Professionalized Subject Matter in Arithmetic for Normal Schools

of Education, 92: 598–600 (December 16, 1920). Similar to article in School and Home Education, 40:62–64 (November 1920).

Answer to the question, What constitutes a course of study? Author proposes definite criteria for judging the efficiency of any given course. “It must function in the stimulation of the child to an intelligent school cooperation, … in an awakened civic consciousness, … in vocational stability, … in the intelligent choice of the child's leisures, … in the self-determination of the child.”

Clement John A. Curriculum Making in Secondary Schools. Henry Holt & Co., 1923. Pp. 534.

The author assembles some of the principles, problems, and practices bearing upon the business of curriculum making in secondary education.

Clement John A. Attitudes Toward Curriculum Making and Secondary School Objectives. Educational Administration and Supervision, 8: 541–56 (Dec. 1922).

Argues that the selection of subject matter and of objectives is inseparable; enumerates the main objectives proposed by the Cardinal Principles of Secondary Education, Bobbitt, the North Central Association, Snedden, and Inglis; and quotes samplings of adaptation of subject matter, especially in English, to objectives.

Clement John A. The Business of Scientific Curriculum Making in Secondary Education. Educational Administration and Supervision, 9: 357–66 (Dec. 1923).

Along with a plea for scientific curriculum making and “more experimental schools … established in different sections of the country and endowed for the purpose of carrying on scientific curriculum experimentation and construction in secondary schools,” author proposes several guiding principles.

Clement John A. A Description and Evaluation of Published Secondary School Programs of Study. Educational Administration and Supervision, 9: 235–42 (April 1923).

Proposes uniformity in the terminology and publication of curricula and courses of study, and suggests some details.

Coffman Lotus D. Methods Used in the Determination of Minimum Essentials. Teachers College Record, 18: 243–52 (May 1917). Describes nine plans in use for defining the standard units in any course of study.

Coffman Lotus D. The Minimum Essentials Versus the Differentiated Course of Study in the Seventh and Eighth Grades. Proceedings of National Education Association, 1916, p. 953–58. Also in School and Home Education, 35: 213-15 (March 1916).

“Before specialized skill and knowledge are set up as ends of education, all that knowledge of a non-technical nature with which every informed and reasonably well-adjusted citizen in an American state is equipped; all those social and personal habits; all those ideals, attitudes, appreciations, prejudices, and contempts which distinguish the desirable citizen; all those duties and obligations which fix our responsibility and constitute the basis of our social life; all those tools which represent the instruments of learning and the expression of experiences as our commen usefulness—all these common elements the seventh and eighth grades … must see that their pupils possess on leaving them.”

Collings Ellsworth. An Experiment with a Project Curriculum. Macmillan Co., 1923. Pp. 346.

Report of a four-year experiment in a group of Missouri rural schools, with measurements to evaluate the results.

Cook J. H. Principles Underlying the Organization of Public High School Curricula. North Carolina High School Journal, 3: 167–71 (October 1919).

Discusses the principles of curriculum making as applied especially to the high schools of North Carolina.

Courtis S. A. Validation of Objectives. Journal of Educational Research, 10: 197–207 (October 1924).

We need to validate our choice of objectives,—ultimate, intermediate, and immediate, the last being emphasized—even more than we need to validate our means of achieving them. Validation involves the proof that the effect produced by teaching effort really functions in life as we expected it would and is determined by the “critical factor.” Proposes this addition to Charters’ seven steps.

Cox Philip W. L. Curriculum Adjustment in the Secondary School. J. B. Lippincott Co., 1925. Pp. 305. Bibliography.

A view of secondary education, with a list of important factors; a resume of opinions on curriculum construction; proposes, defends, and illustrates sixteen guiding principles and seven functions.

Cox Philip W. L. Standard Requirements for High School Graduation. Sixth Yearbook National Association of Secondary School Principals, 1922, pp. 85–92.

Committee report dealing with important terms, and a summary of principles relating to graduation, agreed upon from replies to questionnaires.

Davis Calvin O. High School Courses of Study. World Book Co. 1914. Pp. 172.

A report on the New York City schools, together with four chapters on the newer conception and aims, recommendations, and comparative study of systems in ten cities.

Davis Calvin O. Junior High School Education. World Book Co., 1924. Pp. 451.

Pages 104–25 present the general approach to a program of studies with reference to the individual, community, nation, and society; pages 125–184 discuss eight representative junior high school curricula.

Davis Calvin O. The Curriculum and the Seven Objectives of Secondary Education. Ninth Yearbook National Association of Secondary School Principals, 1925, pp. 112–30.

Report of a questionaire study as to the effect of The Cardinal Principles of Secondary Education on curriculum practice.

that the more recent additions of subjects in teacher training curricula are the result of the influence of teachers’ activities. Presents a statement of the effect of activity analysis upon procedures in teacher training.

Judd Charles H. The Curriculum and Social Progress. Detroit Journal of Education, 3: 76–80 (October 1922).

Presents the need for an expansion of the curriculum corresponding to the expansion of modern life.

Judd Charles H. Scientific Technique of Curriculum Building. School and Society, 15: 1–10 (January 7, 1922).

Emphasizes the need of curriculum specialists to make a continuous collection of newer types of material, to determine the proper placement for the effectiveness and economy of teaching, and to develop a technique for formulation of the material.

Judd Charles H. How Modern Business May Aid in Reconstructing the Curriculum. School and Society, 17: 281–87 (March 17, 1923).

Business in its eagerness to see curriculum revision has offered many suggestions of varying value, often disturbing administration of traditional material. “What is needed is a strong central body ready and able to marshal the energy and resources of the schools in a broadminded reconstruction of the curriculum.”

Junior High School Curricula. Educational Administration and Supervision, 10: 574–604(December 1924). Bibliography.

Three reports prepared by committees from a summer class in Teachers College, Columbia University: principles, proposed curricula, comment on courses, and standards for junior high schools—small and large.

Keller Paul G. W. Rebuilding of a Course of Study. School Review, 32: 49–52 (January 1924).

An exposition of what was done in Waukegan (Illinois) secondary schools to rebuild their courses of study.

Kilpatrick William H. Method and Curriculum. Journal of Educational Method, 1: 313–17; 1: 367-74. (April–May 1922).

A statement of the interrelation of method and curriculum, emphasizing our need for a better conception of subject matter.

Kilpatrick William H. Subject Matter and the Educative Process. Journal of Educational Method, 2: 94–101(November 1922); 2:230–37 (February 1923); 2: 367-76 (May 1923). a presentation of the philosophy underlying the project method, with special application to the curriculum.

Kilpatrick William H. Source Book in the Philosophy of Education. Macmillan Co., 1923. Pp. 365.

Some excellent source material on the educative process with reference to subject matter and curriculum is presented on pages 279–297.

Knight F. B. Analysis of Teaching and Teachers. Journal of Educational Research, 10: 222–27 (October 1924). States that no analysis is of value until the curriculum has been determined.

Koos Leonard V. The Junior High School. Harcourt, Brace & Howe, 1920. Pp. 179.

Pages 97–146 present a detailed treatment of types and varieties of programs of studies for the junior high school.

Kyte George C. The Cooperative Development of a Course of Study. Educational Administration and Supervision, 9: 517–36 (December 1923).

An account of the cooperative construction, with criteria adopted, by teachers and administrators of a course of study in history and civics for the elementary schools of Berkeley, California.

Lull H. G. The Social Core of the High School Curriculum. School Review, 26: 7–17 (January 1918).

“There should be no subjects prescribed for all students of the high school which do not deal directly with problems of health, citizenship, and the means of communication through the vernacular.”

Mackie Ransom A. Progressive High School Reorganization. Education, 33: 337–43 (February 1913); 33: 420-27 (March 1913). Outlines of Boston and Berkeley (California) programs of study, with criticisms.

Marsh John A. Making a High School Program. Educational Administration and Supervision, 6: 202–14 (April 1920).

Recommends greater teacher participation in program making, the mechanics of which are outlined.

Meriam J. L. Child Life and the Curriculum. World Book Co., 1920. Pp. 538. Criticism of the traditional curriculum, principles in the making of elementary school curricula, suggested contents and method; emphasis on activity growing out of the lives of the pupils.

Miller E. L. Report of the Committee on Curriculum. Third Yearbook National Association of Secondary School Principals, 1919, pp. 51–52. Advocates not the elimination of subjects but rather reform so that each one shall be justified by the Cardinal Principles of Secondary Education.

Miller E.L. , and others., Proposed Secondary School Curriculum. Detroit Journal of Education, 3: 105–109 (November 1922).

A statement of nine basic principles for what should constitute the core and what the elective subjects in a secondary school curriculum. A core curriculum proposed for grades 7–12.

Miller H. L. , and Hargreaves R. T. The Self-Directed School, pp. 116–215 et passim. Charles Scribner's Sons, 1925. Pp. 412. Applies to curriculum theories of authors concerning self-direction by pupils.

Minor Ruby Making the Course of Study. Elementary School Journal, 22: 655–664 (May 1922).

Tells how to get the entire staff of teachers interested in making a course of study.

Moore Ernest C. editor. Minimum Course of Study. Macmillan Co., 1922. Pp. 402.

Reports of committees of southern California teachers on the minimum essentials of seventeen elementary school subjects: aims, investigations, recommended courses, and bibliographies.

Mort Paul R. , and Devricks Robert K. An Accounting of General Values in the Small High School Curriculum. School Review, 29: 119–34 (February 1921).

Data from 374 questionaires sent to graduates of ten township high schools seeking their opinions as to subjects studied as basis of values in curriculum readjustment.

Mossman Lois Coffey. An Analysis of the Theories Basic to Curriculum Construction. Teachers College Record, 26: 734–39 (May 1925).

Four assumed functions of the school extended to the source of impetus to activity and its direction, the nature of method, the function of method, the method of determining subject matter, the function of subject matter, its organization, psychological theory, respect for personality, social theory, subordination of activities and subject matter, and flexibility of procedure.

Myers Garry C. Some Factors Affecting Content for the Curriculum. Educational Administration and Supervision, 1: 611–16 (November 1915). Discusses a number of powerful factors that tend to prevent our schools from having the most desirable curricula.

McMurry Charles A. How to Organize the Curriculum. Macmillan Co.,1923. Pp. 358.

History and present status of the elementary school curriculum; suggestions for the organization of studies; illustrations of projects in history; suggested outlines of courses of study in history, geography, science, and literature.

McMurry Frank M. Principles Underlying the Making of School Curricula. Teachers College Record, 16: 1–10 (September 1915).

A draft of the principles which author regards as fundamental to curriculum making.

National Education Association. Facts on the Public School Curriculum. Research Bulletin, Vol. 1, No. 5. National Education Association, 1201 Sixteenth St., Washington, D. C.

After some facts of general interest presents a summary of statutory and state board of education requirements relative to elementary school curricula, facts on time allotments for subjects in elementary and junior high schools, results of votes of expert opinion as to books most helpful on curriculum problems, and a list of representative elementary courses of study published since 1920.

Newlon Jesse H. The Need of a Scientific Curriculum Policy for Junior and Senior High Schools. Educational Administration and Supervision, 3: 253–68 (May 1917).

Recounts as typical development of curricula plans at Decatur, Illinois, high school: 1) single curriculum, 2) guided election by individual pupils, 3) system of group elections, 4) curricula for definite groups; points out diversity of practice regarding constants and sequences; advocates curriculum making by teachers.

Norton John K. A General Survey of the Curriculum Situation. Journal of Educational Research, 10: 149–153 (September 1924).

There is a k of reasonable uniformity in curriculum practice, of definite educational aims, of new types of materials, of an adequate clearing house for expert opinion.

Peters Charles C. Foundations of Educational Sociology. Macmillan Co., 1924. Pp. 447. Charts.

Outlines a scientific adjustment of educational programs to meet the need of the present.

Phelps C. L. Practical Difficulties in Curriculum Making. American Educational Digest, 43: 198–200 (January 1924).

Examines some of the more important difficulties facing those who are trying to improve elementary education, discusses some fundamental considerations, and reviews some constructive suggestions. Philadelphia, Survey of Schools, 1922. Pennsylvania State Department of Public Instruction, Harrisburg.

Volumes III and IV present the conditions found in the secondary schools, and offer constructive criticisms and recommendations for improvement.

Rapeer L. W. A Core Curriculum for High Schools. School and Society, 5: 541–549 (May 12, 1917).

Emphasizes as a basis for a five- or six-year high school curriculum the need of a philosophy of social efficiency, with sub-aims of health, vocational, avocational, civic, and moral efficiency; presents sixteen guiding principles; and proposes a resultant curriculum.

Report of Special Committee on Specified Entrance Units to Association of Colleges and Secondary Schools of the Southern States. Pp. 149–58. 1922. Recommends, after discussion, units that committee thinks should be required. Report of the Committee of the University of Illinois High School Conference, W. C. Bagley, Chairman. Program of Studies and Interrelationships between Elementary Schools and High Schools. School and Home Education, 33:134 (December 1913).

Proposes, first, that the problem of “distinguishing between the fundamental and accessory elements in our courses be attacked systematically and definitely”; and, second, that courses of study include suggestions of the best methodology.

Rugg H. O. Curriculum Making: What Shall Constitute the Procedure of the National Committee? Journal of Educational Psychology, 15: 23–42 (January 1924).

Criticizes the work of the National Committee on Mathematical Requirements as subjective and compares it with Thorndike's studies on the psychology of algebra as scientific; states as three major problems: (1) abilities and interests of pupils, (2) materials necessary for growing youth and prospective citizen, (3) arrangement and grade placement of selected materials; proposes as proper functions of national curriculum committees: (1) to act as a deliberative body of specialists, stating aims and criteria, (2) to organize investigations of social and psychological needs underlying curricula, and (3) to serve as a clearing house for discussion.

Salisbury Ethel I. The Construction of a Course of Study. Educational Administration and Supervision, 6: 381–87 (October 1920).

Presents an elaborate plan involving cooperation of superintendent, principal, and teachers for making syllabi of courses of study; argues for definite provision of time and money for the work; and proposes seven steps of development.

Salisbury Ethel I. Administrative Uniformity of the Curriculum. Educational Administration and Supervision, 3: 275–79 (May 1917). Presents conflicts regarding curriculum uniformity between practice and theory.

Sleight W. G. The Organization and Curricula of Schools. London: Edward Arnold & Co., 1920. Pp. 264.

Principles of the curriculum, with application to British elementary and secondary schools.

Smith Preserved. The Unity of Knowledge and the Curriculum. Educational Review, 45: 339–44 (April 1913). Coordination of instruction rather than fragmentary teaching is urged.

Snedden David. Planning Curriculum Research. School and Society, 22: 359–65 (August 29, 1925); 287–94 (September 5, 1925); 319–28 (September 12, 1925).

Introducing the terms peth and strand, author proposes to ascertain “those activities which common sense and expert judgment decree to be of much importance, and preparation to exercise which are not provided for at all completely by extra-school agencies”; emphasizes the difficulty of deciding how much is needed; criticizes work of Bobbitt, Charters, and Rugg and Hockett.

Snedden David. High School Reorganization: Some Practical Next Steps. Educational Administration and Supervision, 8: 80–98.

Deplores the present control of secondary education by higher institutions; suggests and urges changes, advocating that there should be distinct secondary institutions for liberal and for vocational education.

Snedden David. Bobbitt's Curriculum Making in Los Angeles. School Review, 31: 104–108 (February 1923).

Sus that “case groups” be distinguished as sociological basis for measurement or Educational values in terms of predictable conditions and needs, that quantitative be added to qualitiative analysis, and that evaluation be made of extra-school contributions to the total educational process.

Snedden David. The Character and Extent of Desirable Flexibility as to Courses of Study and Training for Youths of 12–14 Years of Age. Educational Administration and Supervision, 2: 219–34 (April 1916). Also in Proceedings of National Education Association, 1916, pp. 965–76. Discusses the present situation, unlike ends or objectives, a possible curriculum for junior high schools, the varying educational needs of children 12–14 years old, the elective system, and the controlling principles of flexibility.

Springfield, Massachusetts. Survey Report of Public School System, 1924. Pp. 173.

Presents nine fundamental principles in light of which curricula and courses of study for both the junior and senior high schools should be developed.

Stevenson J. A. The Project and the Curriculum. School and Home Education, 38: 146–61 (March 1919). States that the curriculum is based on facts, principles, processes, and projects; emphasizes and illustrates the use of the project.

Stockton James L. The Overcrowded Elementary School Course of Study. Elementary School Journal, 21: 678–87 (May 1921).

“Dependence, should be put not alone upon elimination of material already scheduled, but also upon a reorganization of subjects which diminishes their number and which takes account of ‘cumulative effect,’ stages of mental growth, and correct spiral order.”

Stout J. E. The Development of High School Curricula in the North Central States, 1860–1918. Supplementary Educational Monographs, No. 3, University of Chicago, 1921. Pp. 322. Bibliography, pp. 292–316.

A detailed historical study: briefly sketches the early high school movement, treats of subjects and their organization into curricula, analyzes the subject matter in the several subjects to show changes and conditions at several periods, and discusses in separate chapters the subject matter in various fields.

Symposium: Radical Changes in Curriculum. American Educational Digest, 43: 195–197 (January 1924). School executives tell of urgent needs in a composite of 1375 judgments.

Threlkeld A. L. Curriculum Revision: How a Particular City May Attack the Problem. Elementary School Journal, 25: 573–582 (April 1925).

Says that in the Denver revision these principles have been followed: “(1) The participation of the local professional corps must be procured as a basis for the entire program. (2) Definite administration and supervision of the local corps is essential. (3) The most advanced educational thought of the profession as a whole should be incorporated. (4) Curriculum revision should be continuous.”

Tillinghast Charles C. Current Studies in Curriculum Analysis. Ninth Yearbook National Association of Secondary School Principals, 1925, pp. 98–112.

A descriptive summary of curriculum research in various places and an appreciative estimate of the importance of the problem.

Vermont, A Study of Education in. Carnegie Foundation for the Advancement of Teaching, 1913. Pp. 241.

A criticism of the courses of study of the elementary (pp. 44–48) and secondary (pp. 81–90) schools. “No study or group of studies has any importance for its own sake; its value consists altogether in the extent to which it assists a teacher in bringing a pupil into those relations with his environment that are agreeable, stimulating, and promising for him personally and profitable to society. The curriculum should include any body of instruction that can be successfully organized to this end and for which there is a demand. But its real potency consists not in itself, but in the intelligence with which it is applied.”

Waples Douglas. Indexing the Qualifications of Different Social Groups for an Academic Curriculum. School Review, 32: 537–46 (September 1924).

Asserts that the common academic curriculum favors the pupil on the upper social-economic level; tests his thesis by a study of the pupils in the Homestead, Pennsylvania, High School; and presents criteria for testing the value of the single curriculum.

Ward L. C. The Curriculum of the Modern Six-Year Secondary School. School Review, 26: 282–85 (April 1918).

A statement of the aims of secondary schools and a proposal of the contents of a six-year curriculum.

Weeks Arland D. The Curriculum and Democracy. Journal of the National Education Association, 14: 81–82 (March 1925).

Urges from point of view of the economist that the curriculum should prepare the child to be a producer, for the leisure hours of the worker, and for intelligent consumption.

Wells Margaret E. A Project Curriculum. J. B. Lippincott Co. 1921. Pp. 338.

For each of the first three grades of the elementary school a major project large enough to provide a basis for most of the work of the year, with included minor projects related to the major purpose and providing the major daily activities; guiding principles in curriculum making; and analysis of proposed outcomes.

Whitten C. W. Curriculum Construction and Objectives for Secondary Education. School and Home Education, 39: 81–84 (December 1919).

Discusses curriculum making in the light of the seven cardinal objectives of education.

Willard Eda G. A Project in Curriculum Making. Journal of Educational Method, 2: 207–11 (January 1923).

Gives some standards and describes the making of a curriculum by supervisors and teachers, with an interesting point of view.

Willard F. R. The Objectives of Education as a Basis for Curriculum-Making in High Schools. School and Society, 10: 9–12 (July 5, 1919). Discusses with approval the Cardinal Principles of Secondary Education.

Wilson H. B. The Community and the Development of the Course of Study. School and Home Education, 31: 97–99 (November 1911).

Advocates and illustrates from the experience of Decatur, Illinois, the advisability of using “the wisdom of the community” in constructing courses in study.

Wilson M. G. The Reorganization of Courses of Study for Modern Rural Life. School and Home Education, 39: 26–28 (October 1919).

Presents three principles of curriculum making, suggests and illustrates eliminations and inclusions, and sets down thirteen principles of organization which should support and guarantee courses of study.

Withers John W. Professional Curriculum of the College of Education in Light of Job Analysis. Journal of Educational Research, 10: 251–56 (October 1924).

Advocates the analysis of the vocations for which students are preparing, the determination of qualifications and ideals necessary for success, and the presentation of materials that will help teachers understand life and the functions of education in it.

Withers John W. How the Course of Study Should be Determined. Proceedings of National Education Association, 1914, pp. 235–44.

The educative process is an observable transaction taking place in the physical world and determined by the educative situation and response. On this basis the author discusses three processes that influence the determination of the course.

Yocum A. Duncan. The Determinants of the Course of Study. Proceedings of National Education Association, 1914, pp. 223–35.

The bases for course of study making are summarized, with special emphasis on classification and distribution.

Young James Reed. Reorganization of the High School Curriculum. Educational Review, 53: 122–36 (February 1917).

Says that changes in social and economic conditions call for changes in the curriculum, that it should begin with the needs of pupils, stand for equality of opportunity, and modernize the idea of culture; applies principles to several subjects.