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GERRISH, CAROLYN M.-Secondary

school composition, 126.
HAIGHT, HARRY W.-The case system
of teaching hygiene and preventive
medicine in the upper grades, 503.
Handschin's (Charles H.) The facili-
ties for graduate instruction in mod-
ern languages in the United States,

95.

HANIPHY, JOSEPH A.-Juvenile courts,
489.

Happenings at the University of Utah,

537-

Harvard and Germany, 539.
Health of college students, 428.
HICKS, FREDERICK C.-Bishop's (Wil-
liam Warner) Practical handbook of
modern library cataloging, 315; Li-
brary problems in American uni-
versities, 325.
High school (modern), Phases of the
work of a, 367; terminology, 228.
History in the elementary school, The
teaching of, 136.

HORRWITZ, ERNEST PHILIP-The place
of Sanskrit in university education,

412.

Hunt's (Gaillard) The Department of
State of the United States, 212.
Hygiene and preventive medicine in
the upper grades, The case system
of teaching, 503.

Ideal (The Christian) in education:

Methods of its attainment, 433.
Ideals (military), The paradox of Ger-
man university and, 266.
Illiteracy in foreign countries, 321.
Is there no university in America? 431.

JACKSON, A. V. WILLIAMS-Soane's

(E. B.) Grammar of the Kormanji or
Kurdish language, 420.
James G. Croswell, 534.
JOHNSTON, CHARLES HUGHES-High
school terminology, 228.

JOSEPH S. TAYLOR-Report on Gary

(Ind.) schools, 510.

Junior college, Standardizing the, 56.
Junior college, The, 215.
Juvenile courts, 489.

KING, HENRY C.-The Christian ideal
in education: Methods of its at-
tainment, 433.

KOCH, KATRINA-The development of
a vocabulary in the adolescent, 68.
KRAUSE, CARL A.-Systematic vocab-
ulary building, 313.

Kultur, A definition of, 323; Culture
and,
400.

Languages and the college preparatory
course, 168.

Library problems in American uni-
versities, 325.

Literature of vocational education, A
contribution to the, 322.

LUQUEER, FREDERIC L.-Self-account-
ing in supervision, 460.

MANNY, FRANK A.-Freeman's (Ar-
bold) Boy life and labor: the manu-
facture of inefficiency, 421.
MARRINAN, J. J.-The education of
youth for democracy, 379.
Materialism and geography, Mr. Bel-
loc on, 317.

Matters academic, Concerning some,
391.

Medicine in China, 535; (preventive)
in the upper grades, The case sys-
tem of teaching hygiene and, 503.
Methods, A side light on certain

modern educational, 414; of its
attainment: The Christian ideal in
education, 433.

Military ideals (German university
and), The paradox of, 266.
Mr. Belloc on materialism and geog-
raphy, 317.

Modern (certain) educational methods,

A side light on, 414; high school,
Phases of the work of a, 367.
MOORE, ERNEST C.-The adminis-

tration of the public schools of New
York City, 469.

Moving picture (The) and the school,

204.

New (A) form of outrage, 429; (A)
German university, 106.

New York City, The administration
of the public schools of, 469.
New York, The teacher-mother ques-
tion in, 285.

Notes and news: 106, 215, 317, 428,
534.

Notes on new books, 96, 213, 316,

423, 532.

Notes on the building of a univer-

sity, 217.

Outline of a plan for use in the making
of schedules in educational institu-
tions, 527.

Outrage, A new form of, 429.

Paradox (The) of German university

and military ideals, 266.

PASSANO, L. M.-The woman peril:

A reply, 407.

Peril, The woman: A reply, 407.
Phases of the work of a modern high
school, 367.

PIERCE, EDWIN HALL.-A side light
on certain educational methods,
414.

PINE, JOHN B.-Notes on the building
of a university, 217.
Place and function of the denomina-

tional college, 445; (The) of San-
skrit in university education, 412.
Plan, Outline of a, for use in the
making of schedules in educational
institutions, 527.

Power and responsibility, Education

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Rejoinder (A): The woman peril, 409.
Reply (A): The woman peril, 407.
Report on Gary (Ind.) schools, 510.
Responsibility, Education for power
and, 352.

Restraint (The) of our public schools,
84.

REUBEN, MILTON HAROLD.-An un-
dergraduate's view of college edu-
cation, 48.

Reviews, 94, 212, 315, 420.
Roger Bacon, 94.

Rural schools, Consolidation of, 320.

Sanskrit in university education, The
place of, 412.

Schedules in educational institutions,
Outline of a plan for use in the
making of, 527.

School board (The) as a factor in
educational efficiency, 258; (ele-
mentary), The teaching of history
in the, 136; (High) terminology, 228;
(modern high) Phases of the work of,
367; The moving picture and the,
204; products, Standardization of,
312; (Secondary) composition, 126.
Schools (American). The development
of the course of study in, 1; (public),
The restraint of our, 84; Report on
Gary (Ind.), 510; (rural) Consolida-
tion of, 320.

Secondary education, Economy of

time in, 20; school composition, 126.
Self-accounting in supervision, 460.
Sense (Sound) about colleges, 428.
Side light (A) on certain modern edu-
cational methods, 414.

SNOW, LILLIAN M.-Outline of a plan

for use in the making of schedules
in educational institutions, 527.
Soane's (E. B.) Grammar of the Kor-

manji or Kurdish language, 420.
Society (The Germanistic) of America,
108.

Sound sense about colleges, 428.
Standardization of school products,

312.

Standardizing the junior college, 56.
Status (Academic) of psychology, 319.

Students (college), Health of, 428.
Study of the classics, The teaching of
English and the, 37; in American
schools, The development of the
course of, 1.

Supervision, Self-accounting in, 460.
SUTTON, W. S.-The school board as a
factor in educational efficiency, 258.
SUZZALLO, HENRY-The Association
of American university professors,
295.

SWIFT, F. H.-The paradox of Ger-
man university and military ideals,
266.
Systematic vocabulary building, 313.

Teacher-mother (The) question in
New York, 285.

Teaching hygiene and preventive med-
icine in the upper grades, The case
system of, 503.

Teaching (The) of English and the
study of the classics, 37; (The)
of history in the elementary school,
136.

Terminology, High school, 228.
Time (Economy of) in secondary
education, 20.

Two years, The vocabulary of, 191.

Undergraduate's (An) view of college
education, 48.

Universities (American), Library prob-
lems in, 325; (American), The Asso-
ciation of, 74; (German) in war time,
538.

University education, The place of
Sanskrit in, 412; (German) A new,
106; (German) and military ideals,
The paradox of, 266; in America, Is
there no? 431; Notes on the build-
ing of a, 217; professors (American),
The Association of, 295; (of Utah),

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WILGUS, JAMES A.-The teaching of
history in the elementary school,
136.
WILLIAM F. RUSSELL.-Economy of
time in secondary education, 20.
Woman (The) peril: A reply, 407.
WOODBRIDGE, FREDERICK J. E.-The
university and the public, 109.
Work of a modern high school, Phases
of, 367.

Working youth in Germany, Welfare
of, 337.

Years (two), The vocabulary of, 191.
Youth for democracy, The education
of, 379; (working) in Germany,
Welfare of, 337.

EDUCATIONAL REVIEW

JANUARY 1915

I

THE DEVELOPMENT OF THE COURSE OF STUDY IN AMERICAN SCHOOLS

At the meeting of the National Education Association in St. Paul, in July, 1914, an educated, well-informed and broad-minded gentleman, not connected with the schools, asked me somewhat abruptly if I believed in the fads which were now cumbering the course of study in the schools. I asked him what was his definition of a "fad." I then ventured to tell him that the first fads I knew anything about in connection with the elementary schools were the teaching of elementary arithmetic, writing and reading. He was greatly surprized that anyone at any time had had any doubt as to the wisdom of teaching these branches of an elementary education at public expense. A few days later a gentleman in my office characterized as infamous "the efforts of half-baked intellects to subvert and destroy the existing course of study in the elementary schools—a course of study which has been handed down to us as a sacred trust by our worthy forefathers."

It occurred to me that an account of the growth and development of the elementary school, extracted from the old records and scattered fragmentary accounts, might have some value at this time when the course of study is a general subject of discussion. In an historical sketch of this character, to avoid diverging and distracting influences, it is manifestly easier to confine one's attention to a type-form. Such a type-form is found in the city of Boston; for Boston,

I

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