The organization and conduct of teacher study groups, 1935 September

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I LAII 111

The
Organization and Conduct
of
Teacher Study Groups

Georgia Program for Improvemem of Instruction In the Public Schools
Bulletin o. 1- September. 1935

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PREPARED BY THE OFFICIAL COMMITTEE ON STUDY GROUPS
H. S. Burdette, Chairman, LaGrange, District 4. Sam A. Wells, Secretary, Fort Gaines, District 3. Mrs. D. L. Deal, Statesboro, District 1. W. T. Burt, Camilla, District 2. Paul D. West, East Point, District 5. W. E. Knox, Gray, District 6. C. W. Peacock, LaFayette, District 7. C. W. Miller, Woodbine, District 8. C. L. Purcell, Clarkesville, District 9. L. D. Haskew, Monroe, District 10. Assisted by: L. L. Perry, State Department of 'Education. M. R. Little, State Department of Education. M. E. Thompson, State Department of Education.
Edited by the Official Editing Committee: Sam W. Wood, Chairman, Atlanta. Ruby Anderson, Athens.

FOREWORD
The teachers, principals and superintendents of Georgia have undertaken a most significant work in the program for the improvement of the teaching in the school rooms of the state. After all is said and done, school finance, school organization, school administration and supervison exist for but one end-namely, to provide for boys and girls the most desirable situation possible for learning under teacher guidance, in the school rooms of Georgia. Nothing about school affairs is so important as the standard of work done by the classroom teachers.
This program for the improvement of instruction is essentially a teacher-training program. The teachers and administrator of Georgia should miss no opportunity to ally themselves heartily with this undertaking. No sacrifice of time, energy or money is too great when the best education possible for the future citizens of Georgia is at stake.
M. D. COLLINS, State Superintendent of Schools.
S. V. SANFORD, Chancellor of the University System of Georgia.

Chapter

TABLE OF CONTENTS

Page

1. Introduction

9

A. History of the Movement

B. Purpose of the Program

C. Steps in the Program

D. Organization

E. Purpose of this Bulletin

II. Plans for the Organization and Administration

of Study Groups

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III. Topics for the Study Course

23

IV. Appendices

64

Appendix A. Dictionary of Terms

Appendix B. Educational Tables

Appendix C. Minimum Library for Study Groups

Appendix D. Supplementary Publications

Appendix 'Eo Credit by Correspondence Study

Appendix F. Renewal of Teaching Certificates

CHAPTER I
INTRODUCTION
History of the Movement
School authorities throughout the United States are becoming aware of their long neglect of the central problem of education and are now turning their attention to the question of what should be taught in the public schools. In Georgia the movement for revising the public school curriculum is sponsored by the State Department of Education and the University System with the cooperation of the Georgia Education Association. It was launched in December 1933 at a council representing all phases of education. With the approval of this body Chancellor Philip Weltner of the University System and State Superintendent of Schools M. D. Collins designated L. M. Lester, Director of Teacher Training and Certification in the State Department of Education, as Director of the Curriculum Program and Dr. Paul R. Morrow, Professor of Secondary Education, University of Georgia, as Curriculum Adviser. The following committee, representing the public schools and the public and private colleges, was appointed to act in an advisory capacity in organizing the program:
Mr. Knox Walker, General Supervisor Fulton County Schools, Chairman.
Mr. A. J. Hargrove, Superintendent of Dublin Public Schools.
Miss Margie Seawright, Primary Supervisor of Chatham County.
Mr. L. F. Herring, Professor of Mathematics, Georgia Southwestern College.
Mr. T. J. Dempsey, Jr., State High School Supervisor.
Mr. J. C. Dixon, State Supervisor Negro Education.
Mr. H. S. Burdette, Principal of LaGrange High School.
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Mr. W. E. Knox, Superintendent of Jones County Schools.
Dr. R. E. Wager, Professor of Education, Emory University.
While it is a policy of the administration of the program to use and develop our own professional resources in building a curriculum that meets the needs of the State and of its citizens, the experience of other states in similar programs will influence the general plan and the advice of specialists in curriculum theory will be sought in dealing with technical problems.
It was agreed in the beginning that the nature of the task affords an excellent opportunity for state-wide cooperation in a fundamental social project. The place of the school in a democratic state and its specific objectives in Georgia should be determined by the deliberate judgment of representative groups among the citizens of the state. The administration will seek the advice and help of civic clubs, state agencies, and important population groups. Already the State Federation of Women's Clubs has rendered valuable service by sponsoring among its members a questionnaire as to the adequacy of the present school program.
The Georgia Congress of Parents and Teachers will devote the year 1935-36 to study in an effort to develop among patrons of the schools better understanding of its purposes and methods and a realization of the need for improved procedures.
Officials of the Georgia Education Association have cooperated from the beginning. The association has contributed to the budget of the program, has devoted its regional and sectional meetings largely to promoting interest among the teachers and has opened the pages of the Journal to the discussion of curriculum problems.
While leadership in the state program is properly undertaken by the Department of Education and the University System of Georgia, all teacher training institutions are actively participating. The University of Georgia has led in developing the philosophy of the curriculum, in preparing leaders for the movement and in directing research on
Resigned
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specific problems. Other institutions listed are Emory University, Mercer University, Oglethorpe University, Georgia State College for Women, South Georgia Teachers College, Georgia Southwestern College, West Georgia College, Young Harris College, Piedmont College, North Georgia College and Atlanta University. These institutions have increased their faculties, equipped their libraries and adjusted their schedules so as to render the best possible service. A Committee on Institutional Cooperation serves to coordinate the activities of the colleges and advises with the Director and the official Consultant.
PURPOSES OF THE PROGRAM
1. Officially this movement in Georgia is designated the Program for Improvement of Instruction. The actually effective curriculum is the work of the individual teacher. No state-wide objective can be attained by the schools without the understanding and cooperation of a competent teaching group. The statement of the specific aims of education, the selection and organization of teaching materials and problems involving the needs of the individual pupil are the joint responsibility of the members of the professional group. Viewed from this angle, the program becomes essentially a cooperative undertaking on the part of the teachers to improve the quality of teaching. Better teaching will ensue when the members of the profession have agreed upon the objectives of education in the state, when each teacher understands how the work of his classroom contributes to the objectives and when agreement is reached as to the most effective procedure.
2. The second purpose of the program thus becomes a means to the first. Cooperation by the teachers in producing desirable courses of study for the public schools will result in better understanding of the teacher's job and at the same time the state will be provided with a public school curriculum more nearly in harmony with the rteeds of the present.
3. A third purpose of the program is to develop on the part of the people of the state a fuller realization of the function of the school as an agency for the development of
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the state's human and material resources. Adequate financial and moral support depend upon wide understanding of the objectives, the methods, and the needs of the schools.

STEPS IN THE PROGRAM

The Georgia Program for Improvement of Instruction or the Curriculum Program, as it is called, follows the general plan of other current programs, falling naturally into three phases:

1. Grounding the teachers of the state in the fundamentals of the curriculum.

2. Developing a statement of social and educational goals and a program for realization in the lives of individuals.

3. Induction of these principles into classroom procedure through an expanded and improved program of supervision.

We are beginning the second year of the first step of the program. One hundred teachers at the University of Georgia in the summer of 1934 prepared themselves to lead local groups in a study of the fundamentals of the curriculum. Besides these, approximately 200 others enrolled in similar courses in other institutions. As a result, during 1934-35 about three thousand teachers voluntarily enrolled in eightyfive study groups in fifty-five localities of the state, investigating such problems as The Social Responsibility of the Schools, The Need for Curriculum Reorganization, The New Meaning of the Curriculum, Educational Aims and Objectives and the Planning of Curriculum Materials.

The fact that there are 14,500 white teachers and 5,500

negro teachers in the state made it necessary to expand the

study program in 1935. Courses in Curriculum Funda-

mentals were repeated at all the larger s'ummer schools for

whites and at Atlanta University for negroes under the

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dirction of specialists in the curriculum. In addition a

course in Selection and Organization of Materials enrolled

approximately 300 teachers who had had prerequisite

courses or wide classroom experience. The total enroll-

ment in these courses for the summer was approximately

1,600. Numbers of competent local leaders have been de-

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veloped and it will be possible in 1935-36 to organize study groups in practically all the school systems of the state. By June 1936 a majority of the teachers should be acquainted with the fundamental problems of the program.
Paralleling the study program on the part of the teachers is a similar one sponsored by the Georgia Congress of Parents and Teachers, who have prepared a manual for the use of local associations. Teachers and superintendents should encourage and aid these parent groups, whose understanding and support is vital to the success of the movement.
ORGANIZATION
In addition to the original Organization Committee of nine and to the Director and the Adviser, who are ex-officio members of all committees, the following organization has been approved to direct and perform the activities involved in the program:
Platform and Advisory Committee
This group will include the chairman of each of the other state committees, the State Superintendent of Schools, the Chancellor of the University System, the President and the Secretary of the Georgia Education Association, and a number of lay members representing important groups of the population. The duties of the committee will be to:
1. Survey social and economic conditions in Georgia in terms of major problems relating to education.
2. State the place of education in the social and economic life of the state.
3. Receive reports of progress and advise in administrative problems.
Committee on Curriculum Study
This committee consists of one member from each congressional district. (See page 18). It will perform the following functions:
1. Develop plans for organizing the teachers of the state for the study of curriculum fundam9ntals.
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2. Prepare the manual of study for local curriculum groups.
3. Stimulate and encourage continued group study of curriculum problems under prepared leaders.
4. Acquaint the Director with the progress of organization for study in each district and with the needs of local administrative units in this respect.
Committee on Aims
This committee will prepare a statement of the aims of public education in Georgia.
Committee on Scope and Adaptations
This committee will:
1. Define the scope of the curriculum. 2. Determine the principles which should apply in adapt-
ing the curriculum to significant groups.
Committee on Procedures in the Production of Materials
The functions of this committee will be to:
1. Plan for the participation of large numbers of teachers and administrators throughout the state in the production of curriculum materials.
2. Develop procedures for the production of materials by local groups.
3. Receive and evaluate materials from local and regional groups.
4. Review for content and organization all materials intended for publication.
Committee on Interpretation
This committee will:
1. Keep in contact with committees and study groups throughout the state.
2. Acquaint the public and the profession with the purposes and the progress of the program.
Committee on Parent Cooperation
The work of this committee will be to:
1. Prepare a study manual for the use of local parent groups in the study oJ. cuniculum problems.
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2. Cooperate with officials of the Georgia Congress of Parents and Teachers in organizing parent and other adult groups for study.
Committee on Institutional Cooperation
This committee will perform the following functions:
1. Plan with the Director for cooperation of the colleges in the program.
2. Plan for developing teacher-training institutions into centers for demonstration of the best in modern curriculum practice.
3. 'Encourage and supervise experimentation in practice schools connected with the colleges.
4. Cooperate with the Committee on Organization of Study Groups in promoting study of curriculum problems among the teachers of the state.
5. Arrange to supervise a limited number of public schools in beginning revision of local courses of study in harmony with the philosophy of the new curriculum.
Editing Committee
The function of this committee is to edit all publications for technical correctness and mechanical make-up.
Some of these committees have been appointed and have begun their duties. The Committee on Aims and the Committee on Scope and Adaptation will be appointed in September 1935 and will make tentative reports for general distribution about January 1, 1936. The personnel -of the Committee on Procedures in the Production of Materials will be completed by January 1 and will begin work immediately. This committee will, during the summer of 1936, prepare a bulletin outlining the plan for developing materials of the curriculum in the classrooms of the state. During the year 1936-37 and as long as seems desirable, the
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teachers of the state will produce and tryout teaching materials to be submitted for consideration in developing suggested courses of study.
PURPOSE OF THIS BULLETIN This manual will serve as a guide for local groups of teachers studying curriculum fundamentals. The topics dealt with are practically the same as those treated in mimeographed outlines used for study in 1934-35. The manual will be available in quantities sufficient to supply each member of groups which did not complete the entire course last year as well as groups now beginning the study. Groups which completed the study course of twenty lessons in 1934-35 will be supplied with other material for 1935-36.
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CHAPTER II
PLAN FOR THE ORGANIZATION AND ADMINISTRATION OF STUDY GROUPS
Before much can be done toward accomplishing a statewide program for improvement of instruction, the public must be educated to its need. Some communities are already very much interested in this type of study. The Georgia Congress of Parents and Teachers has recently prepared a bulletin containing materials relative to the aims, methods and curriculum of the public schools. Leaders of teacher study groups should cooperate with the ParentTeacher Association groups in every possible way to further understanding of the program.
Study in this program should be carried on as far as possible according to the officially prepared plans. The local leader should see that all teachers, principals, supervisors, superintendents, as well as representatives of the ParentTeacher Associations, Women's Clubs and other civic organizations, are given the opportunity and are invited to participate in study groups. During this year's program of study there should be no necessity for dividing the groups according to subjects or grades. It is expected that a trained group leader will be designated for each group, and an adequate library provided.
Group leaders should seek help and counsel from the different colleges and universities of the state, as well as from public spirited laymen. The state school supervisors will be available for much assistance. The Curriculum Director and the Adviser may be called in to help with special problems.
District Organization
The major responsibility for initiating and putting the program into effect rests on the county and city superintendents of schools and each of these administrators is urged to sponsor the study program in his schools during the year
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1935-36. A special effort should be made to organize each county and city in such a way as to give all teachers an opportunity to participate in this program for improving the work of the public schools.
In order to facilitate the prompt organization of groups and for convenience in coordinating the program, the congressional districts will be used as a basis for organizing the state. In each district a chairman has been appointed as follows:
First District, Mrs. D. L. Deal
Second District, W. T. Burt
Third District, Sam A. Wells
Fourth District, H. S. Burdette
Fifth District, Paul D. West
Sixth District, W. E. Knox
Seventh District, C. W. Peacock
Eighth District, C. W. Miller
Ninth District, C. L. Purcell
Tenth District, L. D. Haskew
The district chairman will share the responsibility for initiating the program in his district. His duties will be to:
1. Confer with the county and city superintendents of schools of his district on the problems of organizing study groups in the local schools.
2. Confer with the Director of the Program as to problems arising in his district for organization of the district for study.
3. Confer with local leaders of study groups and others as to problems arising on conduct of study.
4. If necessary, organize the district into areas convenient for supervision.
5. Act as district deputy of the State Director in stimulating, coordinating and interpreting the program.
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County and City Organizations
It is the duty of the county and the city superintendents to initiate and give emphasis to this program. A suitable organization should be developed to meet the peculiar conditions in each school system. In all' cases it will be necessary to have a trained leader actively in charge of each study group. This task may be undertaken by the superintendent of the schools, or by some one appointed by him. In so far as possible it would be advantageous to employ the regular administrative organization of the school system, and to organize a study program as a part of the regular professional study of the teaching staff for the year.
Conduct of Study Groups
It is strongly recommended that all groups meet biweekly or weekly, and complete, as a minimum, fifteen lessons; it is recommended that the study topics be completed during the following year, if not finished in 1935-36. No prescribed methods have been made for the conduct of a study group; any plan will depend largely upon the group leader. Good result! have been obtained from each of the following methods:
1. Individual Discussion.
Where there are outstanding leaders among the members of the group, one person may be selected for the discussion of a major topic. This individual should be given access to the sources, and should be allowed sufficient time to prepare thoroughly for a discussion of the questions involved. In this type of discussion, opportunity should be given for questions to be asked by others in the group in order to clear up obscure points. A different person may be used to discuss each major topic.
2. Round Table Discussion.
In this type of meeting each member of the group should be given some responsibility for carrying on the discussion. Specific questions should be assigned long enough beforehand to assume familiarity with the questions. A chairman should assume responsibility for conducting the discussion so as to maintain
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continuity of thought and to conserve time. Time should be allowed in this type of meeting to clarify points which may be more or less obscure to certain individuals.
3. Reports of Research.
Various members of the study group may be assigned problems of the topic for investigation. Reports may be made on either individual or committee research. After reports have been completed free discussions may be had from other members of the group.
4. Debates.
Controversial topics may be considered profitably in the form of debates by members of the study group.
5. Panel Discussion.
For this type of meeting a problem of importance is selected. A panel or sub-committee with a chairman, is appointed to discuss the problem at the next meeting. Each member of the panel is given a definite part to take in the discussion. Members of the panel should not read their contributions, but should represent them informally. The members of the panel should question each other freely in the presence of the audience. Various seating schemes may be worked out, the usual method being that of having the panel seated in a semi-circle about a table facing the audience. After the panel has completed its discussion, the problem should be discussed by the audience in open forum. Members of the audience may question members of the panel in the open forum. The panel should continue in place facing the audience until the program ends.
Lesson Topics and Bibliographies
The lesson plans in the next chapter indicate the scope of the study course. The outlines state the issues and indicate the general direction of the dicussion. It is estimated that about two hours will be needed to cover each
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topic properly; however, sufficient time should be spent on the first few topics in order to arouse in the minds of the teachers the need for curriculum reorganization and improved methods of teaching. The fifteenth topic gives opportunity for a general review of the first fourteen topics. The eighteenth, nineteenth, and twentieth topics constitute a culminating activity for the entire course, and are very important.
References are listed at the end of each topic. The groups should bring in other references when possible, regardless of whether or not they are mentioned. In order to facilitate the work, the most important references have been marked with an asterisk In some cases the starred reference will not furnish an adequate supply of materials; therefore as much reading material as possible should be made available. The library for the study groups should not be limited to the starred references.
Study Group Libraries
The library for the local study group should be furnished by local school authorities. It should be set up in the school where the group is being conducted, and before the group begins work. It should be so located that all members of the group will have access to it at any time. As many group libraries as are necessary to supply adequate reference material for the groups and members should be provided. The library should be as extensive as the local authorities can afford. At least the Minimum Essential Library should be purchased by each group. It will be well for each teacher to purchase for personal use certain books pertaining to his particular field, and any others of special merit or interest.
There i available much free material, and additional material may be secured at little cost.
Efforts should be made to build up a good professional library for all schools as one outcome of this program.
Group Leaders
The responsibility for keeping up interest and enthusiasm in the group rests with the leader. He should, therefore, possess many of the following qualities:
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1. He should be a leader in his community and profession.
2. He should be professionally minded. 3. He should be willing to cooperate with all agencies
for improvement of instruction. 4. He should be appointed by the local authorities and
confirmed by the State Department of Education. 5. He should be a trained leader, having had at least
one college course on the Fundamentals of the Curriculum, and if possible, other courses approved for the preparation of leaders for this program.
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CHAPTER m
TOPICS OF THE STUDY COURSE
Topic I. The Need of a Changed Education
Since the close of the World War, society has undergone a distinct revolution. Changes have been rapid and astounding. To meet this condition the public schools are destined to change fundamentally during the next decade. The purpose of this lesson is to study and interpret some of the influences of these social changes on education.
1. Consider:
a. A rapidly changing society. (1) Economic change from agriculture to industry. (2) Social and home conditions, women in industry, etc. (3) Political Changes.
b. Change in philosophy and aims of education. c. New developments in the field of psychology. d. Overcrowded curriculum, or inadequate curricu-
lum. e. Retardation and elimination of pupils. f. Increasing interdependence, individualism vs. so-
cial mindedness, obliteration of community lines, and urbanization. g. Changes to meet the demands of an increasing amount of leisure time. h. Changes in mental abilities of pupils attending school. i. Changes in number of pupils in school going on to college.
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j. Dissatisfaction of the public with school accomplishments.
k. Lack of interest on part of pupils in school. 1. Failure of present curriculum to meet local needs. m. Juvenile crime. n. New subject matter fields causing shift of em-
phasis. o. "Fads and frills." p. Textbook teaching. q. Qualification of teachers. r. School costs. 8. Vested curriculum interests. t. Traditions. u. Inertia. v. Add others suggested by the group.
2. Prepare a chart of three columns. In the first column list the major fields of activity in your community, such as transportation, communication, amusements, production of food, clothing, and shelter. In the second column list the characteristics of these fields of activity found in your community at the beginning of the twentieth century. In column three list the characteristics of these activities in 1935. Apply your findings to the local curriculum.
3. Make a similar chart showing the curriculum offerings of your school in 1920 and in 1935.
4. Special report: Compare any old textbook which may be available in an elementary school subject with 1!1 modern book in the same subject. What changes do you note? Account for these, as far as you can.
6. During the year 1932-1933 in Georgia there were 85,855 boys and girls who dropped out of school between the second (100,866 pupils) and eleventh (15,011 pupils) grades. Does this mean anything as to the holding power of the curriculum? The adequacy of the curriculum?
6. Make a study, through a committee, of the percentage of students who go to college from your local schools.
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Get such facts as these for the last three to five years:
a. Percentage of high school graduates who go to college.
b. Percentage of high school freshmen who eventually go to college.
c. Percentage of those entering first grade who eventually go to college.
What light does this throw on curriculum needs and methods of teaching?
7. List in order of importance three weak places in the local curriculum, as you see them. Do the same for local methods of teaching and school administration.
BIBLIOGRAPHY
*Aderhold, Summa1'1/ of Committe, Report., Chapt. 3. *Bode, Modern Educational Theorie., Chapts. 1 and 2. Briggs, Inglis Lecture of 19/10, p. 95-143. Briggs, Seconda1'1/ Education, Chapts. 7 and 16. Counts, Dare the School Build a New Social Order' *Caswell and Campbell, Curriculum Development, p. 1-21. Cox, Curriculum Adju.tment in th, Seconda1'1/ SCMol, Chapts. 1
and 2. Davis, Our Evolving High School Curriculum, Chapts.4 and 7. Dewey, The Child and the Curriculum. Everett and Others, A Challenge to Seconda.'T7I Education, Chapt. 1. *Everett, DemocraC')l Face. the Future, Chapt. 2 and 12. Finney, A Sociological Philosoph1/ of Education, Chapt. 9. Finney and Zeleny, An Introduction t<I Educationa.l Sociolog1/,
Chapt.12. *Hopkins, Curriculum Principles and Pra.ctices, p. 32-79. Kilpatrick and Others, The Educa.tiona.l Frontier, Chapta. 1 and 2. Kilpatrick, Education a.nd the Social Crisis, Chapt. 5. *Kilpatrick, Education for a Cha.nging Civilization, Chapt. 2. Kilpatrick, Our Educationa.l Task, p. 77-118. Kilpatrick, Source Book in the Pkilosoph1/ of Education, Chapt. 19.
Little, Curriculum Aims and Objectives, A SlIUaJJu. for Education 490, 1935, Units I and IV.
Lull, Secondary Education, Chapts. 4 and 6. Mead and Orth, The Tmnsitional Public School, Chapts. 1 and 4. Pusey, "Curriculum Revision in Georgia," Georgia Educa.tion Jour-
nal, September, 1934. Rugg, The Great Technolog1/. Twenty-sixth Yearbook of the Na.tional Societ1/ for the Stud1/ of
Education, Part II. UbI, Secondary School Curricula, Chapt. 7. Webb and Otherll, High School Curriculum Reorga.niza.tion, Chapt. 2.
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Topic 11. The New Meaning of the Curriculum
The new meaning of the curriculum is generally thought of in terms of aims, objectives, and a consecutive, cumulative flow of experiences that will guide the child to participate gradually in all the desirable aspects of living. There are group activities among children, youth, and adults which revolve themselves around age levels in experiences. Considerable freedom should be allowed the teacher, in the light of the new meaning of the curriculum, to organize instruction around purposeful experiences of children of varying capacities and abilities. The new curriculum should be one of guided experiences which uses subject matter as a means of enriching life and not an end in itself. Such experiences should be so related and arranged as to give value to the experiences that follow.
1. Should it be the purpose of a better curriculum in Georgia to make the subject content of the school work more meaningful to the children? In doing so, would it be necessary to provide improved classroom methods and materials? Would such a movement increase pupil growth in school experiences? Would it better facilitate pupil adjustment into real life situations?
2. How is pupil experience related to motivation and interest?
3. How is pupil experience related to subject matter? To subjects?
4. How may teachers insure well-balanced educative experiences for children?
5. In actual practice, is the curriculum made in the daily activities of pupils and teacher working together? If so, is this desirable? If so, do you see any reason for curriculum study in a state program for improvement of teaching?
6. Does the curriculum vary with individual pupils or is it the same for all in the same group? In other words, is it true or not that every pupil makes his own curriculum? In whole? In part?
7. By and for whom should the curriculum be made?
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8. Does education occur out of school? How? What is the curriculum there, if any? Do you see any relation between out-of-school experiences and the curriculum? School experiences and the curriculum? Selected, desirable experiences and the curriculum? Do you see any relation between out-of-school experienc~s and methods of learning and teaching?
9. Is there any relation of the extra-curricular to the curricular? Is there any need for the former term in school work?
10. The "Program of Studies" is a term used commonly to describe the outline of the course offered by a school. The term "Course of Study" generally refers to the printed or mimeographed series of courses offered by a school or school system. The term "Course" is used often to designate a particular subject or part of a subject as organized for teaching purposes. Are any or all of these the same as the curriculum of the school?
11. May the curriculum be informal and the course of study formal for a given school system?
12. What are the desirable and undesirable effects of textbooks upon the curriculum? Upon methods of teaching? What is the relation of textbooks to subject matter?
13. Is it desirable for Georgia to have a printed course of study for elementary and high schools?
14. Should each locality in Georgia develop its own curriculum? In part or completely? Its own methods? Its own plan of administration of the schools? Why?
15. Should the curriculum be made in advance? In part? Should methods of teaching and administrative plans be determined in advance?
BIBLIOGRAPHY
Bode, Modern Educational Thcories, Chapt. 3. Bobbitt, How to Make a Curriculum, Chapt. 2. Caswell and Campbell, Curriculum Development, Chapts. 2,3,4. Dewey, Democracy and Education, Chapts. 11, 13, 14, 15. Finney, A Sociological Philosophy of Education, Chapt. 2. Harap, The Technique of Curriculum Making, p. 9-11.
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Hopkins, Curriculum Principlel and Practicel, p. 124-133, 154-157, 165-166, 168.
Horne, The Democratic Philosophy of Education, Chapt. 2. *Kilpatrick, Education for a Changing Civilization, p. 22-128. Kilpatrick, A Reconstructed Theory of the Educative Procels, p.
17-31. Lincoln School Staff, Curriculum Making in an Elementf1lT'1l School,
Chapts. 1 and 2. Melvin, The Technique of Progressive Teaching, Chapt. 12. Rugg and Shumaker, The Child Centered School, Chapts. 2 and 6.
Topic III. A Democratic Educational Program
In order to improve our schools we must see democracy in all its achievements and failures. We must understand its old and new meaning. We must appreciate the experiences of mankind which lead to the acceptance of the democratic way of living. New interpretations of life necessitate a new meaning of democracy. This new insight is necessary before we can define suitable aims for an education in a democracy, and before we can decide upon the right methods and administrative measures to accomplish these aims.
1. What is democracy?
2. Should political, economic, and social (including educational) problems be settled by all concerned?
3. Does the old idea of "culture" contribute to the present day democracy? a. Is "liberal" education democratic? b. Is vocational education democratic? c. What determines the cultural value of a subject?
4. Contrast training with education in a democratic society.
5. Are the secondary and elementary schools democratic?
6. Is the curriculum of the secondary school democratic? The curriculum of the elementary school?
7. Evaluate the following in terms of democracy: a. The static curriculum. b. The prepared-in-advance curriculum. c. The differentiated curriculum. d. Ability groups.
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8. What is indoctrination? a. What place does indoctrination have in a democracy? b. What place does leadership have in a democracy?
9. What is the democratic way of making a curriculum ?
10. What would a democratic school be like in methods, administration and curriculum?
11. Would it be democratic to have one curriculum for town or city children and another for rural children?
PROBLEMS
Investigate your local elementary and secondary school curriculum for undemocratic conditions. Perhaps some of the following will serve as guides:
1. Is your present curriculum based largely upon: a. "Hand-me-down" course of study? b. Needs of minority to go to college? c. Traditional subjects, such as Latin and higher mathematics? d. Prepared-in-advance course of study?
2. Do the following contribute to the making of your local curriculum?
a. Classroom teachers. b. The children in the classroom. c. Needs of your community. d. Intelligent laymen.
3. Doe your curriculum genuinely meet the needs of the boys and girls in your community? a. Is the curriculum of a small school democratic (a school of three or four teachers) ?
4. Are there boys and girls in your community who should be in school but are not because of your curriculum, your methods of teaching, or plan of administering the schools?
BIBLIOGRAPHY
*Bode, Modern Educational Tke01"1.eS, Chapts. 1, 10, 11. Briggs, Inglis Lecture of 1930, p. 130-133. Briggs, SecondC1hjJ Education, p. 196-206, 232-236, 242-245.
29

-Caswell and Campbell, Curriculum Development, p. 25-36, 124. Curti, The Social Ideals of American Education, p. 41-42, 134, 135, 474, 503, 519. Oewey, Democracy and Education, Chapt. 7. -Everett, Democracy Faces the Future, p. 9-17, 139-156, 184-185. Finney, A Sociological Philosophy of Education, Chapts. 6, 21, 25. Horne, The Democratic Philosophy of Education, Chapt. 7. Kandel, Twenty-five Years of American Education, Chapt. 3. -Kilpatrick, Education for a Changing Civilization, p. 27-29, 75-77, 110. Kilpatrick, Education and the Social Crisis, p. 26, 31, 36-37, 61. Kilpatrick, Source Book in the Philosophy of Education, Cbapts. 11 and 12. Laski, Democracy in a Crisis, Chapts. 1, 2, 3. Russell, The Trend of American Education, Chapt. 1. Sharp, Education in a Democracy, Chapts. 1 and 2.
Topic IV. Individual Differences in Pupils
All educators recognize that there are individual differences in interests, needs, and abilities of pupils. Hence it becomes the obligation of the school to make provision for these differences in planning the curriculum, methods of teaching and the administration of the schools. It is urged that these factors be given special attention in this program.
PROBLEMS
1. What is meant by individual differences?
2. Is the problem of individual differences greater today than formerly? Why?
3. Is it desirable that the curriculum provide for individual differences? In elementary school? In secondary school? How should this be done?
4. The following general types of adjustment of education to individual differences are or have been in existence:
a. Varying the standard of work done by pupils. b. Varying the quantity of work done by pupils. c. Varying the time allotted for the completion of
work on the part of pupils. d. Varying the kind of work done by pupils.
6. 'Evaluate each of the above general types and combinations of types.
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6. The following are administrative plans generally advanced for providing for individual differences: a. Providing for various types of schools. b. Providing special rooms and special teachers for special courses, or for bright or dull pupils. c. Organizing a varied curriculum. d. Varying the number of courses required for graduation. e. Offering a greater number of electives. f. Giving recognition for "credit points." g. Re-classifying of pupils. h. Establishing make-up periods or summer school work. i. Providing extra-classroom activities. j. Organizing pupils into different groups based upon abilities.
7. Evaluate each of the above plans.
8. The following are some instructional plans for providing for individual differences: a. Grouping within classes. b. Coaching laggards. c. Giving individual instruction. d. Differentiating in assignments.
9. Evaluate the above plans.
10. What recent methods have been used in progressive schools to provide for individual differences?
11. What ha your school done to provide for individual differences?
BIBLIOGRAPHY
Bode, illodern Educational Theo'des, Chapt. 14. Cox, Cun'icu[wnt Adjustment in the Seco'ndary School, Chapt. 12. Douglass, Seconda'il Education, Chapt. 8. Ellis, Psychology of Individual Differences. Finney, A Sociological Philosophy of Education, Chapt. 20. First Assistants in the High Schools of New York, Educating Supe-
,'ior Students. Freeman, Individual Differences. Gates, Phychology fm' Students of Education, Chapts. 13 and 15. Inglis, P"inciples of Secondary Edt~cation, Chapt. 3. "'Klapper, Contemporary Education, Chapt. 16. "Merriam Child Life and the Curriculum., Chapt. 10.
31

Monroe and St'reitz, DirectVng Learning in the El6'TMntary School, p. 14, and Chapt. 6.
-:Reagan, Fundannentals of Teaching, Chapt. 8. Tuttle, Social Basia of Education, p. 4, 100, 929. U. S. Department of the Interior, Office of Education, BuUetin
No. 17.
Topic V. The Effect of Mental Discipline on the Schools
Subject matter is of value for what it does for the pupil. Until recently the old idea of mental discipline has held in the curriculum subjects and methods that had very little value for the child. Recent psychological studies have revolutionized the thought along this line. These findings should be carefully considered and used in providing curriculum materials, and in devising more effective methods of teaching.
1. What is meant by faculty psychology?
2. What is meant by mental or formal discipline?
3. What are the facts as known today about the transfer of learning?
4. How is transfer explained? How can transfer be increased?
6. How has the aim of mental discipline affected the curriculum in elementary and secondary schools?
6. How should the modern conception of transfer affect methods and curriculum?
7. What elementary school subjects or parts of subjects are partially justiied by the old ideas of mental discipline? What is the remedy for this situation?
8. What high school subjects are mainly justified through the old ideas of mental discipline? What could be done about these subjects?
9. What methods of teaching are mainly justified by the old notions of mental discipline?
10. Can you explain how and why vested interests in the curriculum cling to the old conception of mental discipline?
11. Read the history of Latin in the schools from the
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Middle Ages down to the present time. What reasons have been advanced at different times for the study of Latin? Do these reasons appear to be sound? What about plane and solid geometry? Algebra? Grammar? Parts of arithmetic? Parts of history?
12. Does integration of subject matter, with elimination of subject and departmental lines, offer any solution to the problem of transfer?
18. What has been the attitude of the colleges toward mental discipline as an aim in education? Is this true today? Why?
BIBLIOGRAPHY
Dewey, Democracy and Education, p. 70-79. *Douglass, Secondar'/l Education, p. 346-361. *Gates, PsycholoU'll for Students of Education, Chapt. 18. Horne, The Democratic Philosophy 01 Education, p. 136-137. *Kilpatrick, Source Book in the PhiUJaoph'll 01 Education, p. 136-137,
335-339. Kilpatrick, Educattion for a Changing Civilization, Chapt. 4. *Mursell, PB1/choloUY of Secondar'/l School Teachinu, Chapt. 4. Thorndike, "Mental Discipline in High School Studies," Journal
of Educational PsycholoU'll, February, 1934. *Wheeler and Perkins, Principles 01 Mental Development, p. 318-828.
Topic VI. College Entrance Requirements and the Public Schools
The purpose of this topic is to bring actual facts of college entrance requirements to the attention of the teaching profession. It is hoped that every part of the topic will be thoroughly studied. College entrance requirements have a very important bearing upon any effort to improve the high schools in Georgia.
1. From the catalogues of the colleges in the state, make a list of the entrance requirements. Make a study of them for the purpose of familiarizing the pupils of your school with them.
2. Are elementary and secondary education influeneed by requirements for college entrance? Consider English (language and literature), mathematics, science, etc.
3. What percentage of Georgia boys and girls who enter
88

high school "drop out" before they graduate? In your county? In your school? What conclusions can be drawn from the facts here?
4. What are the conclusions about the number of pupils entering elementary and secondary schools in Georgia who are really helped to college by college preparatory subjects?
5. Consider the effect of college entrance requirements upon the curricula of large, middlesized, and small high schools in Georgia. Is the situation fair to the majorityof students in the state?
6. Are these statements true? a. "Whatever best prepares for college, likewise best prepares for life." b. "Whatever best prepares for life should best prepare for college."
7. Should elementary and secondary education in Georgia be free from college influences? If not, why not? If so, why and how can it be done?
8. What are the values of a college preparatory subject to a boy who is going to work on the farm or at a gas station, or in a grocery store? To a girl who gets married, enters a business office, or clerks in a local tencent store? Consider the question of values in relation to other subjects which might be offered in high school.
9. Would it help the problem of college entrance in smaller high schools if such subjects as the following were taught in the colleges of the state with full credit: Latin, including first year; French, including first year; Spanish, including first year; and mathernatics, plane geometry, physics, chemistry?
10. Is the problem of selecting high school students for admission to college a problem for colleges, or is it a high school problem? If a college problem, what data should the high school furnish to the colleges?
11. Is it true that the values of "preparatory subjects" lie largely ahead for those who are to "go on"? What about the student who does not go on?
12. As far as The University System of Georgia is con-
84

cerned, should there be a clear road to senior college work? If so, should selection of students be made at the end of the junior college, and not at the beginning? If this were done, what changes would be necessary in college entrance from high schools of the state?
LOCAL QUESTIONS AND PROBLEMS
1. Is your local high school curriculum largely preparatory? Does it meet your local needs adequately? If not, what can you do about it?
2. Make a list of the students enrolled in the FERA schools in your county or district. See if you can trace their records back to where they dropped out of your school. Why did they drop out? What kind of plan can you use to keep students in your school?
3. Prepare the best possible statement of college entrance requirements for all the colleges and universities of Georgia.
4. Criticize these statements of college entrance requirements: a. Any graduate of an accredited high school in Georgia will be admitted upon his diploma, or certificate of graduation, to any higher institution of The University System of Georgia.
b. Any graduate of an accredited high schoo' in Georgia will be admitted upon his diploma or certificate of graduation to any higher institution of The University System of Georgia upon presentation of at least fifteen units of work, including the following: English, 3 units; social science, 3 units; natural science, 1 unit; mathematics, 1 unit.
5. If a few students in a high school need a particular subject, such as advanced mathematics or foreign language for entrance to certain colleges, would there be obstacles to the requirements that those students hire a tutor for the subject from the high school faculty and pass an examination supervised by the high school principal or by the superintendent, the credit to be written on the high school record for certification to the college concerned?
85

6. Make a study of college entrance over the United States and report the facts to the group. (See reference marked "below.)
BIBLIOGRAPHY
-Briggs, Secondary Education, p. 83-94, 105-106, 233-234,.310-312, 344-345.
Cox, Curricubwm Adjustment in the Secondary Schools, p. 281-283. Cox, The Junior High School and Its Curriculum, p. 382-392. Cox and Long, P?'inciples of Seconda?'1I Education, p. 17 ff., 304 ff.,
309-310, 374. College and University Catalogues. See entrance requirements'. Dempsey, The Accredited High Schools of Georgia, Bulletin, Sep-
tember, 1934. -Douglass, Secondary Education, p. 87, 92, 207, 607. Downing, An lntroducmon to Teaching Science, p. 22-25. Hunter, Science Teaching, p. 30, 36, 43, 45, 50, 106. -Koos, The Ame?-ican Secondw'y School, p. 158-161, 183-197. -Lull, Secondary Education, p. 17-21, 33, 37. -Morrison, The Practice of Teaching in Secondary Schools, p. 3,
5-6, 619. Mursell, Principles of Education, p. 182-183, 240, 413-414, 420 ff. National Survey of Secondary Education, Bulletin, 1932, No. 17;
Monograph No.4, The Secondary School Population. Monograph No.6, The Smalle?' Seconda?'1I Schools. "Monograph No. 10, A?,ticulation of High School and College. Monograph No. 19, The Program of Studies. Stewart and Dempsey, The Accredited High Schools of Georgia, Bulletin, September, 1933. Supe1'vised Correspondence Study, Teachers College, Columbia University, 1934. Webb and Others, High School Curriculum Reorganization., p. 6-11, 383-384.
Topic VII. Education in Progressive Schools
This topic aims at bringing out the differences between traditional and progressive schools, and between the schools of the Progressive Education Association movement and progressive schools in general. At the same time, it proposes to evaluate each on its own merits with a view to making our own schools more efficient in the organization and presentation of curriculum materials, in methods of teaching and learning, supervision and administration.
1. What do we mean by a progressive school? Give examples of outstanding progressive schools in Georgia and out'ide the state.
36

2. Investigate the citizenship and activities program of Waters Avenue School in Savannah; the activities program in Athens or Atlanta; the new survey course of The University System of Georgia; or outstanding schools in Georgia and in adjoining states.
3. Investigate and report on a school sponsored by the Progressive Education Association.
4. Investigate and report on a high school working under the Aiken experiment.
5. What are the best current procedures in curriculum development in progressive states and cities? (See Virginia Course of Study; also Fort Worth and Houston, Texas, courses of study.)
6. What type of curriculum do these schools have? What methods? What plans of administration? Compare with your own school.
7. Are the currbl1a of the progressive schools subject matter centered, subject centered, child centered, teacher centered, or life centered?
8. Is there more emphasis upon activity and experiencing in the progressive schools than in the traditional school?
9. What is the underlying psychology of the progressive schools?
10. What place does subject matter play in the progressive schools?
11. Have the progressive schools cut across ~ubject matter lines? Explain.
12. Do the progressive schools emphasize more or less than the traditional school: Interest, need and purpose of the learner? Life-like situations? More child responsibility for behavior? More functional materials?
13. Give the advantages and disadvantages of the progresive school curriculum, of method found in progressive schools, and of newer plans of school administration.
14. Distinguish between the progressive school and a
37

school of the Progressive Education Association movement.
15. Do you consider Georgia schools ready for a really progressive curriculum? If not, why not?
16. Will a progressive school curriculum better fit a student for participation in life outside of school? For college?
17. With your knowledge of the progressive school curriculum, do you consider it more expensive than the traditional curriculum? If so, wherein would it be more expensive?
18. The progressive school curriculum will bring about better teaching and better teachers. Evaluate this statement.
19. Outline a procedure that you would use in "selling" a progressive curriculum and progressive methods to your community.
20. Show how progressive schools make use of guidance.
BIBLIOGRAPHY
Brullse and Ayer, An Activity Program in Action, 1935. California, Teachers' Gwide to Child Development. Caswell and Campbell, Curriculum Development. Clouser, Robinson and Neely, Educative Experience Through Activ-
ity Units. Everett and Others, A Challenge to Secondary Education, Chapt.
3. See other chapters. Gustin and Hayes, Activities in the Public School. Melvin, The Technique of Progressive Teaching. National College of Education, The Curriculum Records of the Chilo
dren's School. National Society for the Study of Education, Thirty-third YeM-
book. Progresmve Education, November, 1933; January-February, March,
and October, 1934. Stephens, The Activities Program in the Primary Grades. Sweeney and Others, Western Youth Meets Eastern Culture. Zyve, WiUingly to School.
S8

Topic VIII. Psychological Foundations of Education

In finding a psychological basis for education it might be well to consider at least two schools of psychology: the organismic and thE!. mechanistic. It is necessary to accept tne tenets v~ orne school or schools of psychology before we can improve education in Georgia.

1. The following concepts are classified according to the New and Old psychology. What is your reaction to the change from the Old to the New? Which of the two is your school based upon? If it is based upon the Old, can you see any *d.ce for improvement? If it is based upon the New, is your school meeting the present day needs of children, youth and adults?

2. New psychology (organismic)
(a) Integrated
(b) Biological
(c) Purposive
(d) Content not fixed in advance
(e) Aim: To adjust the individual toohangin g revolutionary life
(f) Dynamic, precarious, experimental, de m onstrative, quantitative
(g) Addition of new facts rei a t iveto changing situations

Old psychology (mechan-
~atic)
(a) Animistic
(b) Mechanistic
(c) Analytical
(d) Content fixed in advance
(e) Aim: To prepare young to meet recurrence of life situations
(f) S tat i c, predictable, authoritative
(g) Permanent, useful facts and skills learned

3. What i the background of mechanistic psychology'!
4. What are the roots of the organismic psychology?
5. Contrast the major tenets of the mechanistic and organismic psychologies.
6. What difference in practice does the application of these two psychologies make to methods of teaching? To the curriculum? To school administration?
7. Review the laws of learning with the following in mind: behavior interest, purpose, attitude, activity of the child, habit formation.
89

8. Are there permanently useful facts and skills to be learned? If so, how are they to be learned? Has drill a place in modern education? If so, what is the sound philosophy for drill? What are the desirable methods
to use in drill?
9. Apply your findings to your local school situation and conditions. Can you see any place for change in your school? Do subject matter, methods of teaching, and child progress have any part in your adjustments?
10. How do the personality, attitude toward the child, conduct and interest of the teacher have anything to do with the interest, purpose, behavior and attitude of the child? What is the average teacher's conception of misbehavior?
11. Can you give instances where punishment for poor school work has caused a dislike for that particular work? For the school in general? Does this have anything to do with the child's attitude toward going on to school? Does it affect elimination of pupils from the school?
BIBLIOGRAPHY
-Caswell and Campbell, Curriculum Development. Everett, A Challenge to Secondary Education. -Gates, Psychology for Students of Education, Chapts. 8 and 9. Hollingsworth, Educational Psychology, Cbapt. 19. -Kilpatrick, A Reconstructed Theory of the Educative ProceBB. Mursell, The Psychology of Secondary School Teaching. -Wheeler and Perkins, Principles of Mental Development.
Topic IX. Learning in the Modem School
There are four outstanding characteristics of good learning: (1) In a good learning situation there is a dominating purpose which grows out of the interests of the children and which is compatible with the aims of education; (2) there are, on the part of teachers and pupils, continuous planning and experiencing of activities leading to the realization of the dominating purpose; (3) there is a discriminating selection of subject matter designed to broaden and enrich experience and to contribute directly to realization of the pupil's purpose; (4) there is a continuous evalution and appraisal of thQ outcomes of the activities engaged in.
40

1. What is the relationship of purpose and learning? Do pupils have purposes for all conscious activity?
2. Make a list of purposes which you believe actuate your pupils. Evaluate each.
3. Is it important that purpose be related directly to the activity? That purpose require activity compatible with the aims of education? That it be something the pupil can realize?
4. Do activities in which children engage because of fear of failure generally carry over into life situations? Explain.
6. What effect does non-promotion generally have on pupils?
6. Is a child likely to continue to develop an activity into which he is forced?
7. By what purposes would you like your pupils to be actuated?
8. What effect does interest have on learning? Does your consideration of purpose suggest why pupil interest is emphasized in the new developments in education? What part does interest play in the curriculum?
9. Should pupils' interests be given free reign or should they be directed? What relation should a child's interest have to the social groups of which he is a part?
10. Find the chief interests and problems of your students. How many of these are treated adequately in your present curriculum?
11. Show how a child's mental development (the experience he has had) affects the learning process.
12. Show the influence of child nature upon learning and the curriculum.
13. Are excursion and construction activities of less value educationally than reading and study? Compare the relative values of visiting the local water works plant and reading about it.
41

14. Make a list of different types of activities. Evaluate them. What determines values?
16. Read five pages in your favorite textbook for elementary or high schools and list the individual items to be learned. Answer the following questions about each: How often has this item been of use to me outside the class during the last month? Will the child use this in life? What educational objectives will it achieve?
16. Apply your findings to the selection of subject matter.
17. Set up criteria for evaluating a good learning situation.
18. Apply the laws of learning to specific subjects. Are subjects learned separately in life?
19. Evaluate in light of recent studies: Standardized tests, new type tests, essay tests, observational tests. Illustrate each.
20. What outcomes of learning should methods and the curriculum deliberately provide? Why? How?
21. How can you measure attitudes, appreciations, and ideals?
22. Formulate concepts of the learning process.
23. Show the relation of the modern concept of transfer to the curriculum.
BIBLIOGRAPHY
Arkansas Cooperative Program to Improve Instruction, Bulletin No.1, p. 39-49.
Caswell and Campbell, Curriculum Development, Chapt. 8. Dewey, How We Think, Chapt. 6. Gates, Psychology for Students of Education, p. 592-599. Horne, The Democratic Philosophy of Education, Chapt. 11. Kilpatl'ick, A Reconst1"1u:ted The0111 of the Educative Process. Melvin, The Technique of Prog1'essive Teaching, Chapts. 8 and 10. Mississippi Program f01' the Improvement of Instruction, p. 87-100. -Morrison, Baltic PrinC"iples of Education, p. 37-39, 89-91, 148-154. -Mursell, The Psychology of Seconda111 School Teaching. Wheeler and Perkins, Principles of Mental Development.
42

Topic X. The Place of Subject Matter in Education
The curriculum and methods of schools in the past have been largely subject and subject matter centered. Today many educators look upon subject matter as a means to an end and worthwhile only in so far as it stimulates growth of pupils. The presentation of subject matter before it is needed is questioned; in fact, some educators think this actually thwarts the educative process.
1. What are the sources of subject matter? For what is it used?
2. Is all subject matter social? Explain. What is meant by humanizing subject matter?
8. What is the relation of subject matter to the "social inheritance ?"
4. Name the kinds of subject matter.
6. Define: Facts, principles, laws, hypothesis, theory, opinion, common sense, science, art, habit, ideal, attitude, conduct, appreciation, skills, feelings, imagination, information, tradition, custom, mores, folkways.
6. Which of the above are subject matter?
7. Are any of the following subject matter? (a) 2x2 ~ 4, (b) America was discovered in 1492, (c) patriotism, (d) fear of lightning, (e) throwing a ball, (f) playing ~olf, (g) a liking for Shakespeare, (h) translating Latin, (i) planning a party, (j) writing a theme, (k) a project.
8. Is textbook content all the subject matter that is used in present day schools? What else could be used as subject matter?
9. What is subject matter?
10. What are the bases of selection of subject matter?
11. What relation does subject matter have to the following: Teachers, children, classroom equipment, out-of-school experiences, in-school experiences, methods, the curriculum, textbooks?
48

12. What are the differences in subject matter for the learner and subject matter for the teacher?
13. Distinguish psychological and logical organizations of subject matter. Apply this to the curriculum and methods of teaching; it is very important.
14. Is subject matter a means or an end in education?
15. Explain "word learning", "lesson learning." Why are these bad? How can they be eliminated?
16. What is meant by integrating subject matter? Subjects? Explain.
BIBLIOGRAPHY
Caswell and Campbell, Curriculum Development, Chapt. 10. Dewey, Democracy and Education, Chapt. 14. Finney, A Sociological Philosophy of Education, Chapt. 2. Horne, The Democratic Philosophy of Education, Chapt. 14. Kilpatrick, Source Book in the Philosophy of Education, Chapt. 19. Kilpatrick, Fawndations of Method. Kilpatrick, A Reconst1't/.cted Theory of the Educative Process. Morrison, The Practice of Teaching in the Secondary School.
Topic XI. Methods of Learning and Teaching
Method is a way of doing things. The function of method is to guide learning and teaching in such a way as to reach desired goals most economically and effectively. The object is not so much working some method but making some method work to attain desirable ends in education.
1. What is method of teaching? Of learning? What are the relations of these two?
2. What consideration must be given to method in curriculum improvement?
3. Why must method be an integral part of a course of study?
4. Why should good method proceed from the psychological to the logical?
5. Why must method consider the educational level on which the pupil starts?
44

6. Do some methods provide better for pupil activities than others? Explain.
7. Why does good method utilize pupil interest? Pupil need? Pupil purpose?
8. Show how the project involves both curriculum and method. Do the same for the following: (a) Problem method. (b) Activities method. (c) Unit methods. (d) Laboratory methods, such as the Dalton plan.
9. Show how any of the following involves both method and curriculum: (a) Drill lessons. (b) An appreciation lesson. (c) Demonstration method in science. (d) Laboratory method in science.
10. Does method determine the curriculum or does the curriculum determine the method?
11. Compare method and curriculum in school with method and curriculum outside of school. Wherein are they alike? Wherein different?
12. Should methods be written into a course of study?
13. When should a teacher be permitted to deviate from prescribed methods? What is the place of the teacher in methods?
14. What conclusions' can you draw about the relation of method to the curriculum? About the relation of method to school administration?
15. Should units be planned in terms of pupils' learning methods or in terms of teachers' teaching methods?
16. Show the relation of pupil activities to methods.
BIBLIOGRAPHY
Bode, Modern Educational Theories, Chapt. 7. Finney and Zeleny, An Introduction to Educational SociolofJ'II,
p. 148-159. Hopkins, Curriculu1n Principles and Practices, Chapt. 5. Kilpatrick, Scyurce Book in the Philosophy of Education, p. 438-43g.
46

Lane, A Teacher's Guide Book tQ the Activity Program, Cbapt. 1. Little, Curriculum Aims and Objectives, Unit VII. Lull, Secondary EduCCltiO'7l., Chapts. 16 and 16. Mead and Orth, The Tra7l.Bitiona.l Public SCMOl, CbaptB. 1, 2, and 8. Melvin, The Technique of Progressive Teaching, Chapts. 7 and 11. Mursell, PS1/chology of Secondary School Teaching. Rugg and Shumaker, The Child Centered SCMOl, Chapt. 6.
Topic XU. The Activity Program
Aim: To become familiar with a kind of school program used to vitalize and make significant the activities of pupils.
1. What is meant by an activity program? (a) Give an historical sketch of the activity movement in education. (b) What are the purposes of an activity program? (c) What are the reasons for using an activity program?
2. What natural tendencies of children does an activity program satisfy?
3. Compare the activity curriculum with the static curricul~ in regard to the following: Physical development, mental development, emotional development, social development.
4. Explain in relation to the curriculum: (a) Research activity. (b) Construction activity. (c) Group discussion activity. (d) Creative activity. (e) Drill activity. (f) Appreciation activity.
5. What place in an activity program have the following: (a) Sight-seeing, orchestra, glee club? (b) Dramatics, story-telling, art? (c) Trips, excursions?
6. How should introduction of an activity program into a formal traditional school program be carried out?
7. To what extent will the program of your school lend itself to an activity curriculum? Will your present administrative organization permit this program?
46

8. In an activity curriculum how can mastery of fundamental facts and skills be safeguarded?
9. Give criteria for judging the value of an activity; of an activity curriculum.
BIBLIOGRAPHY
Adams, The Intitiation of an Activity Program Into a Public School. Bode, Fundamentals of Education. Brusse and Ayer, An Activity Program in Action. Caswell and Campbell, Curriculum Development, p. 226-247. Charters, The Teaching of Ideals. Collings, Experiments With the Project Curriculum. Gustin and Hayes, Activities in the Public School. Harap, The Technique of Curriculum Making, p. 151. Horne, The Democratic Philosophy of Education, p. 204-205, 271. Mead and Orth, The Transitional Public School. National Society for the StuQY of Education, Thirty-third Yearbook,
"The Activity Movement," Part II, p. 1-43, 45-64, 77-103, 120-136, 167-184. Progressive Education, October, 1934, p. 328-359. Rugg and Shumaker, The Child Centered School. Vireinia Curriculum Program, Core Curriculum of SecondaT'/l Schools.
Topic XIII. The Integrated School Program
Aim: To analyze the present curriculum and suggest practices or changes with a view of making curricula result in a fuller development of the whole child, and to bring about a "common knowledge" which would make for a better integrated society.
1. Trace the development of subject lines.
2. Are our present subject divisions highly artificial, as some people claim?
3. Do existing subject lines seem altogether desirable? Explain.
4. Do our present subject divisions provide for optimum learning situations?
5. Do they permit enough correlation?
6. What are the arguments for and against keeping the traditional forms of organization of subject matter?
47

7. To what extent has planning entered into our present curriculum?
8. Distinguish: Correlation, fusion and integration.
9. What do we mean by personal integration? Social integration?
10. Is there need for further integration in our school program?
11. Is there integration outside of school? Explain.
12. Should integration center around a "core subject"?
13. Do all subjects offer the same possibilities of integration?
14. Suggest subjects that may be easily integrated.
15. How could an integrated curriculum help the English teacher? Science teacher? All teachers?
16. Is there more integration and better opportunity for integration in the elementary school than in the secondary school? Account for this.
17. Does integration provide better for individual difference? For guidance?
18. How does integration make for democracy?
19. To what extent can we initiate an integrated curriculum under present conditions? What cautions should we observe?
20. Discuss the methods of integration. Which is more applicable to your particular situation?
21. Plan an initiatory set-up for integration in your own school or grade.
22. Is there any relation between an integrated school program and integration of personality of pupils in the school?
23. Do few or a large number of educational aims facilitate an integrated school program?
Does the above discussion bring out the following concepts?
48

(a) There should be an integration of grade themes.

(b) There should be integration within subjects.

(c) There should be integration between subjects.

(d) There should be integration of in-school and out-ofschool life.

(e) Integrated curricula provide for optimum learning

situations, all else being equal.

(1') Integrated curricula should be inaugurated slowly and

,

carefully.
(g) There should be integration of content and tool subjects.

(h) There should be integration of the major functions

of the school program and these should integrate

with life.

(i) Each unit of instruction should have as many inte-

grating factors as possible; such as, cUlminating

activities, teacher guidance, etc.

(j) School administration should provide for freedom of

integration in courses, program of study, daily

schedule, etc.

BIBLIOGRAPHY
Adams, The Initiation of an Activity Program Into a Public School. Bining, Teaching the Social Studies in Secondary Schools, Chapt. 10. Bruner, Some Suggestions for the Study of Modern Problems.
Brusse and Ayer, An Activity Program in Action, Chapt. 1. "Co-operative CU1"1"iculum Development, Wilmington, Delaware.
Mead and Orth, The Transitional Public School. Prog1essive Education, November, 1933.
Rugg and Shumaker, The Child Centered School.

Topic XIV. An Educational Program for Adults
The increasing complexities of modern life have made new and urgent demands for the continued education of adults. It has been proved that adults can learn as readily as adolescents, and even better than children. From these facts there comes a distinct challenge to all teachers and to all schools.
1. Trace the history of adult education in the United States. Note particularly its purposes and results.
49

2. Discuss the relation between chronological age and learning ability.
3. Are there differences in the aims for adult, secondary and elementary education?
4. To what extent has our changed "way of living" made adult education essential?
5. What is now being done to meet the challenge presented in question four?
6. For whom should the adult program be planned?
7. Will reorganization of the elementary and secondary school curricula eliminate the necessity for an adult program?
8. What should be the scope of the adult education program?
9. Should the public school and its faculty assume the responsibility for an adult education program in the local community?
10. How should teachers proceed in preparing themselves to teach adult classes?
11. For most effective resurts how should an adult education program be financed in your community?
12. What courses and methods would you employ in a local adult education program?
13. How would you start an adult education program in your community?
BmLIOGRAPHY
-Federal Board for Vocational Education (Department of the Interior, Washington D. C.), A Fi e-year Trade and Industrial Education P"ogram for Georgia, March, 1930.
*Georgia Congress of Parents and Teachers, Annual Report. 1935. Hart, Adult Education. Landis and Willard, Ruml Adult Education. -Mays, An Introduction to Vocational Education. -National Congress of Parents and Teachers, (1) Education for
Home and Family, (2) Pal'ent Education, Third Yearbook, (3) ANew Force in Education. Peffer, The New School for Older Students. Prosser and Allen, Vocat1o'lUtl Education in a Democracy.
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State Board of Health, Annual Report, 1934. State Department of Education, Biennial Report, 1934. Schmidt and Ross, Part Time Evening Classes. State Board of Vocational Education, Annual Report, 1934.
The News Reel, May, 1935. Thorndike, Adult Interests. Thorndike, Adult Learning. Walser, The Art of Conferem:e.
Topic XV. Aims and Objectives in Education
Study groups at this point should summarize the work done in the preceding topics. The principles developed so far should be reviewed, listed and evaluated.
The formulation of aims and objectives for a school is a most important factor in getting satisfactory results from the school program. Consequently it should be done during the work on this topic.
1. Should educational aims be determined by consensus of opinion?
2. Name several methods of determining aims and objectives. What one is best? Why?
3. Who should determine the aims of the educational program of your school?
4. What part does democracy play in aims in education?
5. What criteria should be followed in arriving at aims in education?
6. Show why all educational aims should be flexible, tentative and continuously changed.
7. Are educational aims a guide for the teacher or for the pupil? Why?
8. Distinguish "pupil purpose" from educational aim.
9. Should educational aims be used to determine pupil activities? Why?
10. Is acquisition of knowledge and skill a satisfactory aim in education? Why? Is it a prevailing aim? Why?
11. Suppose you wished to ascertain what educational aims prevailed in a given school. How could you find out?
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12. What is the difference between vocational aims and non-vocational aims?
13. Does a change in aims bring about a change in the curriculum? Inevitably? Why?
14. Should we emphasize specific objectives in the school program?
15. Should aims and curricula be divorced or integrated? Why?
16. Show how the attainment of educational aims is a measure of curriculum values.
17. Discuss the "Seven Cardinal Principles" in the light of the new meaning of the curriculum. Are they adequate?
18. Consider the ten goals of America as set up by the recent NEA Committee. Should the school's aims conform to these?
19. Should we have uniform "pattern" objectives for all of our schools?
20. Are there aims in education which are particularly adapted to Georgia's needs?
21. Show why the term "New Year Resolutions" was ever applied to aims in education.
22. Show how aims and objectives affect:
(a) The curriculum. (b) Methods of learning and teaching. (c) Administration of the school.
(Suggestion: Use the aim "Making Good Citizens for a Democracy" as an example to bring out these effects.)
23. Work out a set of tentative aims and objectives for your school system; for your school and for your grade or subject. This is very important and should be done by all of the group.
24. Consider the aims of education as developed by Koos and by the North Central Association of Colleges and Secondary Schools. Evaluate these.
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BIBLIOGRAPHY
Bobbitt, How to Make a Curriculum, Chapts. 1 and 2. -Bode, Modern Educational Theories, Chapts. 4 and 11. -Caswell and Campbell, Curriculum Development, Chapt. 6.
Finney, A Sociological Philosoph'll of Education, Chapt. 13. Harap, The Technique of Curriculwm Making, Meetinlr8 13 and 83. Koos, The American Secondarv School. Mead and Orth, The Transitional Public School, Chapts. 2 and 4. Morrison, The Practice of Teaching in the Secondarv School,
Chapt. 2. -National Education Association, Research Bulletin, May, 1936. Tuttle, Social BaBiB of Education.
Uhl, Secondar'll School Curriculum, Chapt. 10. Webb, and Others,High School CurriC'UlumReorganuation, Chapt.l0.
Topic XVI. Methods of Curriculum Reorganization
A practical plan of curriculum reorganization should be formulated either for a state or a small unit. Regard must be had for the previous experience and training of the personnel of the group. Methods should be used that will insure the participation of all teachers, school administrators and the public. This may suggest a combination of methods such as the philosophical, analytical and experimental techniques as the desirable procedure. The plan should provide for continuous and permanent curriculum reorganization for the future.
1. What are the essentials of the following techniques for curriculum planning?
a. Consensus of opinion b. Analytical methods
(1) Job analysis (2) Activity analysis (3) Functional analysis (4) Content analysis
c. Experimental methods d. Philosophical methods
2. Evaluate each of the techniques listed above. What ones are most desirable in state-wide curriculum planning? In curriculum planning in smaller administrative units of the schools? Why?
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3. What are the various methods of determining scope of the curriculum?
4. How should the scope of the curriculum be determined for schools in Georgia?
5. What are the sources of aims and objectives of the curriculum?
6. How are the aims and objectives of the curriculum derived from these sources?
7. What methods of curriculum reorganization were used in Denver? Forth Worth? Houston? Wilmington? Los Angeles? Virginia? South Dakota?
8. What method of curriculum improvement do the best individual teachers and school systems in Georgia use?
9. What is the best method for county systems to use? City systems?
10. When and where should the curriculum be built? By whom?
11. Why should a permanent plan of curriculum be provided in Georgia?
12. How should a curriculum be installed?
13. Should a course of study be printed as a part of curriculum reorganization in a state or city?
14. Show the relation of a program of curriculum reorganization to a teacher training program in a state or city.
BffiLIOGRAPHY
Almack, Research and Thesis Writing, Chapt. 6. Abelson, The Art of Educational Research, Chapts. 8, 9, 10, 11, 13. Brim, "Orientation of Educational Research to Present-Day Science
and Philosophy," Educational Research Bulletin, College of Education, Ohio State University, Vol. XIII, (February 14, 1935), No.2, p. 29-38, 54. Bobbitt, How to Make a Curriculum, Chapts. 1 and 2. Bobbitt, Curriculum Making in Los Angeles. Caswell and Campbell, Curriculum Development, Chapts. 6, 7, and 8. Charters, An Analysis of Secretarial Traits and Duties. Charters, Curriculum Construction, Chapts. 4 and 5. Draper and Roberts, Principles of American Seconda.11I Education, p. 487-507.
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Educational Survey of Elyria, Ohio, and Induatrial Education in Wilmington, Delaware, U. S. Bureau of Education Bulletins, 1918, Nos. 15 and 25.
Finney, A Sociological Philosophy of Education, Chapts. 4 and 6. Harap, The Technique of Curriculum Making, p. 37-108. Hopkins, Curriculum Pri1lCiples and Practices, p. 36-80, 374-472. Lull, Seconda1'Y Education, Chapts. 10 and 13. Lull, "Applying the Community's Educational Resources to the
Curriculum," Teaching, No. 66, February, 1924. Pendleton, Social Objectives of High School English-. Prosser and Allen, Vocational Education in a DemocraC'/l. Schorling, A Tentative List of Objectives in the Teaclving of Junior
High School Mathematics. The Classical Investigation, Part I, General Report. Trillingham, The Organization and Administration of Curriculum
Programs, University of Southern California, Education Monographs, 1933-34 Series. Uhl, Secondary School Curricula, Chapts. 9 and 10. Waples, "Technique of Analysis in Constructing the Academic High School Course," Journal of Education Research, Vol. XIII, (January, 1926), p. 1-10. Webb and Others, High School Curriculum Reorganization, Chapts. 1 and 2. Williams, The Making of High School Curricula, p. 90-158.
Topic XVII. Curriculum Units
In this topic an effort is made to clarify the confusion as to the meaning of a "unit." There are many classifications of units; "teaching units" may be divided into two general types: (1) subject matter units and (2) experience units. There should be evaluation of the materials, activities and outcomes of a unit of the curriculum.
1. Examine various definitions of curriculum units.
2. Distinguish course of study unit, teaching unit, and "Carnegie unit."
3. How large should a course of study unit be? A teaching unit? What are the relations of these?
4. Compare Harap's conception of a unit with that of the Lincoln School Staff.
5. Is there a limit to the materials that may be included in a teaching unit?
6. What is the difference between a teaching unit and a lesson plan? Between a teaching unit and a chapter
55

in a book? Between a teaching unit and a plan for a teaching unit?
7. What various types of teaching units may be developed? Evaluate each type; this is important.
8. Summarize the characteristics or criteria of a good teaching unit.
9. What are some of the materials that ought not be included in a teaching unit?
10. How does the unit organization of materials provide for integration?
11. List some specific objectives for teaching units in English, reading, arithmetic or social science.
12. Name some local sources from which teaching units may be developed.
13. How may units of the curriculum be adapted to local conditions?
14. What are some of the desirable "approaches" in developing teaching units?
15. Is there any objective way of determining the proper "approach" to a teaching unit? Of what use is the "approach" ?
16. Should teaching units be organized around educational aims and objectives or around pupil purposes?
17. What is the proper relation of educational aims and objectives to the curriculum?
18. What and where is the actual teaching unit--on paper, or in the activities of the pupils woQrking under teacher guidance?
19. Suppose a teacher takes the plan for a teaching unit as developed by another teacher and carries it out in detail exactly according to plan in her own school. Is there any advantage in this over traditional teaching based upon textbook assignments? Is this practice a misuse and abuse of the proper conception of the curriculum and teaching units?
20. Should teachers be given experience in developing
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plans for teaching units, i. e., introductions to units or "imaginary units"? Why?
21. How should a teaching unit be evaluated?
22. Can the unit curriculum be used entirely, or must it be supplemented by subject teaching of the traditional type?
23. Summarize carefully: (1) The Nature of a Good Teaching Unit. (2) The Development of Teaching Units. (3) The Proper Use of Teaching Units. (4) The Evaluation of Teaching Units.
BIBLIOGRAPHY -Bruise and Ayer, An Activity Program in Action.
*Caswell and Campbell, Curriculum Development, Chapt. 15. *California Curriculum Commission, Teachers Guide to Child De-
. velopment. *Gustin and Hayes, Activities in the Public School. *Harap, The Technique of Curriculum Making, p. 6-7. *Hopkins, Curriculum Principles and Pmctices, p. 29-3l. Kilpatrick, A Reconstructed TheorJI of the EducatJive Process, p.
29-3l. *Lincoln School Staff, Curriculum Making in an Elementary School,
Chapt.3. Morrison, The Practice of Teaching in the Secondary School, Re-
vised, Chapts. 2, 11, 12, 13 and 19. Rugg and Sendenhall, Teache?Js Guide fo?' Introduction to AmeriMht
Civilization, Chapt. l. University of Virginia Record, Extension Series, The Unit Method
of Teaching, Vol. XIV, Nos. 5, 9, 10, 1930.
Topics XVIII, XIX, XX. Planning, Developing, and Evaluating a Unit of Instruction
In these three topics you will have an opportunity to apply what you have learned in the preceding topics. These three topics are very closely related. Several weeks might be profitably spent on them. The plan of these topics is largely adapted from the report of a local college committee on Procedure and Reviewing.
"Committee on Procedures and Reviewing, Summer Quarter. 1935. The University of Georgia:
E. V. Whelchel, Chairman A. R. Walton Miss Zipporah Kidd Miss Mary Wood Mrs. W. J. Summerall
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SUGGESTIONS
1. List the curriculum principles brought out in the preceding topics.
2. Add other principles to this list that you think will apply to your local situation.
3. List the different types of units and give the characteristics of each.
4. Develop criteria for evaluating a teaching unit that you think are best adapted to your local needs.
5. Complete the plan for a teaching unit, following the procedure suggested below.
Definitions of Units
See the following references for definitions of curriculum units:
Caswell and Campbell, Cun-iculum Development, p. 404-406. Harap, The Technique of Cumculum Making, p. 216. Lincoln School Staff, Cu1"?-iculum Making in an Elementary School,
p.29.
What definition is best? Why?
Sources of Teaching Units
Teaching units can be taken from a great variety of sources. Community needs and problems, state and local materials and resources, and the subject needs of a class are desirable sources of effective teaching units. Teachers who have had limited experience in unit planning will do well to confine their units to local and state needs, interests and problems, or subject needs. The following list illustrates the wide range of possibilities for sources of teaching units:
State Needs:
Soil Erosion Indian Life in Georgia Wild Animal Life in Georgia Georgia Poets and Writer Scenic Attractions in Georgia The Shift in Population from Farm to City in Georgia
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Georgia's Part in the American Revolution The Natural Resources of Georgia
Community Needs and Interests:
Community and Health Conditions A Community Summer Recreation Program The Historic Background of Our Community Natural Resources of Our Community Vocational Opportunities in Our Community Industries of Our Community
Subject Needs:
Oral English Consumer's Science Mathematics for the Farmer
A teacher may wish to plan more than one teaching unit to develop several phases of one source. For example, from Wild Animal Life in Georgia as a source might be developed units on Economic Importance of Wild Animals, The Fur Bearing Animals of Georgia, Birds-The Friends of Man, and Hunting and Fishing for Recreation.
Procedure in Planning Teaching Units
In planning teaching units the teacher will need to follow some procedure. The steps explained beJ.ow are offered as guides in the production of plans for units of instruction.
1. Title.
The title should indicate the phase of the source that the unit purposes to develop. The approximate time to be spent on the unit should be given. For example:
Title: A Plan for a Teaching Unit on the Marble Industry of Georgia.
Source: The Natural Resources of Georgia. Time: Eight Days.
2. Specific Objectives and Integrations
This is a most important step in the productiqn of a teaching unit. The objectives are guides to the teacher in arousal and development of pupil purpose. For the teacher, the objectives determine what is to be included in the unit, the subject matter to be used, the
59

activities to be employed, and the integrations to be secured. The number of specific objectives will be determined by the size of the unit, the interests and needs of the pupils, the materials available, and the time to be spent on the unit.
Specific objectives are usually stated in terms of understandings, skills, attitudes, ideals, and appreciations. Integrations are usually stated in terms of subject fields that will be drawn upon in the development of the unit. For example, a unit on marble might have for 80me of its objectives and integrations:
To understand the economic importance of marble to my c'Jmmunity.
To understand that marble is not a major resource of Georgia.
To develop an attitude favorable to conserving natural resources.
To develop the ideal of expert workmanship.
To develop appreciation of beautiful sculpture.
To develop skill in recognizing marble.
Integration with mathematics through measurements.
Integration with science through machinery.
3. Approach
The approach should serve to consolidate pupil purpose toward accomplishment of the activities of the unit, if the teacher's conception of the unit has a sound basis in pupil experience, pupil interest and pupil need. It is important that the approach furnish motivation for continued and persistent action that will carry through to the end. Units may be approached through particular life experiences of the pupils, community happenings, field trips, story telling, picture displays, newspaper articles, or interests that have been created in other units, in the activities of the school, in vacation experiences, etc. For example, a trip through a marble works might furnish a satisfactory approach to the unit on marble.

4. Pupil Activities
From the standpoint of the teacher, the purpose of pupil activities is to attain the objectives. From the standpoint of the pupil, the function of the activities is to realize the purpose which has been aroused and crystallized under teacher guidance.
Activities can be of all types, physical and mental, such as writing a letter and making a report, visiting a factory and inviting the mayor to speak to the class, drawing a map and building a bird house, going on a hike and voting in a school election, provided only that the activities contribute in the best way to the objectives of the unit.
Pupil activities provide the means of integrating the content of all subjects which contribute to the objectives of the unit. For example, the unit on marble may require that the pupils assimilate materials from mathematics, science, language, history, geography, and art in order to attain the objectives set up for the unit. Pupil activities can be adapted to care for the individual differences among the pupils of the class.
While pupils are engaged in the activities necessary to attain the objectives, the good teacher will attempt to develop the habits, understandings, attitudes, skills, ideals and appreciaions that make for full living and social betterment.
5. Culminating Activities
The culminating activity is a means of drawing pupils' activities into one general class activity that establishes the relationship of the teaching unit to the source from which it was taken. The culminating activity is the thread of unity which runs through all the activities of the pupils and to which all the pupil activities are tied. Each pupil should contribute something to the final class activity. All evidence of creativity and self-expression on the part of the pupils should be encouraged and, whenever possible, incorporated in the culminating activity.
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The forms of culminating activities are limited only flY the ingenuity of the teacher and her class. The activity may be an assembly program, a pageant, a dramatization, a clean-up campaign or a school election.
The marble unit suggested above might culminate in a hall display of marble in various stages of finish, charts, pictures, posters, and other exhibits that bring out the idea of marble as an important Georgia resource.
6. Evaluation of the Unit by the Teacher and the Pupils
The evaluation of the unit by the teacher will fall into two parts. The first is the evaluation of the plan before it is used to see that it meets the criteria set up for a unit. Every teacher should set up the criteria for evaluating a teaching unit before planning a unit. Typical criteria for evaluating a unit are given through the reference at the end of this procedure.
The second evaluation is made after the unit has been completed, and is to determine whether or not the objectives have been reached. Tests of various kinds, standardized or made by the teacher, can be used to measure achievements in understandings and skills. Attitudes, ideals, and appreciations must be measured largely by informal means. Pupils' facial expressions, their spontaneous oral expressions, the degree of concentration, and the like, will offer fairly reliable evidence of the accomplishment of these subtle but extremely important learning outcomes. A check list for these intangible outcomes may be made by the teacher. Illustrative of what such a list might include, are
Attitudes:
The attitude of inquiry. The attitude of self-reliance. The attitude of cooperativeness, etc.
Ideals:
The ideal of accuracy. The ideal of neatness. The ideal of perseverance, etc.
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Appreciations: Appreciation of orderly arrangement. Appreciation of skillful workmanship. Appreciation of the forms of beauty, etc.
Pupil evaluation of their own work should be secured by every feasible means. Comparison with standards, with another's work, critical examination, and other ways that suggest themselves as the unit progresses should be used. 7. Bibliography
Material for both the teacher and the pupils should be listed separately in the plan for the unit. The list needs to be extensive enough to care for all the needs and interests of the class. Carefully compiled references will permit the pupil to work without loss of time and with a minimum of teacher direction. These references will be found valuable for the principles and methods used in planning a unit and its evaluation:
Arkansas, Study PrograTl~, Bulletin No.1. Bruner, The Place of Units in the Course of Study. Caswell and Campbell, Curriculum Development, Chapt. 16. Harap, The Technique of Curriculum Making, p. 185-186. Harap, How to C01t8truct a Unit of Work, Bulletin No. 17. Hopkins, CUTl'iculum Principles and Practices. Lincoln School Staff, CU1-nculum Making in an Elementary School,
Chapt.3. -Morrison, The Practice of Teaching in the Secondary School. Wilmington, Delaware, Cooperative Curriculum Revision, Appendix F.
6S

APPENDIX A
DICTIONARY OF TERMS
Below are some definitions of terms which are found frequently in more recent publications in the field of Education. This list is prepared for the convenience of those who compose the study groups of the state and is not a list of definitions officially agreed upon by any person or persons.
Activity-Activity refers to any worthwhile experience which contributes to the realization of the aims of education. Activities are physical, mental and emotional, or any combination of the three.
Aim-An aim is the goal which the teacher and the school assist the pupil to achieve.
Analytical Psychology-(l) Opposed to "genetic" psychology. (2) Now practically restricted to Jung's system of psychoanalysis as opposed to Freud's.
Animistic Psychology-(l) Doctrine that various classes of objects-or all-have souls. (2) Doctrine that soul or mind has a real or casual influence in the activity of a living creature.
Appreciation-An appreciation is a sense of value, a realization of worth, a gratifying emotional response which leaves a tendency toward more activity of the same nature. It means about the same as enj oyment.
Approach-Approach is a means by which motivation is furnished for initiating a unit cooperatively with the pupils. Its function is to arouse pupil purpose.
Aptitude-Readiness in learning. Natural disposition or tendency to a particular action or effect.
Articulation-Articulation is the means by which the educational process is made one continuous stream of pupil development from pre-school to life in the community.
Aspect-An aspect is a directing of subject matter to one specific idea. Phase or divisions of a general theme suitable for a particular grade level.
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Attitude--An attitude is a mind-set or predisposition toward objects, persons or events. It is a drive, a mind-set, a tendency to act, or a disposition to do.
Behavioristic Psychology-Human (and animal) mental and physical behavior described in terms of correlated neural, glandular, muscular and other bodily activity. No place for consciousness, instinct, mind or soul in the description. Emphasis on external physical activity. The method of introspection is discarded or regarded as merely a verbal report of minor value. Conscious processes regarded as covert language responses.
Center of Interest-A center of interest is a part of the group culture (agency, institution, or phase of society) around which activities evolving from a variety of related interests tend to group themselves.
Concept-A concept is a mental impression or picture which is used as an abstract guide in the pursuit of all kinds of activities. It is a general idea as opposed to a specific fact.
Content-Content is ~ny instructional material which will help the pupil to comprehend the present environment and which will provide for such wholesome attitudes and enrichment of experiences as tend to continue with the pupil through life.
Coordination-Coordination is the inter-relation of instructional material in such a way that the result is a unity in its reaction on the individual.
Core Curriculum-A core curriculum is an organization of learning units which includes unspecialized activities aiming to promote for all pupils the attainment of the fundamental school objective.
Correlation-Correlation is a mutual relationship existing between two or more school subjects.
Course of Study Unit-A course of study unit is the organization of objectives, subject matter and activities to be used by the teacher in the selection of objectives, and in the selection of materials and activities to be used in the realization of those objectives.
Course of Study-A course of study is a suggestive guide
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around a theme which is regarded a8 a major part of the work of a grade, or of a group of pupils organized for instruction purposes.
Criteria-Criteria are the accepted standards of measurement or evaluation; standards of judging; rules or tests by which facts, principles, opinions and conduct are tried in forming a correct judgment respecting them.
Culture--The resultant of the possession of an appreciation of the beautiful, a wholesome emotional nature, a broad sphere of interests and the ability to think clearly. Manysided activities and interests.
Curriculum-The curriculum is a group of experiences organized to produce growth of pupils. The curriculum consists of the various experiences that children have under the guidance of teachers and others. A curriculum consists of the experiences that children have.
Democracy-Democracy is an abundant life with equal opportunity for all. It is a mutual sharing of experiences which provides for cooperation, and for control within the social group. A democratic group controls its own activities and destiny.
Dynamic-Dynamic is a term used in describing a curriculum which emphasizes its vibrant, creative quality as opposed to a static quality.
Education-Education is a procm's of continuous growth through rich, meaningful experiences tl1at lead to a .~atis factory adjustment to environment am.l to improvement of environment.
Evaluation-Evaluation is the determination of the worth of activities, curriculum units, etc.
Experience--Experience is whatever one does and undergoes that changes him and gives him new meaning as a consequence of his activities. Experience comes about through actual participation by the individual and must not, therefore, be confused with mere activity, or with the memorization of "ready-made" information. One experiences only as he is changed and gains new meaning as a consequence of his activity.
Functional or Creative Curriculum-A functional or cre-
66

ative curriculum is one so selected, organized and operated as to introduce the extracurricular spirit into the curriculum, a curriculum in which conventional subject distinctions may break down and emphasis is placed on what the pupils want to know, to do, and to be. It centers in the needs and worthwhile purposes of the child, and uses the mastery of subject matter and activities not as ends in themselves but as a means to growth and the reconstruction of experience
to high levels of usefulness and meaningfulness.
Functional Phases of Social Lif~The term functional phases of social life represents the major purposes of lif~ in broad terms, the major social purposes, drives, interest and activities of individuals and of groups.
Generalization-Generalization is a conclusion of wide applicability that arises from the study of a number of particular cases.
Indoctrination-Indoctrination is the presentation of a particular view on a controversial issue without giving consideration to other views. The aim of indoctrination is to fix in advance attitudes, ideals, thinking and action.
Innate Tendency-An innate tendency is an unlearned or inborn impulse to respond in certain ways to particular stimuli.
ntegration-Integration is the process by which certain experiences of the learner are unified into a coherent, assimilative whole. It is the process of organizing experiences into a whole in order to enable the indivdual to achieve unity of mind and action.
Interest-Interest is a drive to action, the connection which furnishes the motive that leads to activity. It is a feeling of satisfaction which precedes, accompanies or follows activity.
Knowledge--Knowledge is interpreted as facts acquired in relationship to certain situations. It is specific or general.
Learning-Learning is the active experiencing of one in certain conditions whereby he develops knowledge, attitudes, appreciations, ideals, skills and habits.
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Mechanistic P8ychology-(1) An explanation of mental and physical processes in tenns of uniform behavior of relatively simple and homogenous elements, such as situation-response connections, or bonds. The complex of human behavior is the sum of these elements. (2) Doctrine that all acts of man are completely explicable in terms of the laws of physical mechanics-i. e., in tenns of movements of particles in space and time.
Mental Discipline-The theory that different faculties of the mind can be developed by certain exercises. The aim is the development of powers rather than abilities to do or perfonn. It assumes that the mind consists of general powers or faculties which can be trained to act in any particular situation.
Method-Method in learning and teaching is the way of presenting instructional material and conducting activities so that objectives are realized economically and satisfactorily.
Motivation-Motivation is the act of arousing interest in an undertaking and of creating in the pupil a desire to accomplish it by furnishing him with a definite purpose.
Objectives-Objectives are the ends or goals which the educational agencies assist the child to realize. An educational objective is a specific goal, useful in life, to be achieved by education.
Organismic Psychology-View that psychology studies certain responses of several organisms.
Orientation-Orientation is the beginning process by which one comes to understand the situations in which he finds himself. It is the first stage of an adjustment process.
Outcome-An outcome is what a child actually learns-those skills, habits, understandings, attitudes, ideals and appreciations which result from the experience of the pupil. An outcome is a result or end product of a unit of school experiences.
Overview-.<\n overview is a preview or brief insight into the content of an activity, cun-iculum, unit, etc.
Philosophy-Philosoph is a careful, critical, systematic work of the intellect in the formulation of beliefs, with the aim of making them represent the highest degree of prob-
68

ability, in the face of the fact that adequate data are not obtainable for strictly demonstrable conclusions.
Principles-An educational principle is a fundamental truth which acts as a guiding concept for teaching and learning. It is general in nature; a rule.
Program of Studies-A program of studies is a listing of all the offerings of a school, including the out-of-class activities. The program of studies includes the subjects of study offered by a given school and the arrangement or the sequence of these subjects.
Project-A project is a school enterprise originated at least in part by the children, engaged in wholeheartedly by them, and directed toward the achievement of their goals.
Purposive Psychology-This school of psychology holds that there are important driving forces in human nature which are effective in controlling and directing behavior. Regards purposiveness as the mark distinguishing behavior from purely mechanical change.
Scope-The scope is the area of growth within which experiences are provided for the individual which enables him to achieve the aims of education. The scope of the curriculum consists of all that is included in it. The scope of the curriculum determines its extent and limits.
Sequence-Sequence as applied to the curriculum means the order of experiencing, as determined by the growth and interest of the child.
Skill-Skill is the ability to act in such a manner as to be able to secure results in recurring, similar situations. It is more or less automatic action.
Society-Society is the whole system into which group life is united by human relationships. Society consists of individuals organized into groups for the achievement of a common purpose.
Subject Matter-Subject matter is any material which serves as a means to a desired end. It is any sort of material used in a learning situation. Subject matter is that part of the group's culture employed by the school to enable the child to give meaning to his experience.
Teaching Unit-A teaching unit is the organization of subject matter and activities which contribute toward the
69

realization of any definite purpose or group of related pur poses held by a pupil or by pupils.
Understanding-An understanding is the result of interpreting and organizing the meanings of the different aspects of a situation. An understanding is the forming of one's own ideas about a situation after considering several points of view.
Unit of Work-A unit of work is composed of various worthwhile experiences and activities of a group wlaich center around some one interest, or purpose.
Vitalistic Psychology-Opposed to mechanistic psychology which tends to describe human behavior in terms of the processes of physics and chemistry, or inanimate nature. Holds that living substance is constituted by a "plus" in addition to the physico-chemical constituents.
70

APPENDIX B
TABLE I.
DISTRIBUTION OF POPULATION IN GEORGIA BY RACE IN URBAN AND RURAL COMMUNITIES
(Taken from U. S. Census Report. 1930)

A

B

Rural

Rural

- - Race Urban % Rural % Farm 0/0

NonFarm

%

White 578550 66.4 1258424 62.5 857925 60.7 400499 66.g

Negro 316637 85.4 754488 37.5 555764 39.3 198724 33.2

Other

Races 806

102

30

72

Totals 895492 100 2013014 100 1413719 100 599295 100

C. Comparison with Total Population

Total Population of Georgia in 1930

_ 2.908.508

Total Urban Population in Georgia........................................ 895.492

Per Cent of Total Population.................................................... 30.8

Total Rural Population in Georgia

2.013,014

Per Cent. of Total Population

_........... 69.2

Total Urban-Farm Population.................................................. 4.795

Total Rural-Farm Population

1.413,719

Total Rural Non-Farm Population

599,295

TABLE D.
ENROLLMENT IN GEORGIA SCHOOLS ACCORDING TO LENGTH OF TERM, 1933-34*

Length of Term in Months 1-5 5-6 6-7 7-8 8-9 9-11 Total

White 5,207
23.704 79,554 55,442 304,124 23,498 491,529

I Colored

Total

I 19.054

24.261

I 104.967

128,671

I 42,440

121,984

I 19.000

74,442

I 76,670

380,794

I 11,205

34,702

I 273.336

764,865

Adapted from the Annual Report of the State Department of Education, 1934.

'11

TABLE III. GEORGIA SCHOOL ENROLLMENT BYGRADE8, 1932-33

Enrollment
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade

White

6,676

85,370

_

_. 57,586

55,298

_............................... 52,656

48,636

43,688

_

39,366

40,775

24,088

18,943

_........... 13,842

2,710

Colored
696 92,145 43,280 36,509 30,407 23,343 16,500 10,762
4,908 2,931 1,995 1,169
646

Total
6,371 177,616 100,866 91,357
83,063 71,979 60,188 50,128 36,679 27,019 20,938 16,011 3,266

TABLE IV.

GEORGIA SCHOOLS ACCORDING TO SIZE, 1933-34*

Size of School Number of Teachers Employed

Number of Schools White Colored Total

One Teacher

634

Two Teachers

706

Three Teachers

_

274

Four Teachers

245

Five Teachers ................................................. 168

Six Teachers

129

Seven Teachers

_....... 101

Eight Teachers

_......................... 81

Nine Teachers

_. 83

Ten Teachers

80

Eleven Teachers

62

Twelve Teachers

78

Thirteen Teachers

45

Fourteen Teachers

38

Fifteen Teachers

15

Sixteen Teachers

14

Seventeen Teachers

16

Eighteen Teachers

9

Nineteen Teachers

9

Twenty or More Teachers............................ 55

Public Schools

2,841

Schools Having High School Grades l,121

2,536 560 118 65 33 82 22 12 12 11 6 8 4 2 8 1 2 2 2 12
8,428 321

3,170 1,266
387 300 201 161 123 93
95 91 68 86 49 40 18 15 17 11 11 67 6,269 1,542

"Taken from the Sixty-Second and Si>..ty-Third Annual Reports of the Department of Education to the General Assembly of the State of Georgia for the Biennium Ending June 30, 1934.

72

TABLE V.
AVERAGE ANNUAL SALARY PAID TEACHERS IN GEORGIA, 1933-34*

Elementary: Male Female
High School: Male Female
Total

White _.$ 461.30
694.60 1,186.98
861.72 696.32

Colored $ 223.46
249.21 631.66 639.26 278.30

Total $ 378.33
449.89 1,121.46
828.64 676.88

*Taken from 1934 Annual Report of the State Department of Education.
TABLE VI.

TEACHER LOAD OF GEORGIA TEACHERS, 1933-34*

White

Average Number of Pupils per Teachers

in Elementary Grades

37.64

High School Grades

26.61

Colored
60.36 28.24

Total
41.83 26.79

*Taken from 1934 Annual Report of the State Department of Education.

TABLE VII.

A1TENDANCE IN GEORGIA SCHOOLS, 1932-33

White

Average Daily Attendance _

379,468

Per Cent Enrollment is of Census........ 90.81

Per Cent Average Daily Attendance

is of Enrollment.................................. 77.84

Per Cent Average Daily Attendance

is of Census............................................ 70.70

Colored 201,621
81.19
74.54
60.52

Total 680,979
87.13
76.66
66.80

TABLE VIII. GRADUATES OF ACCREDITED HIGH SCHOOLS WHO
GO TO COLLEGE

Per Cent

Year

Number Enrollment
I

Number of Going to

I Graduates

College

1905

12 I

420

94 I 91.1

1910

63 I

7,667

549 I 86.4

1915

111 I 12,778

1,627 I 81.1

1920

I 169

27,029

4,024 I 45.2

1926

309 I 43,612

9,380 I 27.3

1931

417 I 61,246

13,017 I 23.1

1934

439

I

61,098 I

I 14,281

23.84

Taken from Georgia High School Accrediting Commission Reports.

73

Total

938

(Negroes, no, not

shown on map)

Grand Total

1048

(Lul session, 1935. nol included.)

Enrollment by Counties of Georgia Summer School Curriculum Classes
74

Cost per pupil (White) in Average Daily Attendance. Length of school term in days 1934.
(Independent cities are not included) This data taken from the Annual Report of the State Department of Education, 1934.
Pupil Cost and Length of Term in Schools of Georgia 76

APPENDIX C
MINIMUM LIBRARY FOR STUDY GROUPS This suggested bibliography, in a limited way, covers the twenty topics to be used by study groups in this program. It is recommended that every study group purchase these books, and all others possible. It is necessary to caution participants in these groups that this bibliography does not cover the whole of the field of study.

Aderhold, Summarv 01 Committee Report6, Publication.ll Office,

University of Georgia, Athens, Ga

$0.25

Arkansa6 Cooperative Program to Improve Instruction, Stud1l

Program, Bulletin No.1, State Department of Education,

Little Rock, Ark

_.._ __.._..... 0.60

Bode, Modern Educational Theorie6, The Macmillan Company,

Atlanta

1.80

Briggs, Secondary Education, The Macmillan Company, Atlanta.. 2.50

Brusse and Ayer, An Activity Program in Action, Banks, Up-

shaw Company, Dallas, Tex

1.50

Caswell and Campbell, Curriculum Development, American Book

Company, Atlanta

2.50

Cooperative Curriculum Revision, Board of Education, Wilmington Public Schools, Wilmington, DeL........................................... .75

Dewey, Democracy and Education, The Macmillan Company,

Atlanta

2.25

Douglass, Secondary Education, Houghton Mifflin Company, At-

lanta

2.75

Everett, Democ?'acy Faces the Future, Columbia University Press 2.50

Everett and Others, A Challenge to Secondary Education, D. Ap-

pleton-Century Company, New york

2.00

Finney, A Sociological Philosophy 01 Education, The Macmillan

Company, Atlanta

2.50

Gates, Psychology for Students of Education, Revised, The Mac-

millan Company, Atlanta

2.25

Gustin and Hayes, Activities in the Public School, University of

North Carolina Press, Chapel HilL

2.00

Georgia Congress of Parents and Teachers, Annual Report, 1935,

Atlanta. Free

.00

Harap, The Technique of Curricult~m Making, The Macmillan

Company, Atlanta

1.80

Hopkins, Curriculum Practices and P?'inciples, Benjamin H. San-

born Company, New york.

2.76

Horne, The Democratic Philosophy of Education, The Macmlllan

Company, Atlanta .._

2.50

76

Kilpatrick, Education for a Changing Civilization, The Macmil-

lan Company, Atlanta

1.00

Kilpatrick, Source Book in the Philosophy of Education, The

Macmillan Company, Atlanta

2.25

Kilpatrick, A Reconstructed The01il of the Educative Process, The Columbia University Press, New York.................................. .25

Lincoln School Staff, Curriculum Making in an Elementa1il

School, Ginn and Company, Atlanta

1.50

Lull, Secondary Education, W. W. Norton and Company, New

York

2.25

Landis and Willard, Rural Adult Education, The Macmillan Com-

pany, Atlanta

1.75

Mead and Orth, The Transitional Public School, The Macmillan

Company, Atlanta

2.25

Mississippi Program for the Improvement of Instruction, Bulletin NO.1, State Department of Education, Jackson, Miss........... .40

Mursell, The Psychology of Secondary School Teaching, W. W.

Norton and Company, New york

2.50

National Society for the Study of Education, Thirty-Third Year-

Book, Part II, 1934, Public School Publishing Company,

Bloomington, Ill.

2.50

National Congress of Parents and Teachers, 1201 Sixteenth

Street, Washington, D. C., Education for the Home and

Family

2.00

Peffer, The New School for Older Students, The Macmillan Com-

pany, Atlanta

2.50

Prog?'essive Education, November, 1933 and October, 1934, Pro-

gressive Education Association, Washington, D. C

1.00

Stewart and Dempsey, Accredited High Schools of Georgia, The University of Georgia, Athens. Free.......................................... .00

State Department of Education, Atlanta Geor&'ia. Biennial Re-

port, 1994. Free

.00

State Department of Education, Atlanta, Georgia, The News Reel, May, 1935. Free................................................................................ .00

Sweeney and Others, Western Youth Meets Eastern Culture, Bu-

reau of Publications, Teachers College, Columbia University,

New York

2.50

Wheeler and Perkins, P?'inciples of Mental Development, Thomas

Y. Crowell Company, New york

3.75

U. S. Office of Education, Department of the Interior, Washington, D. C., (1) A Five-year Trade and Industrial Prog?'am for Georgia, March, 1930. Free...................................................... .00

(2) Report of the Tenth Annual Conference on Trade and Industrial Education, Southe1'7t Region, April, 1934. Free...... .00

$61.25 NOTE: On books of regular publishing firms, list prices are given above. Dfscounts can generally be had. The cost of this list is about fifty dollars.
77

APPENDIX D
SUPPLEMENTAL PUBLICATIONS
For a very complete bibliography see Caswell and Campbell, Curriculum Development, pages 523-580. Titles appearing in the Minimum Library for Study Groups will not be repeated here.
Abelson, The Art of Educational Research. World Book Company, Yonkers-on-Hudson, N. Y. 1933.
Adams, The Initiation of an Activity Program Into a Public School. Teachers College, Columbia University, New York. 1934.
Almack, Research and Them Writing. Houghton Mi1Bin Company, Atlanta. 1930.
Bagley, Education and Emergent Man. Thomas Nelson and Sonl, New York. 1934.
Beard and Smith, The Future Comes. The Macmillan Company, Atlanta. 1933.
Benedict, Child,'en at the Cross Roads. The Commonwealth Fund, Division of Publications, New York. 1930.
Billings, Generalizations Basic to the Social Studies Curriculum. Warwick and York. Baltimore.
Bobbitt, Curriculum Making in Los Angeles. University of Chica&'O. 1922.
Bobbitt, How to Make a Curriculum. Houghton Mi1Bin Company, Atlanta. 1924.
Bode, Fundamental-s of Education. The Macmillan Company, Atlanta. 1921.
Bode, Conflicting PB'JIchologies of Learning. D. C. Heath and Company, Atlanta. 1929.
Bonser, Life N eds and Education. Bureau of Publications, Teachers College, Columbia University, New York. 1932.
Brewer, Education as Guidance. The Macmillan Company, Atlanta. 1932.
Briggs, Inglis Lecture of 1980. Harvard University Press, Cambridge. 1930.
Burns, Leisu7'e in the Modern W07ld. D. Appleton-Century Company, New York. 1932.
Charters, The Teaching of Ideals. The Macmillan Company, Atlanta. 1927.
Charters, Curriculum Construction. The Macmillan Company, Atlanta. 1923.
Chase, Men and Machines. The Macmillan Company, Atlanta. 1929. Clouser, Robinson and Neely, Educative Experiences Through Activitv
Units. Lyons and Carnahan, New York. 1932.
78

Cobb, One Foot on the Ground. G. P. Putnam's Sons, New York. 1932.,
Coe, Educating 101' Citizenship. Charles Scribner's Sons, Atlanta. 1934.
Collings, Experiments With a Project Curriculum. The Macmillan Company, Atlanta. 1923.
Couch, Culture in the South. University of North Carolina Press, Chapel Hill. 1935.
Counts, Dare the School Build a New Social Order? The John Day Company, New York. 1932.
Counts, The Social Foundations 01 Education, Part IX: Report of the Commission on the Social Studies, American Historical Association. Charles Scribner's Sons, Atlanta. 1934.
Cox, Curriculum Adjustment in the SecondaT1/ School. J. B. Lippincott Company, Chicago. 1925.
Cox and Long, Principles 01 Seco1ldaT1/ Education. D. C. Heath and Company, Atlanta. 1932.
'ox, The Junior High School and Its Curriculum. Charles Scribner'. Sons, Atlanta. 1929.
Cwti, The Social Ideals 01 American Education. Charles Scribner's Sons, Atlanta. 1935.
Dabney, Liberalilm~ in the South. The University of North Carolina Press, Chapel Hill. 1932.
Davis, Our Evolving High School. World Book Company, Yonkerson-Hudson, N. Y. 1927.
Dewey, The Child and the C1Lrriculum. University of Chicago Press, Chicago. 1902.
Dewey, My Pedagogic Creed. The Progressive Education Association, Wasbington, D. C. ]929.
Dewey, How We Tkink. Revised Edition. D. C. Heath and Company, Atlanta. 1933.
Ellis, Psycholog'/l 01 Individual Differences. D. Appleton-Century Company, New York. 1928.
Englebrecht, Merchants 01 Death. Dodd, Mead and Company, New York. 1934.
Finney and Zeleny, Introduction to Educational Sociology. D. C. Heath and Company, Atlanta. 1934.
Fox Meadow School Staff, Willingl'/l to School. Round Table Press. New York. 1934.
Freeman, Individual Diffe1ences. Henry Holt and Company. New York. 1934.
Glover and Dewey, Children 01 the New Da'/l. D. Appleton-Century Company, New York. 1934.
Harap, The Education 01 the C01t8UmeT. The Macmillan Company, Atlanta. 1924.
Hart, Adult Education. Thomas Y. Crowell Company, New York. 1927.
79

Horne, The Democratic Philosoph" 01 Education. The Macmillan
Company, Atlanta. 1932.
Hunter, Science Teaching. American Book Company, Atlanta. 1934.
Jones, Principles 01 Guidance. McGraw-Hill Book Company, New
York. 1934.
Judd, Education and Social Progre... Harcourt, Brace and Company, New York. 1934.
Judd, Problems 01 Education in the United State.. McGraw-Hill
Book Company, New York. 1933.
Kandel, Twenty-five Years 01 American Education. D. Appleton-
Century Company, New York. 1928.
Kilpatrick, Education and the Social Cri.u. Liverieht, Inc., New York. 1932.
Kilpatrick, Our Educational Task. The University of North Carolina Press, Chapel Hill. 1930.
Kilpatrick and Others, The Educational Frontier. D. AppletonCentury Company, New York. 1933.
Kinneman, Society and Education. The Macmillan Company, Atlanta. 1927.
Klapper, Contemporary Education. D. Appleton-Century Company, _ ew York. 1929.
Koos, The American Secondary School. Ginn and Company, Atlanta. 1927.
Landis and Willard, Rural Adult Education. The Macmillan Company, Atlanta. 1928.
Lane, A Teacher's Guide Book to the Activit'/l Program, The Macmillan Company, Atlanta. 1932.
Laski, Democracy in a Crisis. The University of North Carolina Press, Chapel Hill. 1935.
Little, Curriculum Aims and Objectives. GeorKia State Colleee for Women, Milledgeville, Georgia. 1935.
Lull, Seconda1'y Education. W. W. Norton and Company, New York. 1932.
Lumley and Bode, Ourselves and the World. McGraw-Hill Book Company, New York. 1931.
Mays, An Introduction to Vocational Education. D. Appleton-Century Company, New York. 1930.
McKee, Reading and Literature in the Elemenary School. Houehton Mifflin Company, Atlanta. 1932.
Melvin, The Technique of Progressive Teaching. The John Day Company, New York, 1932.
Melvin, Education for a New Era. The John Day Company, New York. 1933.
Merriam, Child Life and the Curriculum. World Book Company, New York, 1920.
Monroe and Streitz, Di?'ecting Leanting in the Elementary School. Doubleday, Doran and Company, New York. 1932.
80

Moore, Literature Old and New lor Children. Houghton Mifflin Company, Atlanta. 1934.
Morrison, The Practice of Teaching in the Secondar1l School, Revised Edition. The University of Chicago Press, Chicago. 1932.
Morrison, BaBic Principles of Education. Houghton Mifflin Company, Atlanta. 1934.
Mursel1, The Psychology of Secondary School Teaching. W. W. Norton and Company, New York. 1932.
ational College of Education, Curriculum RecordB of the Children's School. Bureau of Publications, National College of Education, Evanston, Ill. 1932.
National Education Association, Research Bulletin, May, 1935. National Education Association, Washington, D. C.
National Societ1l for the Study 01 Education, Twenty-sizth and Thirty-thi"d Yearbooks. Public School Publishing Company, Bloomington, Ill.
Ogden and Freeman, P81/chology and Education. Harcourt, Brace and Company, New York. 1932.
Prosser and Allen, Vocational Education in a. Democracy. D. Appleton-Century Company, New York. 1925.
Rugg, Thc Great Technology. The John Day Company, New York. 1933.
Rugg and Shumaker, The Child Centered School. World Book Company, Chicago. 1928.
Rugg and Sendenhall, Teachers Guide for Int?'oduction to American Civilization. Ginn and Company, Atlanta. 1929.
Sharp, Education in a Democracy. Houghton Mifflin Company, Atlanta. 1922.
Stephens, The Activities Program in the Primary Grades. D. C. Heath and Company, Atlanta. 1931.
Terman and Lima, Children's Readings: A Guide for Parents and Teachers. D. Appleton-Century Company, New York. 1926.
Thorndike, Adult Interests. The Macmillan Company, Atlanta. 1935. Thorndike, Adult Learning. The Macmillan Company, Atlanta. 1935. Trillingham, The O,"ganization and Administration of a Curriculum
Progra?n. University of Southern California Press, Los Angeles. 1934. Tuttle, A Social Basic of Education. Thomas Y. Crowell Company, New York. 1934.
Walser, The Al"t of Conference. Harper and Brothers, New York. 1935.
Webb and Others, High School Curriculum Reorganization. The North Central Association of Colleges and Secondary Schools, Ann Arbor, Mich. 1933.
Wheat, The Psychology 0/ the Elementary School. Silver, Burdette and Company, New York. 1931.
81

Whitehead, The Aims 0/ Education and Other E"a'll" The Macmil-
lan Company, Atlanta. 1929.
Woelfel, Molders of the AmericGn Mind. Columbia Univerlity Prell, New York. 1933.

Outstanding Courses of Study
State
California, Teacher,' Guide to Child Development. State Board of Education, Sacramento. 1933.
South Dakota, Department of Public Instruction, Pierre. Virginia, State Board of Education, Richmond. City and County Ann Arbor, Michigan, Office of Superintendent. Cleveland Heights, Ohio, Office of Superintendent. Houston, Texas, Office of Superintendent. Allegheny County, Maryland, Office of Superintendent. Raleigh, North Carolina, Office of Superintendent. Fort Worth, Texas, Office of Superintendent. Wilmington, Delaware, Office of Superintendent.

Special Subjects

English
Barnes, The New Democracy in the Teacking of Englisk, Rand McNally and Compl' ny, Chicago. 1923.
Blaisdell, Ways to Teack Englisk. Doubleday, Doran and Company, Garden City, New York. 1930.
Seeley, On Teaching Englisk. American Book Company, Atlanta. 1933.

Health
Health and Physical Educat'ion, Bulletin, 1932, No. 17, Monograph No. 28. Superintendent of Documents, Washington, D. C.
Intramural and Interscholastic Atkletics, Bulletin, 1932, No. 17, Monograph No. 27. Superintendent of Documentll, Washington, D. C.
Rathbone, Foundation 0/ Health. Houghton Miftlin Company, At-
lanta. 1932.

Home Economics
Lindquist, The Family in tke Present Social Order. The University of North Carolina Press, Chapel Hill. 1931.
Williamson and Lyle, Homemaking Education in tke Higk Sckool. D. Appleton-Century Company, New York. 1934
(See Coswell and Campbell).

Languages

American Classical League, Advisory Committee, The Clauical

Investigation, Part I. . New York University, Washin~n

Square, New York.

.

82:

Coleman, Experiments and Studies in Modern Foreign Language Teaching. The University of Chicago Press. 1934.
Instruction in Foreign Languages, Bulletin, 1932, No. 17, Monograph No. 24. Superintendent of Documents, Washington, D. C. ton, D. C.
Mathematics Instruction in Mathematics, Bulletin, 1932, No 17, Monograph No. 23. Superintendent of Documents, Washington, D. C.
Music and Art Instructitm in Music and Art, Bulletin, 1932, No. 17, Monograph No. 25. Superintendent of Documents, Washington, D. C. Mursell, Human Values in Music Education. Silver, Burdette and Company, New York. 1934.
Natural Science Adams, Science in the Changing W01ld. D. Appleton-Century Company, New York. 1933. Downing, An Introduction to the Teaching of Science. The University of Chicago Press, Chicago. 1934. Hunter, Science Teaching. American Book Company, Atlanta. 1934. Slavson and Speer, Science in the New Education as Applied to the Elementa1"y School. Prentice-Hall, Inc., New York. 1934.
Social Studies. BilJings, A Dete1-mination of Gene1"alizations Basic to the Social Studies Curriculum. Warwick and York, Baltimore. 1929. Commission on the Social Studies, American Historical Association, Conclusions and Recommendations. Charles Scribner's Sons, Atlanta. 1934. Lumpkin, The Family. The University of North Carolina Press, Chapel Hill. 1933. Peters, Objectives and Procedures in Civic Education. Longmans, Green and Company, New York. 1930. Steiner, Americans at Play. McGraw-Hill Book Company, ew York. 1933. Swindler, Social Studies Instruction in the Secondary Schoo18. Prentice-Hall, Inc., ew York. 1933.
Units of Work Barnes and Young, Ch'i1.dren and Architecture. Bureau of Publications Teachers College, Columbia University, New York. 1932.
Educational Journals
Building AmeT'ica, The Society for Curriculum Study, 425 West 123rd Street, New York, N. Y.
GeOl'gia Education Jom-nal, Georgia Education Association, Macon, Georgia.
Educational Research BuUetin, Ohio State University Columbus, Ohio.
Progressive Education, Progressive Education Association, 716 Jackson Place, Washington, D. C.
83

National Survey of Secondary Education Bulletin, 1932, No. 17

Monographs

No. 1. Summary. 16c.

No.2. The Horizontal Organization of Secondary Education-A Comparison of Comprehensive and Specialized Schools. 20c.

No.3. Part-Time Secondary Schools. 10e.

No.4. The Secondary School Population. lOc.

No.6. The Reorganization of Secondary Education. 40e.

No.6. The Smaller Secondary Schools. 16c.

No.7. Secondary Education for Negroes. lOe.

o. 8. District Organization and Secondary Education. 16c.

No.9. Legal and Regulatory Provisions Affecting Secondary Education. lOe.

No. 10. Articulation of High School and College. lOco

No. 11. Administration and Supervision. 15c.

No. 12. Selection and Appointment of Teachers. lOco

No. 13. Provisions for Individual Differences, Marking and Promotion. 40c.

No. 14. Programs of Guidance. lOco

No. 15. Research in Secondary Schools. lOco

roo 16. Interpreting the Secondary School to the Public. lOco

No. 17. The Secondary School Library. lOco

O. 18. Procedures in Curriculum Making. lOe.

No. 19. The Program of StUdies. 15c.

No. 20. Instruction in English. 10c.

No.2!. Instruction in the Social Studiea. lOe.

No. 22. Instruction in Science. lOco

No. 23. Instruction in Mathematics. lOc.

No. 24. Instruction in Foreign Languages. lOco

No. 25. Instruction in Music and Art. lOco

O. 26. Nonathletic Extraeurriculum Activities. l5c.

No. 27. Intramural and Interscholastic Athletics. 10c.

No. 28. Health and Physical Education. lOco

Note:

Purchase the monographs according to your needs and interests by sending a Post Office Money Order to the Superintendent of Documents, Washington, D. C.. Order by titles and numbers. For example:

National Survey of Secondary Education, Bulletin, 1932, No. 17, Monograph No. 18, lOco Monograph No. 20, tOe.

84

APPENDIX E
COLLEGE CREDIT BY CORRESPONDENCE
SPECIAL ARRANGEMENT FOR CORRESPONDENCE INSTRUCTION IN CURRICULUM FUNDAMENTALS FOR ENROLLEE IN STUDY GROUPS UNDER LOCAL LEADERSHIP.
Students enrolled in a course in curriculum fundamentals under a local leader approved by the State Department of Education may validate that work for both college credit and professional certifition by supplementary correspondence study at sp6cial rates, provided the following cooperative procedure is followed:
1. The local leader will obtain from the Director of General Extension, University System of Georaia, application forms for members of the study group and forms for certifying enrollment.
2. The local leader will forward to the Director of General Extension, University System of Georgia, for each. enrollee desiring college credit and professional certification:
(a) An application properly filled out. (b) A certificate of enrollment properly filled out and signed
by the local leader. (c) $9.00 tuition, special rate for this particular course. 3. The Director of General Extension will register for correspondence instruction those who meet the requirements specified above, each student being enrolled in the institution of the University System indicated in his application (the University of Georgia, Athens; Georgia State College for Women, Milledgeville; South Georgia Teachers College, Statesboro; Georgia State Womans College, Valdosta).
4. The Director of General Extension will furnish the local leader a sufficient number of copies of the lesson assignments in the course for the enrollees in the study group, it being understood that copies of each lesson assignment in order will be distributed to enrollees only after the topics covered in that assignment have been discussed in the study group.
5. Lesson reports will be prepared independently by the enrollees in the study group and will be collected by the local leader and forwarded in separate batches by express collect (except, that if a small number of papers may be sent to any institution at less expense by first class mail than by express, the local leader will be reimbursed for postage) to the sub-director of extension at the several institutions with which the different members of the study group will be registered.
6. Instructors at the several institutions will iTade the papers
85

which will be returned by the sub-direetor at the institution to the local leader for redistribution to enrollees in the study group.
7. Following class discussion of all topics and grading of all lesson reports in the course, all assignments and graded lesson reports will be collected and forwarded in one package by express collect to the Director of General Extension, Atlanta, to be checked and deposited permanently with the Division of General Extension. With these papers will be submitted a certificate of attendance for each enrollee desiring credit for the work, showing attendance upon at least 750/0 of the meetings of the study group.
8. The Director of General Extension will then forward to the local leader under seal, the examination on the course, to be given at the time and place agreed upon under the personal supervision of the local leader to all desiring college credit and professional certification for the work.
9. Only those enrollees in study groups who have fully complied with all the requirements outlined in the preceding paragraphs will be admitted to the examination by the local leader.
10. The local leader will collect and forward the examination papers in separate batches to the several institutions with which individual enrollees are registered as before (either by express collect or by first class mail as may be advisable).
11. The examinations will be graded by the instructors, following which the examination papers will remain on deposit permanently with the institutions, and a report of final grades will be made to the Director of General Extension by the sub-directors of the respective institutions.
12. A certificate of credit will be issued by the Director of General Extension to each student satisfactorily completing the course, and a permanent record of the college credit will be furnished the registrar of the respective institutions. For purposes of professional credit with the State Department of Education, registrars of the respective institutions on request will forward official transcripts to the State Department of Education, Capitol, Atlanta.
86

APPENDIX F RENEWAL OF STATE CERTIFICATES
Renewal of teacher's certificates, according to the regulation of the State Board of Education, is based upon "three college hours' credit earned during the life of, or after the issuance of the certificate or upon a satisfactory examination on the State's prescribed Reading Course."
The Reading Course examination will be given in the office of County Superintendents of Schools in August, 1936, and will be based on the following books:
Finney and Zeleny: AN INTRODUCTION TO EDUCATIONAL SOCIOLOGY. D. C. Heath and Company, Atlanta, Georgia. -Price, $2.40.
Kilpatrick: EDUCATION FOR A CHANGING CIVILIZATION. The Macmillan Company, Atlanta, Georgia. -Price, $1.00.
Mead and Orth: THE TRANSITIONAL PUBLIC SCHOOLS. The Macmillan Company, Atlanta, Georgia. -Price, $2.25.
Attention is called to the fact that these three books all relate to curriculum problems and that a member of the curriculum study group in the state who has read these books will be especially well prepared to take the examination.
The Reading Course is regarded as an emergency provision to enable teachers who cannot do further college work to renew elementary certificates. Attendance upon summer school or correspondence and extension work are the preferred procedures for renewing certificates since they serve to raise the grade of the certificates.
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