. TiRRELL, W. Summer Apprenticeship at the Boston High School of Com- merce. School Review, XIX (1911), 34-39- APPENDIX 77 Downey, J. E. Education for Business: The Boston High School of Com- merce. Journal of Political Economy (March, 1913), XXI, 221-42. School Committee, City of Boston. Course of Study for the High School of Commerce. 191 7. Chicago Board of Education. Commercial Departments. Chicago Board of Education Report, 1913. . Commercial Education in High Schools. 1914. Commercial Teaching in Cincinnati. Journal of Education (March 30, 1916), Lxxxm, 354. Curry, J. S. Business, Past, Present, and Future. High School of Com- merce, Cleveland. Journal of Education (July 21, 1910), LXXII, 77. Evansville, Indiana. Survey for Vocational Education. Indiana State Board of Education, Bulletin No. 19, Survey Series No. 4. Lane, Winter op D. Learning for Earning or for Life. (Review of Indiana Survey.) Survey (April 7, 1917), XXXVIII, 18-19. Indianapolis Survey for Vocational Education. Indiana State Board of Education, Bulletin No. 21, Survey Series No. 6. Carlson, Paul A. Part-Time Employment in the High-School Commercial Course. Manitowoc High School, Wisconsin. Wisconsin Journal of Education, XLIX, 253. Martin, George H. Business Courses in High School of Massachusetts. Seventy-second Report of Massachusetts Board of Education, 1909. MacDonald, James Wallace. Report on Business and Industrial Educa- tion in the High Schools of Massachusetts. National Society for the Promotion of Industrial Education. Vocational Education Survey of Minneapolis, Minnesota. U.S. Department of Labor, Bureau of Labor Statistics, Bulletin No. 199 (1917), pp. 67-82. LoMAX, Paul S. Significant Results of Missouri and New Mexico Com- mercial Education Surveys. School Review (February, 1918), p. 73. Monmouth, Illinois. Outline of Work for Elementary and Jimior High Schools. 1919. BuswELL, G. T. Course of Study in Typical High Schools in Nebraska. University of Chicago, Department of Education Thesis, 1916. Newark, New Jersey. Vocational Review of Newark, New Jersey. New Hampshire, Department of Education. Standard Program of Studies for the Secondary Schools of New Hampshire. 191 9. Crissy, I. O. Business Education in the State of New York. Business World, September, 1899. Bartholomew, Wallace E. Commercial Education in New York State. University of State of New York, Bulletin No. 616, 1916. 78 SOCIAL STUDIES IN SECONDARY SCHOOLS New York High School of Commerce. The Yearbook "Commerce." 1903. Board of Education, Omaha. Omaha High School of Commerce. 19 13. Parlin, C. C. The Twentieth-Century High School. Oshkosh High School. Journal of Education, LXXI, 566. Drexel Institute of Arts, Philadelphia. Commercial Education. By Edmund J. James. Herrick, Cheeseman a. The Commercial High School. School of Com- merce, Philadelphia. Journal of Education (May 3, 1906), LXIII, 482. Rynearson, Edward. Co-operation of the Business Men of Pittsburg with the Commercial Department of Its High Schools. School Review (May, 1910), XVIII, 333-38- Hartog, p. J. Commercial Education in the United States. British Educa- tion Department. Special reports on educational subjects. Vol. XI. British Foreign Ofl5ce. Commercial Education in the United States. British Foreign Office. Educational Review, 191 8, p. 312. Tower, Reginald. Commercial Education in the United States. British Diplomatic and Consular Reports, June, 1899. RiDELLE, J. Whiteford. A School That Is Different. Springfield High School of Commerce. Education (December, 191 5), XXXVI, 250-57. Board of Trustees of Public Schools, Washington, D.C. Courses of Study of a Business High School, 1907. York, Pennsylvania. Annual Report of Public Schools. Lyon, Leverett S. The Commercial Curriculum in the Secondary Schools: A Study of 225 High Schools. School Review, XXVI (1918), 401 ff. Fowler, Nathaniel C. A New Method of Imparting Business Education. Journal of Education (April, 191 5), LXXXI, 345-49. h) Occupations Open to Secondary Commercial Graduates Allen, Frederick J. Business Employments. Ginn, 1916. BoK, E. The Yoimg Man in Business. L. C. Page, 1900. Chicago School of Civics and Philanthropy. Finding Employment for Children Who Leave the Grades and Go to Work. Committee of Teachers, Massachusetts State Board of Education. Records in Business of Graduates of Public Schools. 1913-14. Dodge, H. H. Girls' Trade Education League. Survey of Occupations Open to Girls, pp. 14-16. Federal Board for Vocational Education, War Department Commercial Occupations; Opportunity Monograph. Vocational Rehabilitation Series No. 23. 1919. By F. G. Nichols. Gowin, E. B., and Wheatley, W. A. Occupations. Ginn, 1916. APPENDIX 79 United States Census. Statistics on Occupation. Weaver, E. W., and Byler, J. F. Vocations for Boys. Prepared by Com- mittee of Teachers under Weaver. Barnes, 1915. Wenkel, H. M. Occupations Open to Boys and Girls under Seventeen. Required Training. National Education Association Journal Proceed- ings and Addresses, 1919, p. 266. YoDER, I. C. M. Occupations Open to Boys and Girls under Seventeen. Required Training. National Education Association Association Journal Proceedings and Addresses (19 19), LVII, 264. i) Commercial Education in Corporation Schools Cole, Howard E. Standard Oil Company of New York, Foreign Service Class. Address: Fifth National Foreign Trade Convention, 1918. Englander, Benjamin A. An Educational System for a Modern Depart- ment Store. National Association of Corporation Schools, Bulletin No. 6, November, 1919, pp. 499-507. National Association of Corporation Schools. Report of Committee on Ofl&ce Work Schools. Proceedings, 1917, p. 806. Office Training at the R. H. Macy Department Store. National Association of Corporation Schools, Bulletin No. 5, 1918, p. 459. ScHULTZ, J. W. Office Work Schools— Are They Worth While? National Association of Corporation Schools, 1914, p. 497. j) Private Commercial Schools Carpenter, F. O. Industrial and Commercial Training in Public Schools. Education (December, 1905), XXVI, 191-202. Elliott, W. B. The Private Commercial School as an Economic Necessity. National Commercial Teachers' Federation, 1915, p. 13. International Busmess College Association. Harper's Weekly, October 13, 1866. Johnson, J. F. Commercial Education. Cyclopedia of Education. Mac- millan, 1911. JOPLIN, J. P. The Business-College Graduate in the Business World. National Commercial Teachers' Federation, 1915. Federation Herald, I, 91. LuMAN, J. A. Business Education and the Proprietory School. Business World, August, 1903. McIntosh, p. D. Why Business Colleges Succeed, Canadian Magazine (August, 1903), XXI, 314-18. 8o SOCIAL STUDIES IN SECONDARY SCHOOLS McLain, G. a. What Does the Business Man Expect of the Business- College Graduate? Arkansas State Teachers' Association, 1916. Educa- tional Bulletin, I, No. i, 273. National Society for the Promotion of Industrial Education. Vocational Education Survey of Minneapolis, Minnesota. Department of Labor, Bureau of Labor Statistics, Bulletin No. 199 (191 7), pp. 105-11. Proceedings of Business Educators' Association. Founded 1878. ScHOCH, Parke. Intent and Scope of Commercial Education in the Business College and in the Secondary Schools. New York Commercial Teachers' Association, 1902. Stevens, Bertha. Report of the Committee to Investigate Private Com- mercial Schools, Manhattan and the Bronx. Public Education Associa- tion of New York, 19 18. United States Department of Interior. Bureau of Education Bulletin No. 47, 1919. Private Commercial and Business Schools. Walker, J. C. What Can the Business College Do to Meet Better the Requirements of the Business World? National Commercial Teachers' Federation, 1913, p. 42. Williams, John K. What the Commercial Schools Are Doing to Meet the Needs of the Employer. National Association of Corporation Schools, I (1913), 221-35. Williams, L. L. Proper Relations of Private and Pubhc Commercial Schools. National Commercial Teachers' Federation, 1910, p. 113. k) Miscellaneous Almond, H. H. Public School Product. New Review, January, 1897. Beck, Paul Henry. A Comparison of the Grades of the Diflferent Classes of Commercial Pupils in the Central High School, St. Louis. University of Chicago Department of Education Thesis, 1916. Belfield, H. H. Commercial Schools. Chicago Teacher, I, 4. Beveridge, J. H. Efi&ciency in the Business Department of the High School. National Education Association Journal of Proceedings and Addresses, 1912, pp. 1037-43. BiGELOW, M. H. Necessary Equipment for a High-School Commercial Depart- ment. New York State Teachers' Association Proceedings, 1907. University of the State of New York, 1908, pp. 185-91. British Diplomatic and Consular Reports, Miscellaneous Series, June, 1899. Brooks, John Graham. Is Commercialism in Disgrace ? Atlantic Monthly, February, 1904. APPENDIX 8 1 Brown, Edith. Pre- Vocational Education as Organized in Connection with the High School. Vocational Education Scoiety of the Middle West, 1916, p. 142. CrasHOLM, F. W. Commercial Education in Rural Schools. Credit Men's Journal (March, 191 8), IV, 287-88. Cody, Sherwin. Commercial Tests and How to Use Them. World Book Co., 1919. Cox, Philip W. L. Discussion and Criticism of Mr. C. A. Herrick's Criticism of the Junior High School. Educational Administration and Supervision (1917), m, 23. Davis, Calvin O. High-School Courses of Study. World Book Co., 191 5. DeGarmo, Charles. Conscience and Commercial Education. Practical Age, 1902. DuTTON, Samuel T. Social Phases of Education in the Home and School. The relation of education to vocation. Macmillan, 1899. Pp. 143-66. Eliot, C. W. The Inferior High-School Course in So-called Commercial Education. Educational Review, 1918, pp. 417-24. Ferguson, James. Present Standards of Commercial Education. National Education Association Journal of Proceedings and Addresses, 1907, pp. 883-84. Gaehr. Inferiority of United States Commercial Training to That of European Nations. New York Times (June 22, 1913), VIII, 8:5. Gaines, C. C. Report of Committee on Commercial Branches. New York State Teachers' Association Proceedings, 1904, pp. 134-53. Gilliland, C. V. Character Development in Commercial Training. South Dakota Education Association, 1917, p. 206. High Schools of Commerce. Journal of Education (October 18, 1906), LXIV, 423- Hostetler, C. E. The Efficiency of Commercial Education in the American High-School Course. Indiana State Teachers' Association Proceedings and Papers, 1913, pp. 45-47- Inglis, Alexander. Principles of Secondary Education. Houghton, 1918. Pp- 583-93- James, Edmund L. The Problem of Commercial Education. Business Educator, April, 1903. Johnson, Joseph H. Commercial Education. Principles of Secondary Education. Edited by Paul Monroe. Macmillan, 1914. Johnson, J. F. Report of U.S. Commission of Education, I (1913), 235-48. . Commercial Education. Cyclopedia of Education. Macmillan, 1911. 82 SOCIAL STUDIES IN SECONDARY SCHOOLS Krause Louise B. The Relation of the Library to Business Education. National Education Association Journal Proceedings and Addresses, 1916, pp. 379-83- LiPPOLD, W. H. National Leadership in Commercial Education, the Great Present-Day Need. Kentucky Educational Association Proceedings, 1916, p. 218. LuTZ, R. R. Wage Earning and Education. Summary, Cleveland Founda- tional Survey. 1919. Lyons, J. A. Pedagogy of Commercial Branches. Chicago: Powers and Lyons, 1903. Maxwell, Willl^m H. Commercial Education. New York Chamber of Commerce Press, 1898. Mead, George H. City Club of Chicago. Report on Vocational Training. Chapter i on commercial training. Nicholas, F. G. Federal Aid for Commercial Education. Vocational Summary, I (February, 1919), 9. Owen, William Bishop. Educational Value of High-School Commerical Coiu:ses. National Education Association Journal of Proceedings and Addresses, 191 2, pp. 1051-56. Packard, S. S. Business Education: Its Place in the American Curriculum. National Education Association Journal Proceedings and Addresses, 1892, pp. 46-49. Preliminary Statements by Chairmen of Committees of Commerce of National Education Association on the Reorganization of Secondary Education. Bureau of Education, Bulletin No. 41, 1913, pp. 75-77- Reed, James C. Psychology of Commercial Subjects. Commercial Teacher, I (1917), 2. Rettenhouse, Charles F. Commercial Education. Business Educator, XXIII, 20. Robison, Emily. Vocational Education and Guidance of Youth. An out- line for study. H. W. Wilson Co., 191 7. Pp. 26-30. Schoch, Parke. Intent and Scope of Commercial Education in the Business College and the Secondary Schools. New York Commercial Teachers' Association, 1902. Smith. The High School. Sturgis & Walton, 1916. Commercial education, PP- 337-38. Snedden, David. Problems of Secondary Education. Houghton, 191 7. Chap. ix. To Principals of Commercial High Schools. Standards of Business Education. National Associated Schools of Scientific Business. School and Society, I, 535-37. APPENDIX 83 Stout, John Elbert. The High School. Heath, 1914. Commercial sub- jects, pp. 180-84 ff. Stuart, R. R. Specially Prepared and Incidental Business Training. National Education Association Journal of Proceedings and Addresses, 1913, pp. 626-32. Thompson, C. A. Some Ways in Which Teaching of Commercial Subjects Can Be Vitalized and Motivated. Journal of New York State Teachers' Association, V (1918), 149. Thompson, F. V. Reports of Commissioner of Education, 19x5, I, 279-93; 1916, 1, 219-36. . Commercial Education in Public Secondary Schools. World Book Co., 1915. United States Bureau of Education, Bulletin, 1913, pp. 33-48. Bulletin No. 41 on the Reorganization of Secondary Education. Statement of Chairman of Committee on Business, pp. 75-79- Vocational Secondary Education. U.S. Bureau of Education, Bulletin No. 21, 1916, pp. 17 ff. Walters, J. M. Need of Federal Aid for Commercial Education. Voca- tional Education (April, 1919), I, 16-17. West, Herbert S. Commercial Work in the Secondary School. New York State Teachers' Association Proceedings, 1907. University of the State of New York, Education Department, Bulletin No. 424, May, 1918, pp. 196-203. Williams, L. L. Proper Relations of Private and Public Commercial Schools. National Commercial Teachers' Federation, 1910. Wilt, A. D. A High-School Readjustment. Journal of Education (May 17, 1906), LXIH, 538. WiNSHiP, A. E. Commercial Teaching in the High Schools. Journal of Education (January 27, 19 10), LXXI, 90. II. REFERENCES ON SPECIAL SUBJECTS IN THE CURRICULUM a) Social Science in General Berkeley, California, High School. Plan for Study of Civics and Social Sciences in the Elementary Schools and High Schools. Clark, Lotta A. Social Education in the High School. Journal of Educa- tion (July 17, 1913), LXXVIII, 73-74- Dopp, Katherine E. Early Cave Men. Rand McNally, 1905. . Early Sea People. Rand McNally, 1906. . Early Shepherds and Farmers. Rand McNally, 1906. 84 SOCIAL STUDIES IN SECONDARY SCHOOLS Ellwood, Charles A. The Place of Social Sciences in Education. School Review (September, 1907), XV, 544-49- Hill, Howard C. The Social Sciences in the University High School. School Review (November, 1919), XXVII, 680-94. Finney, Ross L. Social Science in the Jimior High School. Journal of Education (December 20, 191 7), LXXXVI, 633-34. , Social Science in Secondary Schools. North Dakota Education Association Proceedings, 1915, pp. 56-61. Fisher, Charles A. A Course of Study in Economics and Social Science for Juniors and Seniors in High School. Educational Administration and Supervision (November, 1919), V, 435-45. French, A. N. A Study of Social Sciences in the Schools of Oregon. Oregon Teachers' Monthly (February, 1918), XXII, 384-86. Goodwin, Frank P. Social Science Courses for Commercial Students. History Teachers' Magazine (October, 1912), III, 180-81. Gray, Mason D. The Socialization of the Classics. Classical Weekly (December 18, 1914), X, 73-78- HOLLISTER, H. A. Social Science in the High Schools. School Review, XIV (1906), 379-81. Inglis, Alexander. Principles of Secondary Education. Houghton, 1918. Social sciences, chap. xvi. KiNGSLEY, Clarence D. The Study of Nations; Its Possibilities as a Social Study in High Schools. School and Society, III, 37-41. Lawson, Mary E. The Socialization of Language Study in the Junior High School. Pedagogical Seminary, XXIII, 76-85. Leavitt, F. M., and Brown, Edith. Elementary Social Science. Mac- millan, 191 7. Lewis, Howard T. The Social Sciences in the Secondary Schools. School Review, XXIII (1915), 455-64- Lull, Herbert G. Social Core of the High-School Curriculum. School Review (January, 191 8) XXVI, 7-17. MarshaUtown, Iowa. Plan for the Study of Civics and Social Sciences in Elementary Schools and High Schools. Melcher, B. F. Social Sciences in the High School. Southeast Missouri Teachers' Association, 1916, p. 81. National Education Association, Preliminary Statements by Chairmen of Committees of Commission, on the Reorganization of Secondary Educa- tion. Bureau of Education, Bulletin No. 41, 1913. Also National Education Association Journal Proceedings and Addresses, 1913, pp. 16- 26, 491-96. APPENDIX 8$ National Education Association. Commission on Reorganization of Secon- dary Education. Report of the subcommittee on social studies in secondary education, 1916. Bureau of Education, Bulletin No. 28, 1916. A. W. Dunn. Newlon, J. H. Social Science in the Reorganized High School. University of Illinois, High School Conference Proceedings, 1915, pp. 57-61. New Jersey Department of Public Instruction, Trenton, New Jersey. Teach- ing of Social Studies, Including History. 1916. Bibliography, pp. 125-32. Snedden, David. Social Studies in Secondary Education. History Teachers' Magazine (January, 1917), VIII, 3-25. . Social Studies in High Schools. School and Society (December 2, 1916), IV, 850-51. . To the Teacher? of Social Science. Problems of Secondary Educa- tion. Houghton. Chap, xvii, pp. 205-19. History and Other Social Sciences in the Education of Youths from Twelve to Eighteen Years of Age. School and Society (March 10, 17, 1917), V, 271-81, 307-15- Stout, John Elbert. The High School. Heath, 19 14. Pp. 111-25. Stowe, a. M. Social Science Teaching in Ohio High Schools. School and Society (December i, 191 7), VI, 659-60. Vincent, G. E. Social Science and the Curriculum. National Education Association Journal of Proceedings and Addresses, 1901, pp. 124-31. Young, James R. Reorganization of the High-School Curriculum. Educa- tional Review (February, 1917), LIII, 122-36. b) Civics American Political Science Association Committee of Five. Report on Instruc- tion in American Government in Secondary Schools. 190S. . Committee of Seven. Report on Teaching of Government. Mac- millan, 1916. Ames, Edgar W. A Method of Teaching Municipal Government. History Teachers' Magazine (April, 191 2), III, 84-86. Anderson, W. L. Value of a Well-Balanced Course in Commerce and Industry. Journal of Education (April 16, 1914), LXXIX, 433. Barnard. Teaching of Civics in the Elementary and Secondary Schools. National Education Association Journal Proceedings and Addresses, 1913, pp. 84-90. Berkeley, California, High School. Plan for the Study of Civics and Social Sciences in the Elementary Schools and High Schools. 86 SOCIAL STUDIES IN SECOND.\RY SCHOOLS Bourne, H. E. The Teaching of History and Civics in Elementary and Secondary Schools. Longmans, 191 2. Bowman, E. The Teaching of History and Civics in Elementary and Second- ary Schools. Longmans, 1902. Brogan, Anna H. Civics and Economics in the High School. Teaching (February 15, 191 7), HI, No. 4, 25. Davis, J. B. Teaching of Mimicipal Government in High Schools of Our Larger Cities. National Conference City Government, 1903. P. 231. Davis, M. M. Better Civic Teaching. Journal of Education (April 7, 1910), LXXI, 376-77. DiCKMAN, C. C. Elementary Economics as Part of a Course in Civics. Uni- versity ot Illinois, School of Education, High School Conference Proceed- ings, 191 5, XV, 354. Dunn, A. W. Civic Education through Discussion. Journal of Education (July 9, 1914), LXXX, 38. . Training in the Duties of Citizenship. Massachusetts Board of Education, Bulletin No. 8, 1917. Haines, C. G. Suggestions for the Teaching of Civics in High Schools of Texas. University of Texas, 1916. Hathaway, W. H. A Course in Socialized High-School Civics. Riverside High School, Milwaukee, Wisconsin. School Review, XXV (1918), 731-43- Hill, E. E. Dynamic Civics. High School Conference Proceedings. Uni- versity of Illinois, Bulletin No. 19 (191 7), XIV, 296. Hill, Howard C. Community Civics. Journal of Education (November 13, 1919), XC, 479-81. HuNSACKER, A. F. Civics in Secondary Schools. Education (December, 191 2), XXXIII, 228-37. Instruction in Civics in Elementary and High Schools. National Conference City Government, 1909, p. 380. Jersey City, Department of Education. Courses of Study in Civil Government. JuDD, Charles H. The Teaching of Civics. School Review, XXVI (1918), S11-15. Krey, a. C. Suggestions for the Teaching of History and Civics in the High School. University of Texas, 191 1. Lange, Alexis F. A Junior-College Department of Civic Education. School and Society, II, 442. LoEB, Isidore. Aims and Methods of Teaching Civics in Elementary and Secondary Schools. Southern Educational Review (February, 1906), n, 736-45- APPENDIX 87 LuETSCHER, George D. Suggestive Methods of Instruction in Citizenship. American City (October, 1919), XXI, 322-25. McCoRD, W. E. Instruction in Civics. Business Education Association Proceedings, 1890. Marshalltown, Iowa. Plan for the Study of Civics and Social Sciences in the Elementary Schools and High Schools. Monroe, Paul. Principles of Secondary Education. Chaps, xiv and xx. Macmillan, 1914. National Conference City Government, 1905. Instruction in Municipal Government in Secondary and Elementary Schools. Bibliography and discussion, p. 256. National Education Association Committee on Reorganization of Secondary School Education. The Teaching of Community Civics. United States Bureau of Education, Bulletin No. 23, 1915. Newark, New Jersey, High Schools. Pamphlets Issued by the Civics Depart- ment Relative to the Industries of Newark. Bulletins were used as texts in civics. New York High Schools in Community Civics. Outlook (beginning November 5, 1919)- Nightengale. Teaching of Civics in the Secondary Schools. School Review, XVHI (1910), 274-75. Preliminary Statements by Chairman of Committees of Commerce of National Education Association on Reorganization of Secondary Education. Bureau of Education, Bulletin No. 41, 1913, pp. 18-22. Rengdahl. High-School Course in Citizenship. School Education, XXXVIII (1918), 3. Sanford, Albert H. Correlation of American History and Civics. History Teachers' Magazine, I, 63. Sheppard, J. J. Municipal Civics in Elementary and High Schools. History Teachers' Magazine (December, 1909), I, 99. Stryker, Florence E. Civics in the High School. History Teachers' Magazine, III, 12. Sullivan, James. Civics: Principles of Secondary Education. Edited by Paul Monroe. Macmillan, 1914. Teaching Citizenship — A Series of Articles on Various Phases of the Subject. Historical Outlook (June, 1919) X, No. 6, 323-39. Todd, E. S. Economical Bases for Civics Teaching. Education (March- April, 191 2), XXXII, 436-44, 478-84. Two Rivers, Wisconsin, High School. Plan for Teaching Civics and Social Sciences in the Elementary and High Schools. 88 SOCIAL STUDIES IN SECONDARY SCHOOLS United States Bxireau of Education. Civics Education Series. Community Civics — What Is It? What Training for Citizenship Means. Civic Education in Schools. Civic Education in Secondary Schools. Social Study in Secondary Schools (No. 41, 1913). Civics Material in Govern- ment Publications (No. 47, 1913). Welling, R. W. G. Teaching of Civics and Good Citizenship in Our Public Schools. Educational Association, 1903, p. 98. Wilson, Woodrow. Why Teachers Shoxild Study the Principles of Our Government. South Carolina Education (October, 1919), I, 3. WoLFSOM. The Teaching of Current History, Economics, and Civics. Association of History Teachers of Middle States and Maryland, 1916, P-39- Textbooks^ Ashley, R. L. American Government. Macmillan, 1913. Bailey, Carolyn Sherwin. What to Do for Uncle Sam. Chicago: A. Flanagan, 1918. Beard, C. A, American City Government. Century, 191 2. . American Government and PoHtics. Macmillan, 19 14. . American Citizenship. Macmillan, 191 5. Boynton, Frank David. School Civics. Ginn, 1919. Bryce, James. American Commonwealth. Macmillan, 1906. Fitch, C. E. New Civil Government of the United States. American Book Co. FoRMAN, S. E. The American Republic. Century, 191 1. . Essentials in Civil Government. American Book Co., 1914. . Advanced Civics. Century, 1915. FuRST, S. W. Outlines of Civil Government. Pennsylvania, New Jersey, and Maryland. Christopher Sower Co., 1917. Garner, J. W. Government in the United States. 1913. Giles, Frederick Mayer, and Giles, Imogene Kean. Vocational Civics. Macmillan, 1919. GooDNOW, F. J. Municipal Government. Century, 1919. GuiTTEAU, W. B. Government and Politics in the United States. Houghton, 1911. Haskin, Frederick J. The American Government. Lippincott, 1912. Howard, G. F. Outlines in Civil Government for North Dakota and the United States. St. Paul, Mirmesota: G. F. Howard. » The text and reference books listed under these special subjects are by no means complete. These lists contain books being used in commercial courses and serve mainly as an index to the types of books now in use. APPENDIX 89 HoxiE, C. D. How the People Rule. Revised and adapted to the use of public schools of Connecticut. 1916. Siloes. James and Sanford. Government in State and Nation. Scribner, 1914. Kaye, p. L. Readings in Civil Government. Century, 19 10. Keith, C. A. Notes and Outlines in Civil Government. Richmond, Kentucky: C. A. Keith, 1915. KiNGSLEY, N. E., and Palmer, F. H. Pupils' Outlines in Elementary Com- mimity Civics. Palmer, 19 18. McCleary, James T. Studies in Civics. American Book Co., 1908. Macy, Jesse. First Lessons in Civil Government. Ginn, 1894. Maltby, Albert E. American Citizen in Pennsylvania. American Book Co, . Elementary Civics for Pennsylvania. American Book Co., 1915. Moses, Bernard. The Government of the United States. Appleton, 19 10. MuNRO, William B . The Government of American Cities . Macmillan, 1 9 1 6 . New York State University. Syllabus for Secondary Schools. 19 10. . History and Civics. 191 7. Peteraian, a, L. Elements of Civil Government, American Book Co., 1912. Regents of State of New York. Syllabus of Civics for High School, 1910. Reinsch, p. S. Readings on American Federal and State Government. Civil government with state supplements. Sanborn, 1909. Smith, J. W. Training for Citizenship. Longmans, 1907. Stickles, A. M. Elements of Government. American Book Co., 1914. SwEiN, Henry H. Civics for Montana Students. Scott Foresman, 191 2. TowNSEND, Calvin. Shorter Course in Civil Government. American Book Co., 1912. United States Bureau of Education Community Leaflets Nos. 13-18, Lessons in Community and National Life. Wenchell, S. R. a Civic Manual for Chicago, Cook County, and Illinois. A. Flanagan Co., 1910, WiLLOUGHBY, W. W, (ed.), American State Series. WiLLOUGHBY, W. W. Rights and Duties of Citizenship. Young, Andrew W. Government Class Book. Merrill, 1901. c) Economics Brogan, Anna H. Civics and Economics in High Schools. Teaching, III (1917), No. 4, 25. BuRCH, H. R. The Correlation of History and Economics. Association of History Teachers of Middle States and Maryland, 1908, p. 54. 90 SOCIAL STUDIES IN SECONDARY SCHOOLS Clark, J. B. Teaching Economics to Children. Journal of Political Economy (June, 1 910), XVIII, 432-34- Clow, F. R. Economics as a School Study. American Economics Associa- tion. Economic Studies, Vol. Ill, No. i. CooLEY, E. G. Shall We Teach Economics in Our Schools? Journal of Education (December 2, 1909), LXX, 571. Daggett, Stuart. Method and Scope of High-School Economics. History Teachers' Magazine (October, 1912), III, 172-76. DiCKMAN, C. C. Elementary Economics as a Part of a Course in Civics. University of Illinois, School of Education, High School Conference Proceedings (1915) XV, 354. Dixon, F. H. Teaching Economics in the Secondary Schools. National Herbart Society, Third Yearbook, 1897, pp. 128-37. Also School Review (January, 1898), VI, 17-27. Economics. Editorial, History Teachers' Magazine, II, 164. Ely, R. T. Economics in Secondary Education. Educational Review (September, 1900), XX, 152-58. Fisher, Charles A. A Course of Study in Economics and Social Science for Juniors and Seniors in High School. Educational Administration and Supervision (November, 1919), V, 435-45. GuNTON, George. Economics in the High Schools. National Education Association Journal Proceedings and Addresses, 1901, pp. 131-37. Haynes, John. Economics in the Secondary Schools. Houghton, 1914. . Economics in Secondary Schools. Education (February, 1897), XVII, 331-42. Herrick, C. a. Economics in the Commercial High School. National Education Association Journal Proceedings and Addresses, 1916, pp. 375-79- Hunt, Rockwell. Economics in the High School. Sierra Educational News (May, 1919), XV, 239-42. Litman, S. Analysis of a Course in Elementary Economics. Journal of Political Economy, XVII, 685-88. Lowell, C. E. High-School Economics. California High School Teachers' Association Proceedings, 191 5, pp. 130-38. Manchester, O. L. The High-School Course in Economics. Journal of Political Economy (November, 1911), XIX, 750-59. . Economics in the Public Schools. Normal School Quarterly (1908), VII, 29. Meade, E. S. The Present Status of the Teaching of Economics in High Schools. Association of History Teachers of the Middle States and Maryland Proceedings, 1911, pp. 19-28. APPENDIX 91 Miller, S. T., Jr. The Teaching of Economics in the High School. Cali- fornia High School Teachers' Association Proceedings, 1916, pp. 106-12. National Education Association. Preliminary Statements by Chairman of Committees of Commission on the Reorganization of Secondary Educa- tion. H. R. Burch, chairman. Bureau of Education Bulletin No. 41, 1913, pp. 24-26. New Jersey Department of Public Instruction. Economics. The Teaching of Social Studies, Including History. High School Series No. 4 (1916), pp. 115-24. O'Hara, Frank. Content of the Curriculum in Economics. Catholic Educa- tional Association, XIV, No. i, 155. Phillips, J. B. Economics in the High Schools. Education, XXV (1905), 428-34. Post, L. F. Economics in High Schools. National Commercial Teachers' Federation, 1910. PuGH, A. L. Local, Industries as a Basis for an Introductory Course in Economics. History Teachers' Magazine (December, 1909), I, 76-77. . Report of the Committee on the Teaching of Economics in High Schools. Association of History Teachers of the Middle States and Maryland Proceedings, 1912, pp. 17-18. Discussion, pp. 19-22. Report on Economics in Secondary Schools. American Economic Review (March, 191 8), VIII, 308-12. ScROGGS, William C. The Need of Economics in the High School. Louis- iana School Work (November, 1914), III, 39-42. Seligman, E. Economics. Principles of Secondary Education. Edited by Paul Monroe. Macmillan, 1914. Smith, Walter R. The Future of Economics and Social Studies in the High School. Kansas School Magazine (February, 1912), I, 70-81. Speirs, F. W. Ideals and Methods of Economic Training. National Educa- tion Association Journal of Proceedings and Addresses, 1901, pp. 137-43. Stanton, B. F. Economics in the Secondary Schools. Ohio College Associa- tion Transactions, 191 5, pp. 83-87. Sullivan, James. The Present Status of Teaching of Economics. Ninth Annual Convention of the Association of History Teachers of Middle States and Maryland, 191 1. SwANSON, Dean. Importance of Economics in Business. University of Illinois, School of Education Bulletin. High School Conference Proceed- ings (191 7), XIX, 150-53. Thurston, E. L. Methods of Teaching Economics in Secondary Schools. Scott Foresman. 92 SOCIAL STUDIES IN SECONDARY SCHOOLS Thwing, Charles F. Teaching of Political Economy in the Secondary School. National Education Association Journal Proceedings and Addresses, 1895, pp. 370-74. TiLDSLEY, John L. Economics and the Teacher of Economics in the New York City High Schools. Bulletin of High Points in the Work of the High School of New York City (March, 1919), I, 3-7. . The Practical Management of a High-School Course in Economics. Ninth Annual Convention of the Association of History Teachers of the Middle States and Maryland, 191 1, pp. 30-36. Study of Social Industry and Trade. National Education Associa- tion Journal Proceedings and Addresses, 1905, pp. 682-88. WoLFSON, Arthur W. Social and Economic Conditions in Medieval England. History Teachers' Magazine (November, 19 10), II, 63-64. . Teaching of Current History, Economics and Civics. Proceedings Association of History Teachers of Middle States and Maryland, 1916, P- 39- Textbooks Adams, H. C. Description of Industry: An Introduction to Economics. Holt, 1918. Blackman, F. W. Economics for High Schools and Academies. Macmillan, 1907. Bullock, C. J. Introduction to the Study of Economics. Silver, Burdett & Co., 1908. . Elements of Economics. Silver, Burdett & Co., 1913. Also Intro- duction to Economics. Burch, H. R., and Nearing, Scott. Elements of Economics, with Special Reference to American Conditions, for Use of High School. Macmillan, 1917. Clay, Henry. Economics: An Introduction for the General Reader. Mac- millan, 1916. Davenport, H. J. Outlines of Elementary Economics. Macmillan, 1919. Ely, R. T., and Wicker, G. R. Elementary Principles of Economics. Mac- millan, 1 91 7. Laing, Graham A. Introduction to Economics. Gregg Pubhshing Co., 1919. Laughlin, J. L. Elements of Political Economy. American Book Co., 1915. Macvane, S. M. Working Principles of Political Economy. New York: Merrill, 1897. New England Teachers' Association. Five Hundred Questions in Economics for Use in Secondary Schools. Heath, 1916. APPENDIX 93 Smith, W. S. Economics: A Textbook for Use of High Schools, Colleges, and Universities. Roxburgh Publishing Co., 1918. Steele, G. M. Rudimentary Economics for Schools and Colleges. Leach, Shewell & Sanborn, 1890. Thurston, H. W. Economics and Industrial History for Secondary Schools. Scott, 1900. United States Bureau of Education. Teaching Material in Government Publications. Bulletin No. 47. Walker, F. A. First Lessons in Political Economy. Holt, 1890. d) History (Only as Closely Related to Commercial Education) American Historical Association. Committee of Seven. The Study of History in Schools. Macmillan, 1909. . The Study of History in Schools. Macmillan, 1906. . Committee of Eight. The Study of History in the Elementary Schools. 1909. Scribner. . Committee of Five. The Study of History in Secondary Schools. 1912. Beatman, a. S. Should the Curriculum in History for Vocational Students Differ from That for Academic Students? Proceedings Association of History of the Middle States and Maryland (1917), XV, 61. Bowne, E. The Teaching of History and Civics in the Elementary and Secondary Schools. Longmans, 1902. . History. Principles of Secondary Education. Edited by Paul Monroe. Macmillan, 1914. Bryan, E. A. The Economic Interpretation of History. National Education Association Journal Proceedings and Addresses, 1899, pp. 186-96. Burch, H. R. The Correlation of History and Economics. Proceedings Association of History Teachers of Middle States and Maryland, 1908, P- 54- Cromwell, Lincoln. What Profits Arise from Study of History, from Point of View of Commerce. Proceedings Association of History Teachers of Middle States and Maryland, 1916, p. 18. Davidson, Walter B. The History Teachers' Patriotic Opportunity. Educational Review (February, 1918), LV, 111-16. Ellwood, C. a. How History Can Be Taught from a Sociological Point of View. Education (January, 1910), XXX, 300-306. Herrick, Cheeseman a. History in the Curriculum of the Commercial High School. National Education Association Journal Proceedings and Addresses, 1903, pp. 720-26. 94 SOCIAL STUDIES IN SECONDARY SCHOOLS Johnston, Charles Hughes. A Proposed Reorganization of History Courses in High Schools. University of Illinois, School of Education, High School Conference Proceedings (1917), XVII, 290-96. King, Irving. Education for Social Efficiency. Appleton, 1913. Socialized history, pp. 194-96. Krey, a. C. Suggestions for the Teaching of History and Civics in the High School. University of Texas, 191 1. Leavitt, Frank, and Brown, Edith. Pre-vocational Education and Public Schools. Houghton, 19x5. History, chap. viii. . History for Pre-vocational Boys. Elementary School Journal, XV, 463. MacFarland. Economic Interpretation of History. School and Society, I, 788. National Education Association Committee of Ten on Secondary School Studies. Report of the Madison Conference on History, Civil Govern- ment, and Political Economy. 1892, 1893. Preliminary Statements by Chairmen of Committees of Commission of National Education Association on Reorganization of Secondary Educa- tion. Bureau of Education Bulletin No. 41, 1913, pp. 23-24. Sanpord, Albert H. Correlation of American History and Civics. History Teachers' Magazine (November, 1909), I, 63-64. Snedden, David. Problems of Secondary Education. Houghton, 191 7. Chap, xvi. To Teachers of History. SwiGGETT, Glen L. Training for Foreign Service: How History May Aid. Educational Review (April, 1918), LV, 271-83. Traner, Fred W. Socializing the Study of History. School Review, XXV (1917), 714-21. Trenton, New Jersey, Department of Public Instruction. Teaching of Social Studies and History. 1916. ViOLETTE, E. M. Setting the Problem. History Teachers' Magazine (October, 1912), III, 181-82. WoLFSON, A. W. The Teaching of Current History, Economics, and Civics. Proceedings Association of History Teachers of Middle States and Mary- land, 1916, p. 39. Textbooks Bland, A. E., Brown, P. A., Tawney, P. H. English Economic History. London: G. Bells and Sons, 1914- Bogart, E. L. Economic History of the United States. Longmans, 1917. APPENDIX 95 BoGART, E. L., Thompson, C. M. Readings in the Economic History of the United States. Longmans, 1916. Callender, G. S. Selections from the Economic History of the United States, 1 765-1 860. Ginn, 1909. Cheyney, E. p. Introduction to Industrial and Social History of England. London: Macmillan, 1916. CoMAN, K. Industrial History of United States. Macmillan, 1905. Cressy, E. Outline of Industrial History. Macmillan, 1916. Day, Clive. A History of Commerce. Longmans, 1910. Dewey, D. R. Financial History. Longmans, 1903. GiBBENS, H. deB. History of Commerce. London: Macmillan, 1897. . Industrial History of England. London: Methuen, 1902. Herrick, C. a. History of Commerce and Industry. Macmillan, 191 7. MooRE, J. R. H. Industrial History of the American People. Macmillan, 1913- Sanford, George W. Outlines of the History of Commerce. J. A. Lyons. Taussig, F. W. Tariff History of United States. Putnam, 1898. Thompson, C. M. A History of the United States: Political, Social, Indus- trial. Sanborn, 191 7. Thurston, H. W. Economic and Industrial History. Scott Foresman, 1899. Warner, G. T. Landmarks in English Industrial History. London: Blackie and Sons, 1899. Webster, W. C. General History of Commerce. Ginn, 1918. e) Sociology Bate, W. G. An Experiment in Teaching a Course in Elementary Sociology , (Mankato High School, Minnesota.) School Review, XXIII (191 5). 331-40. Ellwood, C. a. How History Can Be Taught from a Sociological Point of View. Education (January, 1910), XXX, 300-306. Freese, Theron. The Teaching of Sociology in the High Schools. Southern California Sociological Society. University of Southern California, II (1917), No. I, I. Gillette, J. M. Sociology as a High-School Subject. Educational Review (March, 1913), XLV, 256-62. Hill, E. E. The Value of the Study of Society in Elementary and Secondary Schools. Educational Bi-Monthly, III, 129. Moore, Harry H. A High-School Course in Sociology. Educational Review (March, 1919), LVII, No. 3, 1881-93. 96 SOCIAL STUDIES IN SECONDARY SCHOOLS Textbooks Brownell, H. Textbook in General Science and the Economics of Daily Life. Blakeston, 1918. RowE, H. K. Society, Its Origin and Development. Scribner, 1916. Stewart, A. Social Problems. Outlines and references. Boston: Allyn & Bacon, 1917. TowNE, E. T. Social Problems. Macmillan, 1917. f) Bookkeeping, Accounting, and Commercial Arithmetic Barker, Eugene H. Applied Mathematics for the High Schools. School Science and Mathematics, XX (1920), v. No. i, 46. Beck, H. C. What May Be Demanded of Our Public Schools and Business Colleges in the Teaching of Bookkeeping and Accounting. Michigan Schoolmasters' Club, 1910, p. 81. Brecheen, Thomas L. Practical Demonstration of Relation of Modern Adding Machine to Accountancy in the High-School Course. National Education Association Journal Proceedings and Addresses, 191 2, pp. 1079-84. Drucker, a. p. R. Teaching Bookkeeping by the Historical Method. School and Science, XX (1920), No. i, 70. Fubey, E. J. Accoimting Courses in Preparation for Professional Practice. American Association of University Instructors in Accounting, 191 9, PP- 49-53. Finney, H. A. Commercial Arithmetic. University of Illinois, School of Education, High School Conference Proceedings (1916), XVII, 123-26. Goodyear, Samuel H. Rapid Calculation, Business Practice, and Higher Accoimting. National Education Association Journal Proceedings and Addresses, 1897, pp. 804-7. . What Knowledge of Bookkeeping Should Be Guaranteed by a Diploma. National Commercial Teachers' Federation, 1913, p. 187. Haskins, Charles Waldo. Essays on Accountancy and Business Educa- tion. Harper, 1903, Hoole, G. G. Bookkeeping in the High School. Business Educatior, XXIII (1918), 22. McKiNSEY, J. O. Accounting Courses in Preparation for Business Manage- ment. American Association of University Instructors in Accounting, 1919, pp. 53-64. Mehan, J. M. Our Commercial Arithmetics. Business Educators' Associa- tion Proceedings, 1890. APPENDIX 97 Montgomery, R. H. How Teachers Can Increase the Efficiency of Account- ing and Bookkeeping Courses. National Education Association Journal Proceedings and Addresses, 191 7, p. 385. Packard, S. S. Report of Subcommittee of Nine on Bookkeeping. National Education Association Joximal Proceedings and Addresses, 1896, pp. 813-19. Pelton, Guy M. High-School Bookkeeping. University of Illinois, School of Education, High School Conference Proceedings, 1914. Bulletin No. 13, pp. 139-41- PocoCK, B. G. Bookkeeping and Modern Methods of Accounting. The Accountant, XLIII (1910), 169-73. Robinson, M. H. Accounting in Its Relation to Economics. Journal of Accountancy, VII (1909), 282-94. ScoviLL, H. D. Bookkeeping and Arithmetic. University of Illinois, School of Education, High School Conference Proceedings, 191 8, pp. 152-58. ScoviLL, H. T. The Correlation of High School and University Courses in Bookkeeping and Accountancy. American Association of University Instructors in Accoimting, 191 7. Spencer, E. How to Teach the First Principles of Bookkeeping. Business Educators' Association Proceedings, 1890. Stevenson, R. A. Accounting Courses as an Aid in Understanding Economic Theory. American Association of University Instructors in Accounting, 1 919, pp. 64-68. Stitt, E. W. School and Business Arithmetic. National Education Associa- tion Journal Proceedings and Addresses, 1900, pp. 566-72. Taylor, E. H. IMathematics in the Lower and Middle Commercial and Industrial Schools of Various Countries. United States Bureau of Educa- tion Bulletin No. 35, 1915. Thurston, E. L. Mathematics in Commercial Work. National Education Association Journal Proceedings and Addresses, 1903, pp. 726-31. . Mathematics in Commercial Work. School Review (September, 1903), pp. 585 ff. United States Bureau of Education, Bulletin No. 25, 1916. Accounting, pp. 59-60. West, C. J. Commercial Arithmetic. Ohio Educational Monthly, LXVI (1917), 525. WiLDMAN, J. R. Relation between Secondary Schools and Colleges with Regard to Teaching of Bookkeeping and Accounting. Wildman, 32 Waverly Place, New York , 98 SOCIAL STUDIES IN SECONDARY SCHOOLS WiVEL, C. B. Is the Study of Bookkeeping Worth While? American Pen- man, September, 1919, pp. 29-30. Textbooks Adgie, William. Modern Bookkeeping and Accounts. London: Mac- millan, 1901. Allen, George. Allen's Forty Lessons in Practical Double Entry Book- keeping. Broughton & Co., 1886. Baker, J. W. Twentieth Century Bookkeeping and Accounting. South- western Publishing Co., 1917, 191 8. Barnes, J. R., and Sharples, Alexander. Elementary Bookkeeping. Macmillan, 1916. Bartholomew, W. E. Bookkeeping Exercises. Gregg Publishing Co., 191 9. Belding, a. G. Accounts and Accounting Practice. American Book Co., 1915- Benton, C. W. Practice Bookkeeping. Bogarte Book Co., 1894. Bishop, W. G. A Short Course in Business Training. Lincoln, Nebraska: University Publishing Co., 1909. Bogle, A. M. Comprehensive Bookkeeping. Macmillan, 1905. Bookman, C. M. Business Arithmetic. American Book Co., 1914- Bryant, H. B. The New Manual of Bookkeeping. H. B. Bryant. 1885. Bryant, H. W. Practical Bookkeeping. Bryant and Stratton, 1906. Cayley, a. Principles of Bookkeeping by Double Entry. Cambridge Uni- versity Press, 1894. CuRTiss, C. C. The American Standard Bookkeeping. American Book Co., 1902. DiCKSEE, L. R. The A.B.C. of Bookkeeping. Longmans, 1908. Elsworth, H. W. Bookkeeping and Business Manual. Merrill and Co. Gilbert, A. L. Modern Business Bookkeeping. Bobbs-Merrill, 1902. Goodwin, J. H. Improved Bookkeeping and Business Manual. J. H. Goodwin, 1913. Goodwin, P. C. Bookkeeping Self Taught. F. J. Drake and Co., 1903. Goodyear, L. E. Principles, Rules and Definitions for Bookkeeping. Amer- ican Bookkeeping Series, 191 8. Goodyear Marshall. Griffith, J. B. Practical Bookkeeping. American Technical Society, 1918. Hoover, S. R. Bookkeeping and Accounting Practice. A. W. Shaw, 1920. Klein, J. J. Bookkeeping and Accounting. Appleton, 1917. . Elements of Accounting. Appleton, 191 5. Students Handbook of Accounting. Appleton, 1915. APPENDIX 99 Lyons, J. A. (Revised.) Bookkeeping. Lyons and Carnahan, 1920. Lyons, J. A., and Read, W. L. Bookkeeping. Lyons and Carnahan, 1913. Lyte, E. O. Practical Bookkeeping. C. Sower & Co., 1891. MacFarland, G. a., and Rossheim, I. D. A First Year in Bookkeeping and Accounting. Appleton, 191 3. McKiNSEY, J. O. Bookkeeping and Accounting. Southwestern Publishing Co. Vol. I, 1920; Vol. II, 1921. Meservey, a. B. Bookkeeping, Single Entry. Thompson Brown & Co., 1882. Miner, G. W. Principles of Bookkeeping. Ginn, 1918. Miner, G. W., and Elwell, F. H. Principles of Bookkeeping (elementary, intermediate, and advanced courses). Ginn, 191 8. Montgomery, J. L. Modern Bookkeeping. Maynard, Merrill & Co., 1897. . Modern Bookkeeping and Business Practice. Merrill, 1906. Moore, J. H. New Commercial Arithmetic. American Book Co., 1907. Moore, J. H., and Miner, G. W. Accounting and Business Practice. Ginn, 1903. Neal, E. v., and Cragin, C. T. Modern Illustrative Bookkeeping. Amer- ican Book Co., 1909. Pitman, Sir Isaac, and Sons. Complete Bookkeeping. Pitman Sons, 1908. Powers and Loker. Practical Exercises in Rapid Calculation. Merrill, 1917. Rittenhouse, C. F. Elements of Accounts. A. D. Maclachlan, 191 5. . New Modern Illustrative Bookkeeping, Introductory Course. American Book Co., 1918. RowE, H. M. Bookkeeping and Accountancy. H. M. Rowe Co., 191 1. Sheaffer, W. a. Metropolitan System of Bookkeeping. Metropolitan Text Book Co., 1914. Smith, O. S. Arithmetic of Business. Lyons and Carnahan, 191 7. Spicer, E. v., and Pegler, E. C. Elementary Bookkeeping. H. Milford, 1914. Stevenson, W. C. Introductory Bookkeeping. J. S. Parks, 1899. Thurston, E. L. Business Arithmetic for Secondary Schools. Macmillan, 1913- Van Cleve, C. M. Principles of Double Entry Bookkeeping. New York, 1913- Van Tuyl, G. H. Complete Business Arithmetic. American Book Co., 1913. Vincent, H. D. Vocational Arithmetic, Lessons in Spelling, Writing, and Business Forms. Houghton, 19 14. lOO SOCIAL STUDIES IN SECONDARY SCHOOLS Wentworth, G. H., and Smith, D. E. Commercial Algebra I and II. Ginn, 1919. Whigam, W. H. Bookkeeping and Business Practice. Heath, 1910. Williams, L. L., and Rogers, F. E. New Complete Bookkeeping. American Book Co., 1907. Williams, L. L., and Rogers, F. E. Bookkeeping and Commercial Practice Lines. American Book Co. Wolff, Arthur. Practical Accounting. Universal Business Institute, 1910. g) Business English Barnes, Nathaniel Waring. How to Teach Business Correspondence. A. W. Shaw Co., 1916. Clapp, John M. Better Business Letters Movement. The English Journal, VII, 237. Cody, Sherwin. Business English, What, Why, How. National Education Association Journal Proceedings and Addresses, 191 1, pp. 839-45. DoLCH, Edward W. Selling English. Education, XXXIX (1918), 447. Ellis, Carlos B. English in the Commercial Course. Journal of Education (December 28, 1916), LXXXIV, 657. Frederick, O. D. Intercommunication Business Practice. National Educa- tion Association Journal Proceedings and Addresses, 191 2, pp. 1092-93. Frederick, O. G. How May the Generally Acceded Lack of Preparation in English Be Remedied by Our Public Schools and Business Colleges? Journal of Michigan Schoolmasters' Club, 1910, p. 77. Gardner, E. H. Teaching Business Correspondence. Journal of Michigan Schoolmasters' Club, 1918, p. 105. Hannum, T. W. How I Would Introduce the Subject of Business Corre- spondence to a Class and Conduct That Class. Business Educators' Association Proceedings, 1890. Heath, W. R. Demands of the Business World for Good English. The English Journal, II, 171. Leavitt, Frank, and Brown, Edith. Pre-vocational Education and Public Schools. Houghton, 191 5. English, chap. x. Lyon, Leverett S. The Business English Situation in the Secondary Schools. The English Journal, VII, 576. Lyons, Marion C. My Experience with Business English. The English Journal, II, 312. Nichols, F. G. What English Is Commercial English. Journal of New York State Teachers' Association, IV (1917), 216. APPENDIX lOI Phillips, M. A. An Experiment in Teaching Business Correspondence to a First- Year High-School Class. The English Journal, VII, 125. Spencer, Sara A. English in Business Schools. National Education Association Jovu-nal Proceedings and Addresses, 1897, pp. 797-801. United States Bureau of Education. Report: Reorganization of English in Secondary Schools. By J. F. Hosic. 191 7. Vol. II. Van der Veen. Commercial English. University of Illinois, School of Education, High School Conference Proceedings (191 7), XVII, 127-35. Wiers, Charles R. How to Write a Business Letter. Gies & Co., 1910. Textbooks Altmaier. Commercial Correspondence and Postal Information. Mac- millan, 1904. Baker, Gladys. Essentials of Business Enghsh. Northwestern Wisconsin Teachers' Association, 1914, p. 96. Baer, H. a. The Teaching of Commercial Correspondence in the High School. Iowa State Teachers' Association, 1916, p. 232. Bamburgh, William Cushing. Talks on Business Correspondence. Little Brown, 1919. Beale, Charles C. Book of Business Letters. Beale Press, 1906. BuEHLER. Practical Exercises in English. American Book Co. Buhlig, Rose. Commercial English. Heath, 19 14. Cody, Sherwin. Good English Form in Business Letter Writing. Chicago School of English, 1904. Davis, Roy, and Lingham, Clarence. Business English and Correspondence, Ginn, 19 14. Eberhart, C. p. a Course in Practical Business Writing. Ginn, 1916. Gallagher, O. C, and Moulton, L. B. Practical Business English. Hough- ton, 191 8. Gardner, Edward Hall. Effective Business Letters. Ronald, 1915. Hagar, H. a. AppUed Business Punctuation and AppUed Business Corre- spondence. Gregg Publishing Co., 1914. Hammond, Herbert W. Style Book of Business English. Pitman, 1916. Hotchkiss, G. B., and Drew, C. A. Business English. American Book Co., 1916. Kimble, Elbert J. Commercial, Industrial, and Technical Vocabularies for Stenographers. San Francisco: E. J. Kimble Co., 1915. Knight, Marietta. Practical Work in English. Longmans, 1914- Lewis, William D., and Hosic, J. F. Practical English for High Schools. American Book Co., 1916. 102 SOCIAL STUDIES IN SECONDARY SCHOOLS Otto, W. M. Commercial English for Secondary Schools. Goodyear Marshall, 1918. Vincent, H. D. Vocational Arithmetic, with Lessons in Spelling, Writing, and Business Forms. Houghton, 1914. h) Commercial and Industrial Geography AiTcmsoN, Alison E. Physiography as a Basis for Commercial Geography, Botany, and History. Journal of Geography (February, 191 8), XVI, 215-18. Calkins, R. D. Conmiercial Geography from the Regional Point of View. Journal of Michigan Schoolmasters' Club, 1918, p. 113. Carpenter, Frank O. Commercial Geography — The New Science. National Education Association Journal Proceedings and Addresses, 1903, pp. 732-37- . Teaching of Commercial Geography. Education (February, 1909), XXIX, 345-50. Clifford, Wesley N. Commercial Geography in the Southern High and Manual Training High School, Philadelphia. Journal of Geography (February, 191 1), IX, 150-54. CusraNG, Sumner W. Industries as Studies for High-School Pupils in a Commercial Geography Course. Journal of Geography (December, i9i3),XII, 113-17. . High-School Commercial Geography. Journal of Geography (No- vember, 191 6), XV, 87-91. Daly, Charles A. Teaching Commercial Geography. Journal of Geog- raphy (September, 191 7), XVI, 7-16. General Survey of Economic Geography. Journal of Geography (November, 1917), XVI, 119-20. Goode, J. Paul. Commercial Geography as an Element in Business Educa- tion. Report of National Education Association Committee on Com- mercial Geography in Business Education. Journal of Geography, XV, 272-74. Gregory, Keller, and Bishop. Commercial Geography. Ginn, 1910. Harris, W. T. Applied Geography. U.S. Commissioner of Education Report (1899), I, 1 1 89-1 208. Henry, R. A. A Kentucky Method in Commercial Geography. Journal of Education (March 5, 1914), LXXIX, 273. Herrick, C. a. Secondary School Commercial Geography. Education, XXV (1904), 129-34. . Some Practical Suggestions to Teachers of Commercial Geography. University of State of New York, Education Department Bulletin No. 483, 1910, p. 418. APPENDIX 103 Keller, A. G. and Bishop, A. L. Commercial and Industrial Geography. Ginn, 191 2. Lanier, Mary J. Economic Geography: The Subject-Matter for an Ele- mentary Course. Journal of Geography (June, 19 14), XII, 351. Larson, A. Q. Commercial Geography. University of Illinois, School of Education, High School Conference Proceedings (1917), XVII, 126-27. LoEB, M. Economic Geography Should Receive More Attention. Educa- tional Review, VII, 286-88. Wassam, C. W. New Ideas in Commercial Geography. Iowa State Teachers' Association Proceedings. 1918, pp. 131-33. Whitbeck, R. H. Commercial Geography. National Education Associa- tion Journal Proceedings and Addresses, 191 2, pp. 1057-64. . Commercial Geography as a Secondary School Study. Journal of Geography (October, 191 2), XI, 49-55. . Economic Geography in the High School. Journal of Geography (March, 191 7), XV, 231-34. . Economic Geography; Its Growth and PossibiUties. Journal of Geography, XIV, 284. WiER. Commercial Geography, Michigan Schoolmasters' Club, 1910, p. 68. Textbooks Adams, Cyrus C. Commercial Geography. Appleton, 191 1. American Library Association Publishing Board. Material on Geography. Brigham, Albert P. Commercial Geography. Ginn, 1919. Brunhes, Jean. (Edited by Dodge and Bowman.) Human Geography. Translated from French. Rand McNally, 1914. Chrisholm, George. Handbook of Commercial Geography. Longmans, 1903. Dry-er, C. R. High-School Geography: Physical, Economic, and Regional. American Book Co., 191 2. . Elementary Economic Geography. American Book Co., 1916. FiNLEY, A. R. Exercise Book in Commercial Geography. Atkinson, 1918. Fisher, Elizabeth F. Resources and Industries of the United States. Ginn, 1919. Freeman, W. G. The World's Commercial Products. London : Pitman, 1907. Gannett, H., Garrison, C. L., Houston, E. J. Commercial Geography. American Book Co., 1913. Grant, C. H. Commercial Geography. Pitman, 191 5. Jefferson, M. S. T. Commercial Values: Atlas of Raw Material of Com- merce. Ginn, 191 2. Keller and Bishop. Commercial and Industrial Geography. Ginn, 191 2. I04 SOCIAL STUDIES IN SECONDARY SCHOOLS KiNGSLEY, M. E. Outline Studies in Geography. Palmer Co. MacFarlane, John J. Commercial and Industrial Geography. Sadler Roe Co., igoi. Morris, C. Industrial and Commercial Geography for Use in Schools. Lippincott, 191 7. Red WAY, Jacques W. Commercial Geography. Scribner, 1911. . Commercial Geography: A Book for High Schools, Commercial Courses, and Business Colleges. Scribner, 191 7. Robinson, E. V. D. Commercial Geography. Rand McNally, 1910. RusMiSEL, L. C. Industrial and Commercial Geography of the United States . Palmer Co., 1914. Sanford, George W. Outlines in Commercial Geography. J. A. Lyons. Smith, J. Russell. Commerce and Industry. Holt, 1916. . Industrial and Commercial Geography. Holt, 19 13. . The Ocean Carrier. Putnam, 1908. Toothaker, Charles R. Commercial Raw Materials. Ginn, 1905. Trotter, Spencer. Geography of Commerce. Macmillan, 1911. i) Salesmanship Aiken, The Millinery Department. Ronald Press, 191 7. Butler, Elizabeth B. Salesman in Mercantile Stores. Russell Sage Foundation. Hutchinson, E. L. House Furnishings. Ronald Press, 191 7. Indiana State Board of Education. Survey for Vocational Education. Bulle- tin No. 21, Vol. I, Salesmanship; Vol. II, Salesmanship. Bulletin No. 19, Retail Stores. Kennard, B. E. Jewelry. Ronald Press, 191 7. . The Educational Director. Ronald Press, 191 7. Leake, A. H. Education for Office Service. Vocational Education for Girls and Women. MacmUlan, 1918. Salesmanship, pp. 361-76. Lehmann, M. a. Glassware. Ronald Press, 191 7. , Leather Goods. Ronald Press, 191 7. . Stationery. Ronald Press, 191 7. Maxwell, William. Salesmanship. Houghton, 1914. Minneapolis Survey for Vocational Education. Over the Counter. Bulletin No. 12, Occupational Series. Moody, W. D. Men Who Sell Things. A. C. McClurg & Co., 1909. National Society for the Promotion of Industrial Education. Vocational Survey of Minneapolis, Minnesota. What Vocational Education Is Needed for Salesmanship in Department Stores. U.S. Bulletin of Labor No. 190 (1917), pp. 391-429- APPENDIX 105 National Society for Promotion of Industrial Education. Bulletin No. 20, Salesmanship. National Society for Vocation Education. Commercial Education. Chap. iii. Retail Selling. Bureau of Education, Bulletin No. 29, 1919. Norton, Helen Rich. Department Store Education. (Boston School of Salesmanship.) Bureau of Education, 191 7, Vol. IX. O'Leary. Department Store Occupations. Cleveland Foimdation Survey, 1916, No. II. Paine, Cassie. Teaching of Salesmanship to High-School Girls. National Education Association Journal Proceedings and Addresses, 1917, pp. 316-21. Salesmanship Course in Public Schools (Pittsburgh). Journal of Education (June 22, 1914), LXXIX, 104, SmvELEY, N. O. Advertising and Salesmanship. National Education Association Journal Proceedings and Addresses, 1915, pp. 921-25. SouDER, M. A. Notions. Ronald Press, 191 7. Stone, H. E. The Project Method in Salesmanship. Journal of Education, XC (1919), 96-97. Struthers, a. L. Address to School Boys on Salsmanship. School Teach- ing, XIV, 120. Thompson, E. B. Cotton and Linen. Ronald Press, 191 7. . Silk. Ronald Press, 191 7. Tily, H. T, Retail Sales Training. National Association of Corporation Schools, 1 9 14, p. 84. TowsLEY, W. B. Training in Salesmanship. National Education Associa- tion Journal Proceedings and Addresses, 191 2, pp. 1043-50. United States Bureau of Education. Service Instruction of American Corpora- tions. Bulletin No. 36, 1916, Department Stores, Women's Educational and Industrial Union at Simons College. The School of Salesmanship. 1916. Young, F. H. How to Teach Salesmanship in the High School. National Education Association Journal Proceedings and Addresses, 191 7, pp. 332-35- Textbooks Brisco, N. a. Fundamentals of Salesmanship. Appleton, 1916. . Retail Salesmanship. Ronald Press. Douglas, A. W. Merchandising. Macmillan, 1919. Traveling Salesmanship. Macmillan, 1919. FiSKE, J. W. Retail Selling. Harper's, 191 6. WLER, N. C, Jr. Practical Salesmanship. Little, Brown, 191 2. lo6 SOCIAL STUDIES IN SECONDARY SCHOOLS HiRSHLER, D. The Art of Retail Selling. Institute of Mercantile Training, 1909. Hoover, S. R. Salesmanship. MacmiUan, 1916. HoYT, C. W. Scientific Sales Management. George B. Woolson & Co., 1913. Knox, J. S. Salesmanship and Business Efficiency. Cleveland, Ohio: Knox School of Salesmanship, 191 7. Norton, Helen Rich. Retail Selling. Ginn, 1919. Nystrom, p. H. The Economics of Retailing. Ronald Press, 1919. . Retail Selling and Store Management. Appleton, 1914. QpDYCKE, J. B. Advertising and Selling Practice. Shaw Education Series, 1918. Read, H. E. Salesmanship. Lymans Calahan, 191 5. Weld, L. D. H. Practical Salesmanship. Universal Business Institute, 19 10. Whitehead, H. Principles of Salesmanship. Ronald Press, 1917. j) Stenography and Typewriting Anderson, Thomas. History of Shorthand. Bobbs-Merrill, 1882. Anderson, William L. American Phonography. Ginn, 1910. . Graded Exercises in Phonography. Ginn, 1908. Arnston, H. H. Manual Obstacles to the Attainment of Speed in Short- hand with Some Plans for Overcoming Them. Gregg Writer, XVIII (1916), 405. Bachrach, William. The Two-Year Stenographic Course at the Parker High School. Educational Bi-Monthly Magazine. Balsam, Louis. Do Your Letters Cost Too Much? System, November, 1919, p. 856. Beygrau, F. R. The Mental Obstacles to the Attainment of Speed in Short- hand with Some Plans for Overcoming Them. Gregg Writer, XVIII (1916), 349. . Typewriting in the Public Schools. National Education Associa- tion Journal Proceedings and Addresses, 1916, p. 365. BoHLiNGER, George. Efficiency in Practical Details, or Technique, of the Highest Importance. National Education Association Journal Proceed- ings and Addresses, 191 2, p. 1084. Booth, George A. Requirements for Actual Business. National Education Association Journal Proceedings and Addresses, pp. 675-79. Brown, D. W. The Factors of Shorthand Speed. Gregg Publishing Co., 1910. Chapman, F. C. Tests for Stenographers and Typists. Trade Tests, p. 319. Chapman, J. C. The Learning Curve in Typewriting. Journal of Applied Psychology, 1919, p. 252. APPENDIX 107 Clark, G. A. Shorthand — Its Educational and Practical Value. National Education Association Journal Proceedings and Addresses, 191 1, p. 845. Cross, J. G. Eclectic Shorthand Book. Scott Foresman, 1903. Curry, J. C. Teaching Typewriting for the Best Results. National Educa- tion Association Journal Proceedings and Addresses, 191 1, p. 834. Dement, I. S. Shorthand. National Education Association Journal Pro- ceedings and Addresses, 1897, pp. 801-3; . Stenography and Typewriting as Branches of Business Education. National Education Association Journal Proceedings and Addresses, 1893, pp. 1 798-1 800. FiTZ, Rose, and Eldridge, Edward. Expert Typewriting. American Book Co., 1912. Gilbert, Eleanor. How to Become a Successful Stenographer. Steno- graphic Efficiency Bureau, Remington Typewriter Co., 1916. Girls' Trade Education League, Boston. Stenography and Typewriting. Gregg, J. R. The Teaching of Shorthand. Gregg Publishing Co., 1916. Hilling, D. C. Shorthand. University of Illinois, School of Education, High School Conference Proceedings (191 7), XWI, 135-37. Jaoues, M. p. Mental Tests for Typists and Stenographers. Industrial Management, August, 1919, p. 145. KjERSTAD, C. The Psychology of Typewriting. University of Chicago Master's Thesis, 1916. McDaniel, Clara. How to Arouse and Maintain Interest in Typewriting. Federation Herald (June, 191 5), pp. 69-70. Miran, S. a. Teaching of Shorthand. National Education Association Jour- nal Proceedings and Addresses, 1908, pp. 881-87. Moran, S. a. The Teaching of Shorthand. National Education Associa- tion Journal Proceedings and Addresses, 1908, p. 881. Mueller, D. D. What a Shorthand Student Should Know Besides Mere Book Learning. Federation Herald (March, 191 5), pp. 24-26. Oden, C. V. Typewriting. National Education Association Journal Proceed- ings and Addresses, 191 1, pp. 632-35. Ontario Committee on Unemployment. The Stenographer. Chap. iv. 1916. Refall, Hill, and Thorndike. Practice in the Case of Typewriting. Peda- gogical Seminary, XX, No. 4 (1913), 516. Rogers, H. W. Psychological Tests for Stenographers and Typists. Journal of AppHed Psychology, 19 17, p. 268. Smith, H. H. Expert Training Methods— Their Necessity and Application in Your Typewriting Department. National Education Association Journal Proceedings and Addresses, 191 7, p. 335. lo8 SOCIAL STUDIES IN SECONDARY SCHOOLS SoRelle, R. p. Methods of Teaching Typewriting. Gregg Publishing Co., 1919. . Ofl&ce Training for Stenographers. Gregg Publishing Co., 1918. Thomas, G. C. Shorthand. National Commercial Teachers' Federation, 1910. Thomas, Ina. Standardization of Transcription Requirements. Gregg Writer, XXII (1919), 179. Thurstone, L. L. Standardized Tests for Ofl&ce Clerks. Joiu-nal of Applied Psychology, 1919, p. 248. Van Antwerp, F. M. A Day's Work of a Dictation Class. National Com- mercial Teachers' Federation, 1910, p. 228. Van Sant, Elizabeth. Possibility and Desirability of a National Uniform System of Stenography. National Education Association Journal Proceedings and Addresses, 1909, pp. 716-18. Veeneliet, Mrs. M. L. The Education of a Stenographer. National Educa- tion Association Journal Proceedings and Addresses, 1904, pp. 696-701. Weller, C. E. The Early History of the Typewriter. Chase and Shepherd, printers, 191 8. WiESE, E. G., and Trefzger, Emil. The Application of Efl&ciency Principles to the Teaching of Typewriting. Report of nth Annual Convention of Gregg Shorthand Federation, 1916, pp. 31 and s:^. Winship, A. E. Typewriting in the Public Schools. Journal of Education (June 28, 1906), LXIV, 40. WooDWORTH. Shorthand and Typewriting. National Education Associa- tion Journal Proceedings and Addresses, 1895, pp. 882-89. Textbooks Cahill, Mary F. Ofl&ce Practice. Macmillan, 191 7. Cody, Sherwin. Business Practice Up-to-Date. Chicago School of EngUsh, 1913- Eldrtoge, E. H. Shorthand Dictation Exercises. American Book Co., 1909. Fritz, R. L., and Eldridge, E. H. Essentials of Expert Typewriting. Ameri- can Book Co., 1919. Gardner, E. H. Constructive Dictation. Gregg Publishing Co., 1919. Gregg, J. R. Gregg Manual. Gregg Publishing Co., 1919. . Gregg Speed Studies. Gregg Publishing Co., 191 7. Heffley, N. p. Manual of Pitman Phonography. American Book Co., 1895. Platt, C. T. Pitmanic Shorthand Instructor. American Book Co., 1902. Reigner, C. G. Dictation Course in Business Literature. H. M. Rowe Co., 1917. APPENDIX 109 Reynard, Helene. Business Methods and Secretarial Work. Pitman. Rose, R. F. How to Become a Private Secretary. Fxmk and Wagnalls Co., 1917. SoRelle, Rupert. Ofl&ce Training for Stenographers. Gregg Publishing Co., 1916. . Rational Typewriting. Gregg Publishing Co., 1917. Van Sant, Elizabeth. Van Sant Manual of Shorthand. Lyons and Carna- han, 1913. ZiMAN, M. E. Advanced Typewriting and Office Practice. Pitman, 1918. k) Miscellaneous Alger, George W. The Ethics of Business. Atlantic Monthly, April, 1904. Ayres, Leonard B. Spelling Vocabularies for Personal and Business Letters. Journal of Education (March 6, 1913), LXXVII, 261-62. Barnes, N. The Place and Scope of Advertising in High-School Commercial Course. Bratt, W. E. Value of Modern Languages in Commercial Work. Proceed- ings, South Dakota Education Association, 191 7, pp. 206-15. Brooks, M. S. Teaching Business Spelling. Journal of Education (April 22, 1915), LXXXI, 437. Coffey, Roy V. Preparatory Educational Requirements for College Train- ing in Business, with Special Reference to Articulation between High- School and College Courses. National Education Association Journal Proceedings and Addresses, 1914, pp. 657-62. Cole, Howard E. Foreign Service Class (Standard Oil Co.). Address: Fifth National Foreign Trade Convention, 19 18. Davis, Allen. The Science Work of a Four Year Commercial Course. National Educational Association, Journal Proceedings and Addresses, pp. 678-82. Edwaeds, R. H. Business Morals. University of Wisconsin: Studies in American Social Conditions, No. 7. Contains bibliography. Federal Board for Vocational Education. Vocational Education for Foreign Trade and Shipping, Commercial Education Series No. 2, Bulletin No. 24, pp. SO-S3- Ferris, W. N. Moral Side of Business Training. Western Penman, Sep- tember, 1 901. Galley, D. M. Science in Commercial Work. School Review (September, 1903), pp. 579-84. GiLLEY, Frank M. Science in Commercial Work: Its Practical Value and Place in the High School. National Education Association Journal Proceedings and Addresses, 1903, pp. 738-41. no SOCIAL STUDIES IN SECONDARY SCHOOLS Griffith, J. Earl. Place of Art in the High Schools of Commerce. National Education Association Journal Proceedings and Addresses, 191 2, pp. 984-88. KuTNER, Arnold. Commercial German. LoRiNG, A. L. Relation of High-School Commercial Courses to University Courses in Commerce. University of Illinois Bulletin No. 21. (191 5) xn, 144. MacElwee, R. S. Education for Foreign Trade and Shipping in High Schools. School and Society, VHI (191 8), 612. Marshall, L. C. Correlation of High-School and College Commerce Courses. University of Illinois, School of Education, High School Conference Proceedings (1916), XVII, 1 18-19. . The Relation of the Collegiate School of Business to the Secondary School System. The Journal of Political Economy (February, 1920), Vol. XXVIII, No. 2. RowE, H. M. Laws and Ethics of Business, Duties of Citizenship, and Science of Wealth. National Education Association Journal Proceedings and Addresses, 1897, pp. 818-24. Seymour, A. B. Business Spanish in the High School. University of Illinois Bulletin XII, No. 21, 279. Shaeffer, W. a. The Teaching of Commercial Law in the High Schools. National Commercial Teachers' Federation, 1913, p. 125. Springer, D. W. Ethical Side of Business Training. National Education Association Journal Proceedings and Addresses, 1895, p. 890. Twiss, George R. The Reorganization of High-School Science. School Science and Mathematics, XX (1920), No. i, i. Textbooks Adams, H. C. Description of Industry. Holt, 1019. Allen, Nellie B. Industrial Studies of the United States. Ginn, 1913. Atwood. a Practical Commercial Speller. Ginn. Bays, A. W. Cases on Commercial Law. Callaghan and Co. . American Commercial Law Series. Callaghan and Co., 1911-13. Bennion, M. Citizenship: An Introductory to Social Ethics. World Book Co., 1917. Bexell, J. A. First Lessons in Business. A grammar-school and high- school text on thrift. Lippincott, 1919. Bishop, W. G. Short Course in Business Training for Normal Schools, High Schools, etc. Lincoln, Nebraska. Universal Publishing Co., 191 1. Bishop and Teller. Industry and Trade. Ginn, 1919. APPENDIX III Beinkworth, Mary G. A Business Speller. Ginn, 1920. BuRDiCK, F. M. Essentials of Business Law. Appleton, 1904. Carnegie, Andrew. Triumphant Democracy. Scribner, 1887. . The Empire of Business. New York, 1902. . Business. Young Folks Library. Boston, 191 1. Vocations, Vol. IV. Duncan, J. C. Principles of Industrial Management. Appleton, 1911. Eldribge, E. H. Business Speller and Vocabulary. American Book Co., 1913- Gang, D. C. Commercial Law. American Book Co., 1913. Goe, D. E. The Transaction of Business. Chicago: Forbes & Co., 1907. Haas, K. Anton de. Business Organization and Administration. Gregg Publishing Co. Hall, S. Rowland. Writing an Advertisement. Houghton, 191 5. Heelis, F. How to Teach Business Training. Pitman, 1908. HiGiNBOTHAM, H. N. Making of a Merchant. Forbes & Co., 1906. HuFFCUT, E. W. Elements of Business Law. Ginn, 1905. Husband. America at Work. Houghton, 19x5. Johnson, E. R. Ocean and Inland Water Transportation. Appleton, 1906. Mills, J. C. Search Lights on Some American Industries. McClurg, 191 1. Moore, T. V. Historical Introduction to Ethics. American Book Co., 1915. MoRAN, S. A. Specialization with Expert Instruction Requisite to Meet the Needs of the Business World. National Education Association Journal Proceedings and Addresses, 191 2, pp. 1088-93. Musicz, W. L. Commercial Law. St. Louis: Musick Publishing Co., 1904. Nichols, F. G., and Rogers, R. E. Short Course in Commercial Law. American Book Co., 1913. Parton, James. Captains of Industry. Houghton, 1910. Plehn, C. C. Introduction to Public Finance. Macmillan, 1913. Putnam, Daniel. Textbook of Psychology. American Book Co., 1901. Reynard, H. Business Methods and Secretarial Work for Girls and Women. Pitman, 191 7. Richardson, William P. Commercial Law. Sadler Rowe Publishing Co., 1915- ScHOECH, P., and Gross, M. Elements of Business. American Book Co., 1918. ScHOFiELD. Commercial Practice. 1918. School Committee, Boston. Course of Study in Clerical Practice. 19 18. Seventy-five Lessons in SpelUng. Universal Textbook Co. 112 SOCIAL STUDIES IN SECONDARY SCHOOLS Seventy Lessons in Spelling. American Book Co. Smith, J. R. Elements of Industrial Management. Lippincott, 1915. Sparling, S. E. Introduction to Business Organization. Macmillan, 1906. Spears, J. R. Story of the American Merchant Marine. Macmillan, 1915. Teller, William P., and Brown, H. E. A First Book in Business Methods. Rand McNally, 1915. Vincent, H. D. Vocational Arithmetic with Lessons in Spelling, Writing, and Business Forms. Houghton, 1914. Williams, A. R. An outline Syllabus in Commercial Law. University of Illinois, School of Education, High School Conference Proceedings, 1918, pp. 160-61. INDEX INDEX Accounting, 29, 33, 41 Admission credits, 37-39, 61 University of Chicago, 21 Advertising, 33 Agriculture, 22 (insert) American Economic Association, 18 Committee on Secondary Social Stud- ies, 17 American Historical Association: Committee of Eight (1905), 10 Committee of Five (1907), 10 Committee of Seven (1896), 8 Committee on History and Education for Citizenship (1919-), 14-17 In Joint Commission, 18 American Political Science Association : Committee of Five (1904-5), 10 Committee of Seven (191 1), 11 In Joint Commission, 18 American Sociological Society, 18 Committee on Grade and High Schools (1918), 17 Arithmetic, 13, 31 Business, 32 Commercial, 22 (insert), 28, 29 Astronomy, 22 (insert) Attendance, School, 45, 45 n. i Biography, 7, 9 n. Biology (see Science), 22 (insert), 28, 29 Bookkeeping, 22 (insert), 28, 29, 30, 32 Boston University, 40, 41 Business administration, 41, 53, 58 Business colleges, 26-27 Business education : Function, 5 Goal, 3 Justification, 3 Business organization, 29, 33 Chemistry, 22 (insert), 33 Civics, 10, 10 n., 15, 21, 22 (insert), 23, 34 Community, 13, 14, 17, 18-19 Aim and content, 13 n. Economic, 14, 18 State, national, world, 14 Vocational, 14, 18 Collegiate schools of business : Admission units presented 22, 22 (in- sert), 23, 24, 25 Co-operation with secondary schools, 60-63 Requirements: Entrance, 37, 62 First two years, 41 Graduation, 62 Columbia University, 42 Commission, Joint, 17-19 Commissioner of Education, Report, 1915,35 Contemporary civilization, 42 Correlation of secondary and collegiate schools, 37-43 Curriculum, proposed by: American Economic Association, 17 American Historical Association, 8-10, 14-17 American Sociological Society, 17 Commission of Association of Col- legiate Schools of Business, 53-60 Seventh grade, 53-55 Eighth grade, 53, 56-57 Ninth grade, 53, 57-59 Four-year high school, 59-60 Federal Board for Vocational Educa- tion, 31-33 National Education Association, 7-8, 12-14 Democracy: American, 16 World, 15 Domestic science, 29, 31, 32 Drawing, 22 (insert), 28 Economics {see Political economy), 21, 23, 24, 25, 29, 30, 33, 34, 38, 39, 41 Education, Objectives of, 6 Educational organization : 8-4 plan, 59 "5 ii6 SOCIAL STUDIES IN SECONDARY SCHOOLS 6-3-3 plan, i, 46, 47, 59 , , ^ Attitude of professional schools, 46 Criticism of, 44-46 Influence on collegiate and professional schools, 48 Eliot, President, criticism of Educational system, 44-46 English, 22 (insert), 28-32, 38, 41 Commercial, 30, 33 Federal Board for Vocational Education, 31-33 Finance, 41 General social science, 1 7 Geographic bases of United States development, 53, 54 Geography, 8, 13, 28, 31, 38, 39 And resources, 41 Commercial, 8, 15, 22 (insert), 25, 28, 29, 32 Geology, 22 (msert) Georgia School of Technology, 40, 41 Government, 38, 41 American, 8, 10, 12 n. Civil, 7, 8, 9 Foreign, 8 Local, 10 Methods of teaching, 11 History, 18, 22 (insert), 32, 33, 38, 41 American, 7, 8, 9 n., 10 n., 12 n., 13, 14, IS, 16, 21, 24, 25, 29, 33, 34, 53, 57 Ancient, 9 n., 12 n., 16, 21, 23, 24, 25 Chinese, 24 And citizenship, 32, 34 Of commerce, 29, 41 Commercial, 31, 34 Economic, 14, 15, 38, 41 English, 8, 9 n., 12 n., 14, 15, 21, 23, 24, 25,30 European, 13, 14 Far East, 17 French, 8 General, 23, 24 Greek, 8 Industrial, 23, 24, 25, 31, 34 Medieval, 9 n., 16, 21, 23, 24 Modern, 9 n., 10, 12 n., 16, 21, 23, 30 Roman, 8 Social, 15 Hygiene, 13, 31 Junior college, 44, 44 n. 2 Junior high school, 16, 35, 47, 49, 50 Languages, Foreign, 22, 22 (insert), 28, 29, 32, 33, 39, 41, 42 Law, Commercial, 22 (insert), 29, 30, 33, 34, 41 Madison Conference on Hist., Civil Gov., and Pol. Econ., 7 Manual training, 29, 31, 32 Marketing, 41 Mathematics, 22, 39, 41, 42 Algebra, 29 Business, 29 Geometry, 29 Music, 22 (insert), 28 Mythology, 7 National Council of Teachers of Geog., 18 National Education Association: Committee on Reorganization of Sec- ondary Education, 6, 12-14, 17, 45, 4^ Committee of Ten on Secondary School Studies, 7-8 Subcommittee on Social Studies, 1 2-14, 18 New York University, 40, 41 Office practice, 33 Opening of world to use of man, 53, 56 Organization of education 6-3-3 plan, I, 46, 47, 59 4-8 plan, 59 Organizers of business education, 4-5 Pedagogy, 22 (insert) Penmanship {see Writing), 30 Pharmacy, 22 (insert) Philosophy, 22 (insert) Physical training, 28, 31, 32 Physics {see Science), 22 (insert), 33 Political economy {see Economics), 8, 22 (insert) Political science, 39 Printing, 22 (insert) Professional schools' attitude toward edu- cational system, 46 Psychology, 22 (insert), 38, 41 INDEX 117 Retail selling, 33 n. Risk, 41 Salesmanship, 33, 22 (insert) Science, 41, 42 Biological, 22 (insert) General, 22 (insert), 32 Physical, 22 (insert) Social, 42 Secretarial practice, 29 Senior high school, 49 Shop work, 22 (insert) Social environment, 6 Social organization, 53, 57-58 Social-science survey, 53, 54-55 Social studies in secondary schools: Center of attention, 50-51 Importance of, 35 Present status, 20-36 Proposals for, 7-19, 49 Relation to other studies, 50 Vocational training, 51 Sociology, 22 (insert) Spelling, 28 Stenography, 22 (insert), 28, 29, 30, 32 Syracuse University, 40, 41 Teacher training, 62 Tulane University, 40, 41 Types of training, 2, 3 Typewriting, 22 (insert), 28, 29, 32 University of California, 39, 40, 41 University of Chicago, 21, 22, 22 (insert), 24, 25, 39, 40, 41 University of Cincinnati, 40, 41 University of Michigan, 40, 41 University of Nebraska, 40, 41 University of Pennsylvania, 40, 41 University of State of New York, 27-30 University of Washington, 40-41 University of Wisconsin, 40-41 Vocational survey, 53, 56-57 Writing, Business (see Penmanship), 28, 29,31,32 > UC SOUTHERN REGIONAL LIBRARY FACIUTY AA 000 704 769 9 SOUTHERN BRANCH, UNIVERSITY OF CALIFORNIA, LIBRARY, I OS ANGELES, CALIF.