commercial arithmetic (p. 152), and the emphasis upon local conditions in commercial geography (p. 154). But this practice of bringing school work in touch with life concerns also the other subjects of the programs of study. Some would see in some schools in the practice of teaching the modern languages by the direct method (p. 39) a desire to equip the student with a utilizable speaking knowledge of these languages. Most certainly would the differentiation of the work in these languages along commercial, scientific, and industrial lines to meet future vocational needs of students (p. 41) be a case in point. Here would be found also those efforts in the teaching of mathematics (p. 53) which are addressed to the introduction of "problems of daily life,” "more concrete work," "more practical problems," "vocational problems," etc., in order to meet current criticisms of the teaching of the subject and the stressing of the practical aspects as a frequently recognized aim of the teaching of mathematics (p. 53). This contact is effected in science by the almost universal use of practical illustrations at some point or other in the development of a principle (p. 71), in the rather general recourse to field or "observation" trips (p. 72), and the very frequently recognized aim (p. 75), "to relate the subject to problems of environment, such as agriculture, domestic science, industry," etc. It may be seen in history in the introduction of periodicals into the collateral readings (p. 101), in the correlation effected with current events (p. 103), and in the aim that recognizes the need of training for good citizenship (p. 105). It is most emphatically present in courses in civics in the important constituent of community civics (p. 109), in the types of materials students are required to use (p. 110), in the extent to which certain of the special methods and devices are being used (p. III), and in the co-operation with local civic, commercial, and other bodies and interests (p. 112) making its appearance in some schools. In economics it may be found in the tendency to give attention to programs of economic reform (p. 115) and in the emphasis on local economic problems and conditions (p. 115). In the work in art this contact with life is brought about in a few schools by co-operation in civic and community problems (p. 162) and in the concrete results expected and influences noted (p. 163), while in public speaking it is to be seen in the efforts to furnish the student the "real audience situation" (p. 172). It needs to be noted, however, that not all teachers are reporting the types of activity that bring the student into wholesome contact with life's problems. Recourse to the page references given in the preceding paragraphs will furnish evidence of the truth of this qualification. In some schools teachers do not introduce "practical" problems into the work in mathematics nor field trips into the courses in science and agriculture. In some schools there is no correlation of history with current events. In most classes in civics there is no co-operation with local civic, commercial, and other bodies and interests. In a few schools students in courses in household art are still occupied exclusively with the making of models, while most teachers of commercial subjects offer no actual business experience to the students in their classes. Other illustrations of such a failure might be cited, but our aim is merely to show that the tendency to bring the student into touch with life is not by any means universal. CERTAIN ADDITIONAL POINTS OF INCOMPLETENESS OF THE INVESTIGATION UPON WHICH THIS STUDY IS BASED In the current chapter frequent reference has been made to more or less important administrative aspects of high-school subjects which the investigation upon which this study is based has failed to touch. There must, of course, be many more. these additional inadequacies will here be designated. Some of The investigation has neglected to inquire into the extent of offering in mathematics and science other than agriculture in each school reporting (see chaps. iii and iv). Some important questions of method that are deserving of investigation are the following: In Latin and Greek: The actual extent of stress upon English derivatives (p. 27). The value of the "direct" as compared with the "grammar-translation" method. The justification for granting credit for a single year of Latin (p. 24) or of modern language (p. 36). In mathematics: The actual extent in each school of the use of historical notes (p. 51). The actual extent in each school of the use of correlation between algebra and geometry (p. 51). In science: The value of differentiation for boys and girls in recitation or laboratory or both (pp. 74-75). In music: The methods employed (chap. vii). In all subjects excepting mathematics, manual training and mechanical drawing, and home economics and household art: Disposition of the class period to various kinds of activities. The larger aspects of content of the several high-school subjects -not detailed syllabi—are matters of administrative importance. These have been investigated only for Latin (p. 25), Greek (p. 30), general science (p. 70), general agriculture (p. 85), home economics and household art (pp. 128 and 129), manual training and mechanical drawing (pp. 119 and 120), and a few of the commercial subjects (pp. 146 ff.). It has already been indicated in chapter i (p. 19) and elsewhere that the numbers of responses to the inquiries in Greek, Spanish, solid geometry, trigonometry, physiology, and public speaking were small. In the cases of some of these at least the number of responses does not warrant drawing far-reaching conclusions from the facts appearing. Furthermore, no investigation was made of the normal-training subjects or of physical training. Since writing this monograph the author has investigated the teacher-training departments of nineteen North Central high schools and summarized the findings in an article under the title "Teacher-training Departments in North Central High Schools," School Review, XXV (April, 1917), 249-56. |