Minnesota: Student contribution to education magazine, 199, no. 10, June. Minority schools in Lithuania, 69, no. 4, Dec. Mittenwald, Bavaria: School for training in making of violins, 58, no. 3, Nov. Monahan, A. C.: Construction and equipment of chemical laboratories, 131, no. 7, Mar. Montague Burton Chair of Industrial Relations established at University of Leeds, 39, no. 2, Oct. Moore, Eoline Wallace: Around the world-a project in human geography, 54-55, no. 3, Nov. More graduates in 1928 than students in 1908, 19, no. 1, Sept. More native white children in Alaska, 17, no. 1, Sept. Morehead, H. L.: High-school boys construct their own gymnasium, 18, no. 1, Sept. Morgan, Edwin V.: Brazilian students' house to be constructed at University of Paris, 58, no. 3, Nov. Mothers' aid law, North Carolina, 151, no. 8, Apr. Motion-picture machines: Cleveland (Ohio) public schools, 83, no. 5, Jan. Mount Vernon, N. Y.: School building survey and program, 35, no. 2, Oct. Movietone entitled "Administrative work of the Federal Government," 139, no. 7, Mar. Mulheron, Anne M.: Book service of the library association of Portland to schools of Multnomah County, Oreg., 56-57, no. 3, Nov. Multiple activity choices given pupils (Forman), 119, no. 6, Feb. Multnomah County, Oreg.: Book service of library association of Portland to schools, 56-57, no. 3, Nov. Museums: Cooperation with schools, 107, no. 6, Feb.; Hittite, Angora, 58, no. 3, Nov.; South America, relation with schools, 128-129, no. 7, Mar. Museums and galleries, Italy: Entrance fee abolished, 27, no. 2, Oct. Myers, H. D.: Panama Department of Public Instruction closes law school, 127, No. 7, Mar. N Nagasaki, Japan: Educational institutions for the blind, 166, no. 9, May. Name of Bureau of Education changed to Office of Education, 51, no. 3, Nov. Nashville conference on rural school supervision (Cook), 114-115, no. 6, Feb. National Advisory Committee on Education, 55, no. 3, Nov. National Commercial Teachers Federation: Meeting, 51, no. 3, Nov. National Committee on Home Education: Fourth conference, 157-158, no. 8, Apr. National Committee on Research in Secondary Education: Meeting, 156, no. 8, Apr. National Council of State Superintendents and Commissioners of Education (Cook), 92–93, no. 5, Jan. National Education Association: Department of School Health and Physical Education, meeting, 199, no. 10, June. National Education Association Annual Convention, Atlanta, Ga. (Evans), 15-16, no. 1, Sept. National High-School Honor Society: Purpose and organization, 24-26, no. 2, Oct. National survey of secondary education, 111, no. 6, Feb. Needles (Calif.) High School: Gymnasium constructed by boys, 18, no. 1, Sept. Negro enrollment, North Carolina, 199, no. 10, June. Negro high schools: Rapid growth in Southern States, 19, no. 1, Sept. Negro teachers: Certification, 117, no. 6, Feb. New books in education (McCabe), 20, no. 1, Sept.; New Year (W. J. C.), 90, no. 5, Jan. New York City: Printing courses offered, 150, no. 8, Apr.; up-to-date school architecture, 127, no. 7, Mar.; use of leisure time by teachers, 164-166, no. 9, May. New York schools encouraged to plant forests, 18, no. 1, Sept. New York State: Benefits of school medical inspection, 49, no. 3, Nov.; earnings of boys attending construction schools, 98, no. 5, Jan. New York State College for Teachers (Albany): Course for elementary school principalship, 68, no. 4, Dec. New York University dedicates a new education building (Cook), 151, no. 8, Apr. Newer conception of education, 90-91, no. 5, Jan. North Carolina: Enrollment in public schools doubled, 98, no. 5, Jan.; evening school pupils on Washington pilgrimage, 195-196, no. 10, June; mothers' aid law, 151, no. 8, Apr.; negro enrollment, 199, no. 10, June. Northwestern University: Scholarships, 55, no. 3, Nov. Northwestern University receives gift of building, 55, no. 3, Nov. Noted British educator visits America (Jessen), 170-171, no. 9, May. Nursery schools: Equipment, purchase, and construction, 84-87, no. 5, Jan. Oakland, Calif.: Portuguese schools, 55, no. 3, Nov. Occupational survey of Cardozo High School, Washington, D. C. (Wright), 31, no. 2, Oct. Office of Education makes school survey of Huntington, W. Va., 51, no. 3, Nov. Office of Education of the Interior Department, 51, no. 3, Nov. See also United States Bureau of Education; United States Office of Education. Official flag of Alaska, 139, no. 7, Mar. Ontario promotes vocational and technical instruction, 58, no. 3, Nov. Opportunities for the classroom teacher as a research worker (Goodykoontz), 161-163, no. 9, May. Organization of the interstate school building service (Dresslar), 115-116, no. 6, Feb. Osborne, John Ball: Children introduced to scenic beauties of the fatherland, 7, no. 1, Sept.; Recent school film development in Sweden, 105, no. 6, Feb. Outside reading: Substitute, 97, no. 5. Jan. Outstanding problems confronting home economics in the high schools (Bonser), 108-109, 111, no. 6, Feb. Oxford University: Cricket grounds, 55, no. 3, Nov. Ozone: Study made in Detroit public schools, 129, no. 7, Mar. P Panama Department of Public Instruction closes law school of National Institute (Myers), 127, no. 7, Mar. Paraguay: Commission to visit United States and Europe, 58, no. 3, Nov. Parent education, 63-65, no. 4, Dec. Parent education, 148-149, no. 8, Apr.; program, 61-62, no. 4, Dec.; project, 106-107, no. 6, Feb.; State-wide program, 147, no. 8, Apr.; using existing facilities in a State, 124-126, no. 7, Mar. Parent-teacher association accomplishment, 176-177, no. 9, May. Parent-teacher associations: Christmas program, page 3 of cover, no. 4, Dec.; cooperation with kindergartens, 106-107, no. 6, Feb.; plans, 61-62, no. 4, Dec. Parent-teacher associations almost girdle globe, 41-43, 59, no. 3, Nov. Parent-teacher work: Training of leaders, 81-82, no. 5, Jan. Parks (city): Contribution to city school work, 76-78, no. 4, Dec. Parliament, British: Forty-eight members have been educators, 55, no. 3, Nov. Pasadena, Calif.: Commercial courses adapted to Pearson, Frederick F. A.: Board constituted to advise Pennsylvania State government to be studied, 68, no. 4, Dec. Per cent of public-school children have defective hearing, 55, no. 3, Nov. Percy, Right Hon. Lord Eustace: Visits Office of Education, 190, no. 10, June. Persian students in Europe, 138, no. 7, Mar. Pettengill, Mrs. J. K.: Educating parents for happier lives, 148-149, no. 8, Apr. Phillips, Frank M.: Survey of school system, Huntington, W. Va., 51, no. 3, Nov. Phillips, Mary S.: Recent publications of the Office of Education, 18, no. 1, Sept.; 99, no. 5, Jan.; 171, no. 9, May. Physical ability tested by special stunts test, 117, no. 6, Feb. Physical characteristics of Abraham Lincoln (Rogers), 103-105, no. 6, Feb. Physical education: Different from physical training, 17, no. 1, Sept. Physical training: Different from physical education, 17, no. 1, Sept. Pittsburgh promotes love of art, 98, no. 5, Jan. Place of scholarship in a democracy (Butler), page 4 of cover, no. 1, Sept. Plane used by Manitoba school inspector, 16, no. 1, Sept. Playgrounds: Provided for every public school in Plays, historical: Written and acted, 97, no. 5, Jan. Portland library association: Book service to schools of Multnomah County, Oreg., 56-57, no. 3, Nov. Portland (Oreg.) Library Association: Loan collection of original pictures by Portland Artists, 98, no. 5, Jan. Portugal Ministry of Public Instruction issues decree 55, no. 3, Nov. Practice teaching: Project method, 179, no. 9, May. Prague: Summer school, 1930 (Lippert), 199, no. 10, June. Presidente Machado Industrial School, Habana Prison library research, 160, no. 8, Apr. Progressive Education Association: Meeting 158, no. 8, Protecting children's health in Venezuela, 171, no. 9, May. Psychological experiment (Brazil), 192, no. 10, June. Public enlightenment essential to happiness and security (Washington), page 4 of cover, no. 6, Feb. Public-school children: Defective hearing, 55, no. 3, Nov. Public-school system: Articulation aided by standardization, 1-3, no. 1, Sept. Public schools (Calif.): Enrollment less than automobiles, 82, no. 5, Jan. Public schools, Cuba: Agriculture taught, 45, no. 3, Nov. Publications of the United States Office of Education, 130-131, no. 7, Mar. Purpose and organization of the National High School Honor Society (Rynearson), 24-26, no. 2, Oct. Purpose of education, page 3 of cover, no. 1, Sept. Qualifications, county superintendents: Prescribed by law, 7, no. 1, Sept. R Radio lengthens the personality and power of the Rapid growth in book circulation, 199, no. 10, June. Recent psychological experiments in Sao Paulo, Brazil (Silveira), 192, no. 10, June. Recent publications of the Office of Education (Phillips), 18, no. 1, Sept.; 99, no. 5, Jan.; 171, no. 9, May. Recent school film development in Sweden (Osborne), 105, no. 6, Feb. Recent surveys conducted by the Bureau of Education, 35, no. 2, Oct. Reciprocal arrangement for an exchange of Canadian and Scottish graduate students in education, 147, no. 8, Apr. Reeve, Margaretta Willis: Countries in all parts of the world are cooperating to bring together home and school, 41-43, 59, no. 3, Nov. Reindeer industry (Alaska): Supervision placed upon Governor of Alaska, 53, no. 3, Nov. Research, bibliographical: Teachers College, Columbia University, 45, no. 3, Nov.; opportunities for the classroom teacher, 161-163, no. 9, May. Research center. See Washington Child Research Center. Research centers: Housing and equipment, 84-87, no. 5, Jan. Responsibility for supervision of Alaskan reindeer industry placed upon Governor of Alaska, 53, no. 3, Nov. Return to school, 10-11, no. 1, Sept. Richard City, Tenn.: How home economics improves home life, 193-195, no. 10, June. Richland Center (Wis.) High School: Historical plays written and acted, 97, no. 5, Jan. Roanoke, Va.: Survey of junior and senior high schools, 35, no. 2, Oct. Rockefeller Foundation: Medical schools aided, 98, no. 5, Jan. Roemer, Joseph: Comparison of advantages and disadvantages in developing extracurricular activity program in large and in small high schools, 66-68, no. 4, Dec. Rogers, James Edward: Difference between physical training and physical education, 17, no. 1, Sept. Rogers, James Frederick: Defects of vision, 82, no. 5, Jan.; Hygiene may be correlated with other school subjects, 36-37, no. 2, Oct.; International Congress on Mental Hygiene, 155, no. 8, Apr.; Meeting of the International Congress of Mental Hygiene, 189, no. 10, June; Physical characteristics of Abraham Lincoln, 103-105, no. 6, Feb. Royal Ontario Museum (Toronto): Classes for publicschool children, 58, no. 3, Nov. Rural farm schools in Haiti, 55, no. 3, Nov. Rural school adapted to pupil and community needs, 4-5, 19, no. 1, Sept. Rural school supervision: Nashville conference, 114-115, no. 6, Feb. Rural schools and county libraries in New Jersey, 121 San Francisco: Traffic accidents and school children, Sand box relief map: Jasper (Minn.) High School, 97, Sanitary regulations in Venezuelan schools, 111, no. 6, Sao Paulo, Brazil: Educational progress, 139, no. 7, Saskatchewan, Canada: Large per cent of teachers in Saskatoon: Cumulative sick leave for teachers, 117, no. Scales: What do they weigh? 178, no. 9, May. Scholarship: Place in a democracy, page 4 of cover, no. Scholarship competitions in three Michigan counties, Scholarship for American boy, 105, no. 6, Feb. School architecture, 127, no. 7, Mar. School baths (Baltimore), 181-182, no. 10, June. School buildings: Mount Vernon, N. Y., survey and School enrollment: Alaska, 17, no. 1, Sept. School finance: Severance tax source of school revenue, School health work-How it may be improved (Goffin), School inspector: Uses airplane, 16, no. 1, Sept. School of music taken over by University of Michigan, "School reserves": San Francisco, 115, no. 6, Feb. Schools: Cooperation with museum, 107, no. 6, Feb. Science: Swedish children taught beauties of father- Secondary education: National survey, 111, no. 6, Secondary schools, southern: Training and teaching Selective admissions naturally reduce failures, 34, no. Self-education, page 4 of cover, no. 3, Nov. Sharpe, Cecil: Work commemorated, 69, no. 4, Dec. Silveira, Noemy: Recent psychological experiments in Size of high-school recitation class, 181-182, no. 10, June. South America: School-museum relations, 128-129, no. South Dakota: Young Citizens' League, 98, no. 5, South Dakota, progress, film, 155, no. 8, Apr. Madrid (United Press correspondents in Spain and Spanish: Commercial use compulsory, 14, no. 1, Sept. Special stunts test physical ability, 117, no. 6, Feb. State government to be studied, 68, no. 4, Dec. State higher institutions largely coeducational, 19, no. State supervisor for deaf and blind (Wyoming), 175, State-wide college extension work in Arkansas (Hard- State-wide program of parent education, 147, no. 8, Stores become a college laboratory, 147, no. 8, Apr. Strengthening our elementary school foundation Student contribution to education magazine, 199, no. Students' house to be constructed at University of Students may possess real works of art, 31, no. 2, Oct. Study of effects of ozone made in Detroit schools, 129, Summer school: Prague, 199, no. 10, June. Superintendents (State): Meeting, 92-93, no. 5, Jan. See Educational surveys. Swedish students exchange with American, 102, no. 6, Swift, Fletcher Harper: Severance tax as a source of Teachers College, Columbia University: Bibliographi- Teachers establish their own credit union, 49, no. 3, Teachers in Parliament, 55, no. 3, Nov. Teachers' residences: Manitoba, Canada, 171, no. 9, Teachers' salaries in Illinois public schools, 1913-1928 Teaching technique and size of class (Wetzel), 181-182, Technical instruction: Given free at French school, 34, Thorough preparation required, 199, no. 10, June. Thrift education: Influence of Benjamin Franklin, To preserve the good and repudiate the evil are the To promote education of deaf and blind, 115, no. 6, Feb. To safeguard Costa Rican children, 138, no. 7, Mar. Towne, Jackson E.: County library service of the Feb. Training and teaching combinations of teachers in Training of leaders in parent-teacher work (Bradford), Travel slide collection: Chicago Public Library, 49, Turkey: Junior Red Crescent, 49, no. 3, Nov. Two international expositions in Belgium (Abel), U Unemployment: Teachers, Indiana, 197, no. 10, June. United States Bureau of Education: Recent surveys, United States Office of Education: Administrative University city (Madrid) under construction, 46, no. University extension: Arkansas, 96-97, no. 5, Jan. University of British Columbia inaugurates commerce University of Chicago: Failures reduced by selective University of Leeds: Montague Burton Chair of University of North Carolina, extension division: University of Paris: Brazilian students' house to be University of Southern California: Earnings of stu- University of Southern California, legal aid clinics, 147, University of Washington: Archery classes, 111, no. 6, Up-to-date school architecture, 127, no. 7, Mar. V Van Dyke, Henry: Christmas for all, page 4 of cover, Venezuela: Protecting children's health, 171, no. 9, Virginia: Improvement in certification of negro teach- Vision: Defects, 82, no. 5, Jan. Visiting teacher and the problem child (Culbert), Visual education: Helps available at the Cleveland W Wader, Joseph H.: Home work of elementary school Walnut-picking season: Children attend migratory Washington: Study of United States and State Con- Washington, D. C.: Educational conference, 91-93, no. Washington, George. See George Washington. Washington Child Research Center: Housing and Washington pilgrimage of North Carolina evening We blaze the trail to-day for future American citizens Wetzel, William A.: Teaching technique and size of What do scales weigh? (Strachan), 178, no. 9, May. What New York City teachers do for schools during Williams, Gladys Potter: Art museum's educational Withdrawal from library field by the Carnegie United Women, foreign-born: Education, 8-9, no. 1, Sept. Working students have abundant opportunity, 19, no. World Library Congress: First meeting, 98, no. 5, Jan. Wyoming: State supervisor for the deaf and blind, 175, Wysong, H. C.: Indiana teacher begins sixty-seventh Y Yale University: New medical laboratories, 117, no. 6, Young Citizens' League in South Dakota, 98, no. 5, Young Englishmen trained for emigration, 29, no. 2, Published Monthly, except July and August, by the Department of the Interior, Bureau of Education VOL. XV WASHINGTON, D. C., SEPTEMBER, 1929 No. 1 Extent to Which Standardization is Aiding Articulation of Units in the Public-School System Present Tendency of Inspectorial Agencies Is Away from Attempt to Promote Close Articulation between Secondary Schools and Colleges. Instead, Their Objectives Are the Elevation of Ideals, Standards, and Practices, Adaptation of Schools to Local Conditions, and Stimulation of Understanding by Teachers of Needs of Individual Pupils A T A faculty meeting in one of our State universities, a much respected member opened his discussion of a highly controversial question with this statement: "Since I do not feel competent to discuss the question before us, I will address my remarks to a related issue." When you have read what I have to say, you will doubtless conclude that I have taken similar liberties with my topic. The question assigned to me can not be answered authoritatively except through an extended and far-reaching inquiry on a national scale. I will venture, however, to present certain aspects of the question. The Purposes of Standardization In the discussion of the contribution of standardization to articulation, I will present the work of State and university inspectorial agencies. It seems to be generally assumed that those of us engaged in high-school inspection are seeking to secure a degree of standardization that will develop close and complete articulation between the secondary schools and the colleges, and improve their articulation to other units in public education. The validity of this assumption may properly be questioned. It is doubtless true that 20 years ago the emphasis in inspection was on the standardization of courses in the secondary schools in such a way as to insure that students would be prepared to meet the requirements of the colleges. At present, however, the purposes of inspection are so radically different from those of an earlier period that it is doubtful Publication sponsored by the National Committee on Research in Secondary Education, J. B. Edmonson, chairman; C. A. Jessen, secretary. 66258-29-1 By J. B. EDMONSON Dean of the School of Education, University of Michigan whether our inspection contributes as much as formerly to the promotion of articulation. It may be that we have gone too far in the direction of indefinite and general requirements. An analysis of the standards of the North Central Association of Colleges and Secondary Schools shows that very few requirements are stated in exact terms. The association prescribes in such general terms as: 4 years of college, including 15 hours of professional training as minimum preparation for teaching in high school; 15 credit units for graduation from a 4-year high school; 36 weeks for the length of the school year; 40 minutes for the minimum length of the class hour, etc. A school could meet these minimum standards and be totally unlike a neighboring school which also meets all these standards. Pupils coming from the first school might readily make adjustment to a higher institution, and pupils coming from the second school might find such adjustment extremely difficult. Likewise, two pupils from the same school might meet with varying degrees of success in adjustment, owing to differences in ability and differences in the results obtained from instruction. State Practice Varies So far as I know, few of the States are seeking to enforce hard and fast requirements in the work covered in specific units. Schools are given much freedom in determining the amount of work that will be covered in any of the units. It is true that some States make recommendations and issue syllabi that influence greatly the amount of work covered. The em phasis in inspection, rather than on units, is placed on preparation of teachers, matters of equipment, general spirit of the school, community support, and general effectiveness. It is true that the standardizing agencies have made it increasingly easy for pupils to transfer from one school to another, and have prompted a willingness to accept credentials sent by other accredited schools. This does not mean, however, that standardization has insured the same quality and quantity of preparation in the different levels in our school system. Articulation Between High Schools and Colleges There has been a great deal of talk about the lack of articulation between the high schools and the colleges, and I believe that many are under the impression that solving the problem of college entrance requirements would insure the development of a completely articulated American public-school system. One finds, however, in reading the recent Yearbook of the Department of Superintendence that problems of articulation are to be found in every school system. In most States the high school is comparatively free from college domination. High-school inspection has ceased to be considered a function of the higher institutions and has passed into the hands of the department of education. The in fluence of State and National subsidies for vocational work, and the demands of communities for wider offerings, have completely changed the character of the high school until no one thinks of it as a college-preparation institution. In view of these facts, there is less reason to expect 1 complete articulation between the secondary schools and the colleges of the present day than existed between the high schools and the colleges of two decades ago. Objectives in Different States In 1927 I submitted a report before the National Association of Inspectors in which I summarized the major objectives of inspection in the various States. The study was based upon returns from 23 States, and showed that attention was given to 35 objectives with general indorsement of 16 major aims. 1. To instruct school authorities concerning ideals, standards, and good practices in school organization and management. 2. To raise the level of instruction in high-school subjects. 3. To improve the quality and increase the use of school libraries. 4. To develop a feeling of professional leadership and responsibility on the part of the principals of large schools. 5. To secure the employment of more college graduates as teachers in high schools. 6. To develop more attention to the supervision of classroom instruction. 7. To restrict the range of subjects offered in the small high schools. 8. To cause communities to provide modern school buildings. 9. To develop an interest in the training of pupils in effective habits of study. 10. To improve the quality of the care and upkeep of school buildings. 11. To educate school boards in their duties and responsibilities. 12. To enforce high standards for graduation from high school. 13. To introduce a thorough system of pupil records. 14. To bring about closer articulation between approved 4-year high schools and neighboring 2 and 3 year high schools. 15. To bring about a better understanding of college requirements. 16. To enforce State laws relative to high-school matters. The foregoing objectives of high-school inspectors make reference to inspection for the purpose of insuring standardization and promoting articulation between the high schools and the colleges, but the greater number of the objectives are such as would retard rather than promote a high degree of articulation. Adaptation to Local Situations From the foregoing list it would appear that the present objectives of inspectorial agencies are such as will stimulate schools to make adaptations in local situations. On this account inspectors are constantly urging schools to introduce new types of work and to modify present courses in terms of community needs. Inspectors also encourage schools to try new procedures and give encouragement to experimentation. How can a school maintain satisfactory articulation with other units and at the same time depart from the traditional, conventional, or generally accepted way of doing things? Inspectors encourage teachers to depart from the textbook and to introduce new materials. This practice certainly does not make for complete articulation with other units. Again, supervisory officers are encouraged to study curriculum problems, and although they are expected to conform to certain general rules laid down by standardizing agencies, much freedom is granted. This freedom is destructive to articulation. Within the classroom, teachers are encouraged to adjust their requirements to the differences in abilities of pupils, and when this is done in one unit it is likely to create difficulties in articulation with the next higher unit. Having mentioned some of the activities of inspectorial agencies that tend to prevent thorough and complete articulation between the colleges and the secondary schools, I wish to call attention to certain methods and policies that would promote a more desirable degree of articulation. In the 1929 Yearbook of the Department of Superintendence, this statement appears: It is obviously impossible to recommend wise articulation unless there is more or less agreement as to what each unit is or should be and what special functions it attempts or achieves. The kindergarten in the United States is not the same thing everywhere, nor is the elementary school, the junior high school, nor the junior college; yet it is assumed that each has special functions common to its class. Necessity of Sympathetic Understanding It appears that the lack of articulation between units in public education arises from differences in the basic educational philosophies underlying the different units. The concept of education and its purposes accepted by teachers in the senior high school is radically different from that accepted by teachers in the junior high school. The point of view of college instructors is different from that of teachers in junior high school, and is not in accord with the point of view of the majority of high-school teachers. There can be little hope for effective articulation between the units in public education until there is better agreement in basic educational philosophies. Our standardizing agencies should give increased attention to the solution of this problem of the aims and objectives of the different units in public education. I suggest that inspectors place additional emphasis upon developing a more sympathetic understanding of what is taking place in the different units. As inspectors, we should encourage highschool representatives to visit the col leges in order to know what is taking place in the first year of work. In turn, I believe that representatives of colleges, especially those offering freshman work, should visit typical high schools in order to become acquainted with the kind of preparation that students are receiving. Teachers in senior high schools need to visit junior high schools; and teachers in junior high schools need to visit senior high schools. Such visits would help to develop an understanding of what is taking place. Scientific Observation Required In this connection I wish to quote a very significant paragraph from the foreword of the Seventh Yearbook of the Department of Superintendence: Articulation can best be realized by mutual understanding and cooperative undertakings-to the end that the school may be so shaped to the child that there is no interruption to the continuity of his mental, physical, and social growth. The vital problems of articulation are discovered by scientific observation and study of the individual child in the dynamic setting of his actual school experience. Further, I believe that better articulation could be secured through cultivating a more genuine interest on the part of teachers in the individual pupil---an interest that would be strong enough to stimulate teachers to make adjustments in terms of the preparation of pupils. In the recent book by Mort entitled, "The Individual Pupil," Professor Strayer says: The schools of a democracy should offer to each pupil those unique opportunities for acquiring skills, for practice in precise thinking, and for growth in power of appreciation which are attainable by one of his intelligence. This ideal requires that we adjust our standards to the abilities of our pupils. • In order to adjust our schools to the needs of individual boys and girls, our curricula and courses of study must be markedly different for groups of children who vary in abflity. It is of surpassing importance to provide facilities which will stimulate the most able children to the attainment of their fullest intellectual develop ment. As long as our interest continues in mass education rather than in individual training, the problem of articulation will be of paramount importance. With a change in point of view, the problem of articulation will tend to disappear. Education for the Individual We need to place emphasis upon the ideal of secondary education as it is found in Cardinal Principles of Secondary Education: Consequently, education in a democracy, both within and without the school, should develop in each individual the knowledge, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both himself and society toward ever nobler ends. Certain instructional policies are to be recommended to high schools that will tend to promote articulation between the high schools and the colleges. These policies are summarized in the Sixth Yearbook of the Department of Superintendence by a committee of which the writer was a member: 1. That the high schools require their pupils to elect coherent curriculums instead of single courses. 2. That the high schools place increased emphasis upon the fundamentals of English. |