REPORT OF COMMITTEE ON THE JUNIOR HIGH SCHOOL PRESENTED TO THE HIGH SCHOOL MASTERS' CLUB OF MASSACHUSETTS MARCH 17, 1917 D. C. HEATH AND COMPANY BOSTON NEW YORK CHICAGO REPORT OF ON THE JUNIOR HIGH SCHOOL PRESENTED TO THE HIGH SCHOOL MASTERS' CLUB OF MASSACHUSETTS MARCH 17, 1917 D. C. HEATH AND COMPANY BOSTON NEW YORK CHICAGO X* REPORT OF COMMITTEE ON THE JUNIOR HIGH SCHOOL The Committee of the High School Masters' Club of Massachusetts, which was appointed at the annual meeting, February 20, 1915, to consider the subject of the Junior High School, hereby respect- fully submits its report. The fact which has most of all impressed the committee in the course of its inquiry is the remarkable interest which is being shown in the junior high school movement in all parts of the country. There seems to be a widespread feeling that the organization has demonstrated its desirability and practicability. There are several reasons for the interest in this movement. For many years careful students of the American educational system have been expressing dissatisfaction with the work of the last two or three grades of the elementary school. By the end of the sixth grade, a normal pupil if he has been well taught has acquired the fundamentals of his education. He is in possession of the means of broadening his horizon and enlarging his powers by work in the great fields of human knowledge. He is in possession, or ought to be, of the common ideals and common knowledge which is essential for a reasonable adjustment to his environment. His further prog- ress is, however, impeded in the upper grades in several ways. The first of these is the congestion of the school program by the introduction of many subjects which have been added in response to the enlarged social demands on the schools. These new subjects are generally of great value and with our complex civilization we cannot hope to return to the three "R's." The trouble has come through the frequent addition of new subjects without a corresponding and neces- sary elimination of useless material from the old subjects and through a failure to correlate properly the subjects of study. Another way in which the work of the upper grades has been rendered less profitable is by the amount of time given to useless reviews. Professor C. M. Hill of ths Missouri State Normal School, after a careful study of one hundred and sixty-nine representative school systems of this country, estimated that forty per cent of the 2 '::' . ;:THE .JUNIOR HIGH SCHOOL work of. the- seventh and- eighth grades is a wasteful, wearisome and futile review: l .aiL'gfades enough time must be given to review of important facts and principles to prevent instruction from becoming superficial, but the best review is not a rehearsing of the old but a use of knowledge already acquired to gain new knowledge. It has been urged that the lack of real progress in the last two or three grades has a demoralizing effect on the future career of the pupil. He acquires a distaste for school which accounts in considerable part for his dropping out of school as soon as the compulsory educa- tion laws will permit. 'This leads naturally to the statement of another reason for the reorganization of the school system, namely, the great gap which now exists between the grades and the high school. The pupil during his stay in the grades has generally been accustomed to one room and one teacher. He has, during his last year or two in the grammar school, been an important influence in the school, at least, he feels that he has. By the unfortunate sentiment which has in- jected a graduation into the middle of a school system, he is led to believe that with the completion of his grammar school curriculum he has finished the education reasonably demanded by modern life, or that, at least, he has reached a respectable and legitimate stopping place, and that the education which lies beyond is a superfluity which he may take or leave without serious loss to himself. He is, moreover, invited now to spend four years in a school in which he will find himself in quite new circumstances. If he enters the high school, he comes in contact with a half dozen or more teachers during the week. He is thrown much more largely on his own re- sources than ever before. A new responsibility for his work is laid upon him although, oftentimes, he is ill fitted to bear it. The oppor- tunities for going wrong seem quite as conspicuous and even more alluring than the straight and narrow path of duty. He enters this new environment, or is hindered from entering it, with his head filled with rumors of misfortunes which have befallen his acquaintances who have preceded him. Under such circumstances, it is hardly surprising that so many pupils fail to enroll in the high school, and that the mortality of the upper grades continues in the high school. The investigations of Ayres, Strayer, and Thorndike have shown how serious this mortality is. A summary of their conclusions shows that of one hundred children entering the first grade, from eight to ten will complete the high school course. The attendance re- mains practically constant through the fifth grade, but from the HISTORICAL STATEMENT 3 completion of this grade to the first year of the high school about sixty-five per cent of the pupils will drop out, and of those reaching the high school forty or fifty per cent will leave during the first year. In other words, of one hundred pupils who enter the first grade not more than twenty-five, probably not more than twenty-one or twenty- two on the average, will reach the second year of the high school. In view of such facts as these, the demand for a reorganization of the school system has rapidly been gaining in force./ HISTORICAL STATEMENT The first public utterance of weight that called into serious ques- tion the organization of the public school system was made by Presi- dent Eliot at the meeting of the Department of Superintendence of the N.E.A. at Washington in 1888. Although the particular thing which called forth this address was the increasing age at which freshmen were entering Harvard, the discussion which ensued soon extended to an examination of the whole educational system. The immediate outcome was the Committee of Ten. Concerning the great influence of this committee on educational thought nothing need be said. The committee made important recommendations with regard to the earlier introduction of secondary subjects, and suggested the desirability of beginning the secondary period two years earlier, or at the conclusion of the sixth grade. The sugges- tion of a longer secondary period received the indorsement of the Committee of the N.E.A. on College Entrance Requirements, which reported in 1899. This committee in its report said: "In our opinion it is important that the last two grades that now precede the high school course should be incorporated in it and, wherever practicable, the instruction in those two grades should be given under the supervision of the high school teacher." The first official attempt by an authoritative educational body look- ing to an important readjustment of the relation between the grades and the high school seems to have been made by the N.E.A. in 1905. A committee of five was appointed by the Department of Secondary Education to consider the advisability of an earlier beginning of secondary education. This committee reported to the Association in 1907, 1908, and 1909, and strongly urged the equal division of the public school period between the elementary and secondary schools. The present movement for junior high schools seems to have taken its impetus from the above reports. The junior high 4 THE JUNIOR HIGH SCHOOL schools established in Columbus, Ohio, in 1909, and in Berkeley, California, in 1910, were probably the first of the kind to be started in the United States, although it is clear that at various earlier times and in other places there may have been approximations to the present idea of a junior high school. EXTENT OF MOVEMENT The spread of the movement has been remarkable. Professor Thomas H. Briggs in the Report of the United States Commissioner of Education for 1914 reported one hundred and ninety- three cities as having junior high schools in 1913-1914. He also reported that two hundred and twenty-two other places were seriously considering the adoption of the plan. In January, 1917,' the present committee sent out the following questionnaire to all places in Massachusetts of five thousand popu- lation or over and to about four hundred places in other states where the committee had reason, because of its preliminary investigation, to believe there was a junior high school: 1. Do you have a junior high school or intermediate school in your city? 2. What was the date of opening of the first of such schools in your city? 3. What is the distribution of grades in your school system (6-3-3, 6-2-4, etc.)? 40. Is the school in a separate building? 46. Is the school under a separate principal? 5. Do you promote by subjects? 6. Do you promote annually or semi-annually? 7. What are the conditions of entrance to the junior high school? 8. Do you have departmental teaching? 9. Do you have a graduation and diplomas at the end of the junior high school course? 10. Does the principal, or do any of the teachers of the senior high school, exercise any supervisory functions in the junior high school? n State and Nation J General Science Drawing 2 Music i Physical Training 2 French 4 German 4 Spanish 4 Latin 5 Mathematics, III. ... 5 Manual Training (Boys) 6 Household Arts (Girls) 6 Agriculture 6 Typewriting 3 Bookkeeping 5 Industries and Pro- ducts Physiology and Hy- giene 3 Mathematics, 1 5 Drawing 2 Music i Physical Training 2 SUGGESTED ACADEMIC CURRICULUM Required Subjects gih Grade English 5 U.S. History, and j Government in > 5 State and Nation J General Science 4 General Science 4 7th Grade English c 8th Grade English World History \ World Geography/ " 5 U.S. History \ Community Civics/ Mathematics, II Drawing Music Physical Training . . . 5 Mathematics, HI 5 2 Drawing 2 1 Music i 2 Physical Training. ... 2 SUGGESTED CURRICULA 3 1 French or German. Elective Subjects German or French . . French or German. Latin. . SUGGESTED COMMERCIAL CURRICULUM 7th Grade English World History 1 World Geography/ Physiology and Hy- giene 3 Mathematics, 1 5 Drawing 2 Music i Physical Training 2 Required Subjects 8th Grade English 5 U. S. History with] related European I History and Com- j munity Civics General Science 4 Mathematics, II 5 Drawing 2 Music i Physical Training 2 Typewriting 2 Business Arithmetic 1 Penmanship andf 5 Business Forms j gth Grade English 5 U. S. History, andl Government in> 5 State and Nation] General Science 4 Drawing 2 Music i Physical Training 2 Typewriting 2 Bookkeeping 5 Industries and Pro-1 ducts J 4 Spanish, Elective Subjects 4 Spanish Spanish. Physiology and Hy- giene 3 Mathematics, 1 5 Drawing 2 Music i Physical Training .... 2 Manual Training (boys) 4 Cooking | yr. (girls) . 4 Sewing " " " . 4 Agriculture 4 SUGGESTED INDUSTRIAL ARTS CURRICULUM Required Subjects 9th Grade English 5 U.S. History, andl Government in \ 5 State and Nation J General Science 4 General Science 4 7th Grade English f 8th Grade English World History 1 World Geography/ 5 U.S. History and) Community Civics / Mathematics, II 5 Drawing 2 Music i Physical Training. ... 2 Manual Training (boys) 4 Cooking | yr. (girls) . 4 Sewing " " " . 4 Elective Subjects Agriculture 4 Drawing 2 Music i Physical Training 2 Manual Training (boys) 6 Household Arts (girls) 6 Agriculture 6 Mathematics, III. ... 5 32 THE JUNIOR HIGH SCHOOL The borrowed programs of studies are offered without discussion or criticism as examples of current practice in progressive school systems. Some very important features of the program of studies in junior high schools can best be brought out by an explanation and discussion of the suggested program. The first point to be noticed is the work in history. The courses in history in the French secondary schools seem to the committee to have much that is worthy of imitation. In this subject, the work is organized in three cycles. The pupil goes over the whole field of history three times, doing the work more thoroughly in each succeeding cycle. Under this plan no matter at what age the pupil leaves school, he will not be totally ignorant of great events of the world's history. According to the thought of the committee, the first cycle of historical study would include the first six grades. In these grades the whole field of history would be treated in story form, in biographies, and easy narrative. The second cycle would include the period of the junior high school. In the seventh grade five periods are given to world history. Although the work here should be of more advanced character than in the earlier period, the subject can best be presented to pupils of this age largely through the study of the great characters of the past who have been most influential in directing the current of the world's history and shaping its civilization. It is not supposed that this course will consist of the reading or study of isolated biographies, but rather that the important and essential facts of world history will be built around and interwoven with wisely selected biographies. It is of great importance that all of the work in history be closely correlated with geography. In this way each subject can be made to help the other. In the eighth grade the suggested program offers American history with especial emphasis on those facts and conditions in European history which have had an important influence on the history and government of this country. American history is continued in the ninth grade. The community civics in the eighth grade and govern- ment in state and nation in the ninth are important courses. Very valuable assistance for the work in community civics may be gained from Bulletin 23, 1915, and Bulletin 28, 1916, U. S. Bureau of Edu- cation, and Circular 5, 1916, of the Massachusetts Department of Education. These documents should be in the hands of all teachers who conduct this work. The third cycle of historical work will begin with the senior high school. The first year might appropriately be given to European SUGGESTED PROGRAM 33 history to about 1750, the second to Modern European history, and the last year to American history and government. Under the subject of mathematics, the recommendations which follow may at first sight seem radical. The usual practice in the teaching of mathematics in American schools has been to teach arithmetic alone through the eighth or ninth grade of the elementary school followed by algebra and demonstrational geometry respectively in the first and second year of the high school. In arithmetic a great variety of topics, some of considerable difficulty and little practical value, has been taught. This, method of treating the general sub- ject is pedagogically wrong because it does not arrange the topics of study in the order of natural difficulty and because it is impossible by this method to correlate arithmetic, algebra, and geometry so as to get the best results. None of the best educational systems of Europe follows any such method. The committee therefore would strongly urge that the mathematics be taught after the sixth grade in parallel courses rather than in tandem. The Association of Teachers of Mathematics in New England has recently received the report of a committee on the Status of Mathematics in Secondary Schools. Certain recommendations by that committee with regard to the curriculum have been appropriated in large part as the recommendations of this report. The above committee concludes that in six year high schools the mathematics of the first three grades (Junior High Schools) should include: a. The essentials of arithmetic, omitting the less important denominate numbers and all intricate matters of commercial arithmetic which lie outside the possible experience even of teachers. Very thorough drill should be given in percentage, proportion, and their varied applications. b. The elements of algebra in connection with such topics as are common to arithmetic, e.g., L.C.M., G.C.D., square root; also the solution of simple equations of the first or second degree with graphical representations. c. In geometry a considerable amount of informal geometry constructive or intuitional with varied problems in mensuration, the beginning of geo- metrical demonstration. To this extent mathematics should be a required subject. Enough should have been taken to test aptitude for further similar study or college preparation. The above recommendations are incorporated in this report with the full realization that much constructive work must be done by individual teachers before courses in detail are worked out. In the suggested program of studies the committee has included two years of required mathematics according to this recommendation, but has made the third year elective. 34 THE JUNIOR HIGH SCHOOL In the modern foreign languages, an elective in French, German, or Spanish is offered. No two of these languages should be begun the same year. All of these languages should be taught by the direct or conversational method. As Latin will probably be taught by methods which have been used in secondary schools, it has not seemed wise to offer this subject earlier than the ninth grade. The committee feels that the work in general science is of great importance and is worthy of the best thought of those responsible for the details of the courses in this subject in the junior high school. Despite the great advance that has been made in the general science courses as given in the past in the high schools of the country, much constructive work yet needs to be done. The work has been criticized as a hodge-podge which ill deserves the name of science. Too often the training or personal interest of the teacher, or of the writer of the textbook, has led to an undue emphasis on some special field of science. The course in general science ought to concern itself with an orderly and rational study of the pupils' environment. In this study the principles of the physical sciences are of primary importance because these principles are fundamental to all sciences. The pupil ought to study the phenomena of everyday life that he may understand them and apply the principles involved to new experiences. Such a study will bring a real gain in power, and with even fair skill on the part of the teacher can hardly fail to arouse genuine interest. In order to avoid misunderstanding, the committee would make it clear that it is not recommending simply a course of diluted physics and chemistry, but a new subject the study of environment in its scientific aspects. The necessary limitations of this report make it impossible to enter into details, but two fields of great human interest which have hitherto generally been neglected in courses in general science may well receive some attention. Some of the im- portant facts of meteorology are well within the grasp of pupils of junior high school age, and the phenomena of weather are not only of perennial interest to the average citizen but the underlying prin- ciples of these phenomena are closely connected with other matters which always receive attention in courses in general science. Prob- ably no other part of our environment lends itself more readily to the project method of study. The other suggestion is that some attention be given to the study of micro-organisms. These have come to figure so largely in modern life that we cannot afford to ignore them entirely even in an elementary course. SUGGESTED PROGRAM 35 The last suggestion with regard to the work in general science is that while its primary purpose may not be to lay the foundations for the subsequent study of the special sciences, such a foundation ought to be, at least, an incidental result. The suggestions of the committee under the head of industrial arts differ from the usual practice in junior high schools in that a larger amount of time is given to the subject. This recommendation has been made because of the conviction that to limit this work to one or two periods per week is to diminish greatly its value even for prevocational purposes. The most fundamental question, probably, which must be met in the framing of curricula is the question of differentiation. On the one hand, we have the varying needs and aptitudes of the pupils; on the other hand, there is the ever present danger of wrong choices and mistaken decisions. Everyone who has had experience in ad- ministering an elective plan of work in secondary schools knows how difficult it is to reach a wise decision as to the best line of work for many of the pupils. It is certainly more difficult to do this for the boy or girl in the seventh grade. It is of great importance that educational blind alleys be avoided. In other words, it is important that the pupil in the junior high school shall not be started on any curriculum of a content so different from the curricula of other pupils that he cannot make a change without serious loss when the mistake is evident. Moreover, it is well to bear in mind that the school owes a duty to society as well as to the pupil. If it is a legitimate function of the school to train a pupil to take well his part as a citizen in demo- cratic society, then the school must give him the common knowledge and common ideals on which alone such society can safely rest. No school program should suggest to a pupil that he is not to go on with his education. Above all, the school program must not create cliques and classes and caste. It is because of these convictions that the junior high school program suggested above is intentionally conservative. It is designed to supply the pupil with interesting subjects of study which will help to hold his interest and keep him in school. It is also designed by wise options to test the possibilities of the pupil and eventually guide him into the right path. It is prevocational rather than vocational. Moreover, it contains for all pupils a large constant of study, especially in the first two years. It is in part for the sake of those who do not accept this view that several programs of differing character have been printed. In the actual administration of a junior high school in any given place, 36 THE JUNIOR HIGH SCHOOL it might be wise to distribute the required studies and electives in several suggested curricula, as is a quite common practice. In the cities where this is done, the most common curricula used are the academic or general, the commercial, and the manual and industrial arts. Three curricula of this character have been made a part of the suggested program of studies. The general purpose which ought to be kept in mind in framing a program of studies for the secondary period has been set forth very clearly and forcefully by Superintendent Bunker in his Bulletin on the Reorganization of the Public School System. He says: In this secondary period it is important that a survey of the chief departments of human knowledge be made before the individual settles down to an intensive study of lines which are intended to converge toward his future specialty. The work of the first cycle of this period, then, can well comprise the giving of courses in general science, general mathematics, general history, literature courses afford- ing a start in the languages for those desiring language study, music, art, and a knowledge of personal and sex hygiene. . . . Such a survey extensive and popular rather than intensive and narrowly scholarly harmonizes completely with the natural impulses of those entering the period of adolescence, which demands change, variety, and human interest rather than completeness and logical arrangement. Again, by passing in procession before the student of this age the salient features of the important departments of knowledge opportunity will be given for the determination of individual aptitudes and the forming of interests which may prove permanent . . . and which also may completely modify the future course of the individual's development. Courses such as can be formulated from this point of view will provide an excellent topping off for those who find it impossible to continue their schooling beyond the end of the ninth or tenth year and for those who are able to remain throughout the last cycle of this period such courses will give an excellent introduction to the more intensive work which can and should be expected in the advanced years of secondary school training. In the administration of the program of studies in junior high schools, four questions immediately present themselves: 1. What is the proper length for the period or exercise? 2. What it the proper length for the school day? 3. How shall pupils be admitted to the junior high school? 4. What shall be the relation of the junior high school to the senior high school? The answers to the questionnaire show a wide variation with regard to the length of the day and period. The school day ranges from four hours to nine hours and a half and the number of periods from four to thirteen. There seems to be a decided tendency to increase both the length of the day and the period as compared with TEACHERS AND METHODS 37 the practice under the older form of organization. Sixty-one places out of one hundred and forty have a school day six hours or more in length. The length of periods varies from thirty minutes to one hour and three-quarters. Twenty-five places report periods of an hour or more in length. A considerable number of the junior high schools already have a six-hour day divided into six periods. This arrangement probably gives adequate time to do well the work of this school, and the periods are not too long if there is to be real supervision of study a very important matter, especially in the seventh and eighth grades. A common requirement for admission to the junior high school is the completion of the work of the preceding grades. This plan is modified in some communities by admitting over-age pupils who have not completed this requirement but who would probably profit by the opportunities of the junior high school. This modification commends itself to the committee. _The question of the relation between the junior and senior high schools presents some difficulties. It is important that the standard of the latter school be not lowered. It is highly important that no gap be created between these schools. On the other hand, as already pointed out in the earlier discussion of accelerant groups, there ought to be a chance for the really capable pupil to work at a speed commensurate with his abilities. The practice of promoting pupils by subjects leads logically to giving credit by sub- jects. If the credit or point system now in general use in secondary schools is extended to the junior high schools, it would seem to offer the best solution for the difficulties suggested. This will allow pupils to proceed through the program of studies at different rates and would make the promotion from the junior high to senior high essen- tially the same as the promotion between any other two grades of the secondary school system. TEACHERS AND METHODS A very important matter intimately connected with the plan of work is the subject of methods of teaching. This will present a real difficulty for a few years under the new organizations. It is of vital importance that the methods of the high school shall not be thrust upon the junior high school. It is equally important that the methods of the lower grades shall not be continued. A wise compromise between the two methods of teaching must be sought. 38 THE JUNIOR HIGH SCHOOL The developing individuality and mental traits of the pupil in early adolescence must be recognized by methods of presenting the sub- jects of study, and more may safely be left to the initiative of the pupil than in the lower grades; but at the same time the beginner in the junior high school must not be abruptly thrown on his own responsibility as he generally has been in the past on entrance to the high school. The teacher is an even more vital matter in the junior high school than anywhere else in the system. The normal schools and the colleges are already responding to the new demand and are training teachers who will be able to deal adequately with the problem. Until this time arrives, the most promising teacher would seem to be the college graduate who has had some experience in grade teaching. The essential thing is for the teacher to appre- ciate the purpose and meaning of the junior high school and be in cordial sympathy with the movement. In order to help those who desire to study the literature of the junior high school, a brief bibliography is added. Few school reports have been included. These are so soon out of print that they are not a very profitable source of information. They differ so widely in real value and are now so numerous that to attempt to sort out those that make a genuine contribution to the subject of the junior high school seemed to the committee a rather thankless task. The list contains a considerable number of references to the so-called 66 plan of organization on account of the intimate relation which this plan bears to the junior high school. It also contains some references dealing with special subjects of the curricula. Brief comments to indicate the character or value of the article have been made in a few cases. BIBLIOGRAPHY Abelson: Study of the Junior High School Project. Education, Sept., 1916. Ayres: The Organization of Intermediate or Junior High Schools. Educational section of Springfield (III.) Survey, pp. 117-122, Russell Sage Foundation, 1914. Ayres: Laggards in Our Schools. Charities Publishing Co., N.Y., 1909. Ayres: The Money Cost of Repetition vs. The Money Saving Through Accelera- tion. American School Board Journal, April, 1912. Ayres: Effect of Promotion Rates on School Efficiency. American School Board Journal, May, 1913. Bagley: The Six-Six Plan. School and Home Education, pp. 3-5, Sept., 1914. Bagley: Principles Justifying Common Elements in the School Program. School and Home Education, Dec., 1914. BIBLIOGRAPHY 39 Baker: Report of Committee of N.E.A. on Economy of Time in Education. James H. Baker, Chairman. U. S. Bureau of Education, Bulletin No. 38, 1913- Balliet: The Time Limit of Secondary Education. Educational Review, 25 : 433. Bingaman, C. C., Superintendent of Schools, Goldfield, Iowa: Report on the Inter- mediate or Junior High Schools of the United States. (Contains much valuable information. Gives much attention to program of studies.) Boston: Outline of the Work in French and German for Intermediate and Ele- mentary Grades. School Document No. 13, 1915, Boston Public Schools. Boynton: Six- Year High School Course. Educational Review, pp. 515-519, > Dec., 1900. ^Briggs: Secondary Education. Report of the U. S. Commissioner of Education, 1914, vol. i, chap, vi, especially pp. 135-157. (Comprehensive report of status of junior high school in 1913-1914.) Briggs: Possibilities of the Junior High School. Education, Jan., 1917. Brooklyn Teachers' Association: The Pre- Academic School. Report of the Presi- dent, 1909-1910. Brown: Curricula in Mathematics. U. S. Bureau of Education, Bulletin No. 145, 1914. Brown: Plan for the Reorganization of the American Public High School. School Review, May, 1914. Brown: The Functions of the Secondary School. Educational Review. Oct., 1914. Brubacher, A. R.: Some Readjustments in Secondary Education. Education, June, 1914. Bunker: Reorganization of the Public School System. U. S. Bureau of Educa- tion, Bulletin No. 8, 1916. (An extended and valuable report of progress in reorganization including a sound treatment of the subject of courses of study. Especially strong from historical point of view.) Burke: Report on the Intermediate or Junior High Schools. Report of the Super- intendent of Schools. Boston, 1916. California: Problem of the Intermediate School. Report of Commissioner of Schools, California, June, 1914. Carman: Report of the Committee of North Central Association of Colleges and Secondary Schools on the Reorganization of the High School; George N. Carman, Chairman. Presented at a meeting of the Association held at Chicago, March 24-25, 1916. Carpenter: General Science in the Junior High School, Rochester, N.Y. General Science Quarterly, Nov., 1916. City Club of New York: A Suggested Readjustment of the Years of the Public Schools of New York City. Oct., 1908. City Club of New York: A Suggested Readjustment of the Years of the Public Schools of New York City. Opinions of Educators and Others. Jan., 1909. Claxton: Rearrangement of Elementary and High School. Report of U. S. Com- missioner of Education, 1913, vol. i, pp. xxiv-xxvi. Cox: The Junior High School in Solvay, N.Y. Educational Administration and Supervision, Nov., 1915. 40 THE JUNIOR HIGH SCHOOL Davis: Subject Matter and Administration of the 6-3-3 Pl an of Secondary Schools. Bulletin No. 9, 1915. University of Michigan. (Valuable summary of organization of junior high school in various cities of U.S., together with general scheme of organization of similar schools abroad. Contains a variety of school programs for junior high school.) Davis, J. B: Vocational and Moral Guidance. Ginn & Co. Deffenbaugh: Education in Smaller Cities. Report of the U.S. Commissioner of Education, 1915, vol. i, pp. 60-64. Detroit: Handbook of Detroit Junior High Schools. 1916-17. Dewey: Shortening the Years of Elementary Schooling. School Review, Jan., 1903, pp. 17-20. Douglass: Present Status of Junior High School. Pedagogical Seminary, June, Douglass: The Junior High School. Yearbook of National Society for the Study of Education, Jan., 1917. Public School Publishing Co., Bloomington, 111. (An able and comprehensive investigation of the junior high school. Pays much attention to the psychology of adolescence.) Dunn: Social Studies in Secondary Education: U.S. Bureau of Education, Bul- letin No. 28, 1916. Also printed in large part in History Teachers 1 Magazine, Vol. 18, No. i, Jan., 1917. (The report should be carefully studied by every teacher of history and civics in junior and senior high schools. ) Dutton and Snedden: Administration of Public Education in the United States. New York, 1912. Educational Administration and Supervision. Sept., 1916. (Contains articles on junior high school by Snedden, Weet, Stacy, Park, and Taylor.) Ettinger: A Report on the Organization and Extension of Prevocational Training in Elementary Schools. Department of Education, City of New York, 1915. Evans: Mathematics for the Junior High School. Mathematics Teacher, Dec., 1916. Farrington, F. E.: French Secondary Schools; especially pp. 123-149. Longmans. Foster, W. L.: Physiological Age as a Basis of Classification of Pupils Entering High School. Psychological Clinic, May, 1910. Francis: A Reorganization of Our School System. Journal of N.E.A., 1912, pp. 368-76. (Advantages of the intermediate school as worked out at Los Angeles.) Fullerton: Columbus, Ohio, Junior High Schools, 1912. (Much valuable information on the operation of the junior high schools in several towns, together with comprehensive reasons for establishment.) De Garmo: Principles of Education. Vol i, pp. 324 ff. Gowin and Wheatley: Occupations. Ginn & Co. Hall, G. S.: Educational Problems, Vol. ii, chap. 23. Hanus: Six Year High School Program. Educational Review, May, 1903, pp. 455-463. Hartwell: Promotion by Subject and Three Year Courses. School Review, 15 : 184-196, 1907. Hartwell: Questionnaire. School Review, 15 : 313-16, 1907. Tabulation of results, pp. 445-446. BIBLIOGRAPHY 41 Hartwell: The Junior High School. Bulletin 59 High School Teachers' Associa- tion of N.Y. City. Hill: Junior High School. Bulletin of Missouri State Normal School. Spring- field, Mo., No. 3, 1915. Hollister: High School and Class Management. D. C. Heath & Co. Bulletin of University of Illinois. Vol. 12, No. 21, 1915. Bulletin of University of Illinois: Vol. 13, No. 21, 1916. Pp. 32-42 deal with junior high school, but there are many other articles of value to a considera- tion of this subject. Pp. 32-42 also appear in Educational Administration and Supervision, Feb., 1916. Inglis: The Junior High School. Some Principles Affecting its Organization and Administration. Harvard Teachers' Association Leaflet, Oct., 1916. Inglis: Fundamental Problem in the Reorganization of the High School. School Review, May, 1915. Johnston: High School Education. Scribner, 1912. Chap, iv, also chap. xiv. Johnston: The Modern High School. Scribner, 1914. Chap. v. Judd: The Junior High School. School Review, Jan., 1915, pp. 25-33. Judd: Psychology of High School Subjects; pp. 492-508. Kingsley: Preliminary Report of Committee on Reorganization of Secondary Education; C. D. Kingsley, Chairman. U.S. Bureau of Education, Bulletin No. 41, 1913. Kingsley: The Teaching of Community Civics. U.S. Bureau of Education, Bulletin No. 23, 1915. Kingsley: Supplementary Suggestions on the Teaching of Community Civics. Circular of Information No. 5. 1916. Massachusetts Board of Education. Learned: Secondary Schools. A Study of Education in Vermont; Carnegie Foundations, 1914. Leavitt: Examples of Industrial Education, pp. 88 ff. Ginn & Co. Leavitt and Brown: Prevocational Education in the Public School, 1915. Lull: The Six Year High School. Education, 30 : 15-24, Sept., 1909. Lyttle: Should the Twelve Year Course of Study be Equally Divided between the Elementary School and the Secondary School? Proceedings of N.E.A., 1905, pp. 428-436. Report of the Committee of N.E.A. on Equal Division of Twelve Years in the Public Schools. Journal of Proceedings, 1907, pp. 705-710. Report of Committee on Six Year Course of Study. Journal of Proceedings, 1908, pp. 625-8. Third Report of Committee on Six Year Course of Study. Journal of Pro- ceedings, 1909, pp. 498-503. Massachusetts: The Intermediate School: Mass. State Board of Education, 1914. Massachusetts: Reorganization of Elementary Education for Older Children. Bulletin No. 4, 1915. Mass. State Board of Education. Michigan: High Schools of Michigan: Bulletin No. 12, 1914. State Superinten- dent Fred L. Keeler, Lansing, Mich. (Scheme of organization of Michigan high schools, including junior high school.) Minnesota: Report of Committee of Minnesota Educational Association on Elemen- THE JUNIOR HIGH SCHOOL tary Course of Study. State Department of Education, St. Paul, Minn. Bul- letin No. 51, 1914. (Deals with question of elimination of subject matter.) Monroe: Principles of Education, chap. vii. Macmillan. (A brief treatment of the psychology and hygiene of adolescence.) Neodesha: Report on Junior High School: Superintendent of Schools, Neodesha, Kan., 1915. New York City: The Junior High School: Bulletin of High School Teachers' Association of New York City, Jan., 1916. New York City Department of Education: The Junior High School. Division of Reference and Research, Semi-annual Report, July, 1915. Nutting, H. C.: Latin in the Seventh and Eighth Grades in California. Classical Weekly, March 21, 1914. Orr: The Junior High School. Educational Standards, Oct., 1916. Retardation: Backward Children Investigation. Report of the Superintendent of Schools, City of New York, 1909. Robinson: The Reorganization of the Grades and the High School. School Review, Dec., 1912, pp. 665-688. Russell, J. E. : German Higher Schools; especially pp. 108-137. Longmans. Rutherford, W. R. : Feasibility of Junior High School in a Small City. McMinn- ville, Oregon. Sachs: The American Secondary School and Some of Its Problems, p. 108. Macmillan. Scofield: The Function- of the Intermediate School or the Junior High School. Journal of Education, 79 : 429-431, April, 1914. Six Year High School Course, Report of Committee on. School Review, 12 : 22. Snedden: Six Year High School. Educational Review, Dec., 1903, pp. 525-529. Snedden: Educational Readjustment. Chaps, vi and vii. Spaulding, F. E.: Outline of an Educational Progress: Report of the Survey of the Public Schools of Oregon, chap. 9, 1913. Stetson: The Junior High School. American School Board Journal, March, 1914, pp. 11-12. Symposium on Junior High School: Journal of Education, Oct. 1915. Thompson: Practical Arts for Boys in Junior High Schools. Fitchburg (Mass.) Normal School Press. Thorndike, E. L.: Elimination of the Pupils from School. U. S. Bureau of Education, Bulletin No. 4, 1907. Tyler: Report of Committee of the New England Association of Teachers of Mathematics on Secondary School Mathematics: H. W. Tyler, Chairman: The Mathematics Teacher, June, 1916, pp. 191-218. Tyron: History in the Junior High School. Elementary School Journal, vol. 16, 1916, pp. 491 ff. Weet: The First Step in Establishing the Six-Three-Three Organization. Ameri- can Education, vol. 19, No. 9, 1916. (A very clear and valuable statement of the work of the Rochester, N.Y., Junior High School.) Wetzel: The Junior High School. Document No. 39, 1914. Council of Education, N. J. C. N. Kendall, Trenton. BIBLIOGRAPHY 43 Wheeler: Six Year High School. School Review, April, 1913, pp. 239-45. Whitney: The Junior High School in the Small Town. American School Board Journal, March, 1914. Wiles: The Junior High School. D. C. Heath & Co. Wisconsin: Bulletin of University of Wisconsin, No. 749, June, 1915. (Especially valuable for communities organized on the six-six plan.) Wisconsin: Report of Committee of Wisconsin City Superintendents' Asso- ciation on the Reorganization of the Public School System on a Six-Six Plan: Issued by State Superintendent C. P. Carey, Madison, Wis., 1914. FRANK P. MORSE, Chairman. GEORGE W. Low, Secretary. ERNEST L. COLLINS CHARLES L. CURTIS JOHN W. WOOD, JR. BOOKS FOR JUNIOR HIGH SCHOOLS ENGLISH Manly and Bailey's Junior High School English, Book I The authors have joined harmoniously composition, grammar, and literature. They treat them not as formal, but as vital in the pupil's growing experience and in his prog- ress in learning to think clearly and to speak and write with effectiveness. 64 cents. Sandwick and Bacon's Junior High School Speller Contains graded lists of 2000 common words most often misspelled, lists of 1000 words most often confused in use or pronunciation, lists of words from English classics for vocabulary building, and lists of words from Junior High School textbooks. 28 cents. MATHEMATICS Short and Elson's Introduction to Mathematics Arithmetic, elementary algebra, and straight-line geometry are here correlated so that each aids the other. The purpose is to give pupils usable knowledge of the princi- ples underlying mathematics. $1.00. Walsh and Suzzallo's Business and Industrial Practice Contains the work in practical arithmetic most serviceable to pupils in the seventh and eighth years, A chapter is devoted to algebra as related to arithmetic, and sixty-five pages are devoted to mensuration and concrete 'geometry in connection with business measurements and industrial construction exercises. 52 cents. Dooley's Vocational Mathemat cs Begins with a review of the essentials of arithmetic and detailed lessons in the rudi- ments of algebra. Chapters are devoted to carpentering and building; sheet metal work; bolts, screws, and rivets; shafts, pulleys, and gears; plumbing and hydraulics; steam engineering; electrical work; mathematics for machinists; etc. $1.28. Dooley's Vocational Mathematics for Girls Part I contains the same review of arithmetic that is given in the author's Vocational Mathematics. Part II discusses problems in Home-making; Part III, Dressmaking and Millinery; Part IV, Arithmetic for Office Assistants, Salesgirls, Cashiers, etc.; Part V, Arithmetic for Nurses; Part VI, Problems on the Farm. $1.28. SCIENCE Elhuff's General Science Written in clear and simple English, rich in content, scientific in spirit, instructive and educative in the highest degree. The order of topics and the method of presenta- tion have been determined by the author's successful experience in teaching science to immature pupils. $1.28. Elhuff's Laboratory Manual for General Science Contains 112 practical exercises illustrating and extending the above text. May be used without extensive laboratory equipment. 48 cents. Brown's Hygiene in Home and Town The dangers of dust and dirt, of poor ventilation, of bad food and water, and of many other enemies of efficient and healthful life are treated. There are also lessons in the furnishing and care of the home. The teaching is practical and equips pupils for meeting the tasks of mature life in home- making. 64 cents. CIVICS Dunn's The Community and the Citizen The study of community civics is of exceptional value in the Junior High School. For those who do not go further, it is a necessity. Mr. Dunn is a recognized authority upon the subject and has without doubt done more than any other man to improve the methods of study and the selections of topics for class use. 96 cents. D. C. HEATH AND COMPANY, PUBLISHERS BOSTON NEW YORK CHICAGO THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW INITIAL 25 CENTS OVERDUE. JUN 30 1934 Photomount Pamphlet Binder Gaylord Bros. Makers Syracuse, N. Y. PAT. JAN 21, 1908 YC 5683C 505296 UNIVERSITY OF CALIFORNIA LIBRARY