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The bulk of this report from the Commissioner of Education is made up of appendices. The appendices begin with abstracts of reports submitted by state, territorial, and city school officers. Data is then presented on the general condition of colored schools operated by the Freedmen's Bureau; Indian education; kindergarten culture; Hebrew education; Argentine education; deaf and dumb education; education in England; education in Bengal, India; education of the working classes in Austria; education in Victoria, Australia; Ecuadorian education; U.S. medical education; normal schools; educational conventions; an American university; society, crime, and criminals; the Chinese migration; school supervision; German schools and teaching German; the relationship between education and labor; inquiries and replies relating to education and labor; illiteracy in the U.S.; and general U.S. school statistics. The latter includes statistics on pupils and teachers; school finances; colleges; theological seminaries; law schools; medical, dental, and pharmaceutical institutions; normal schools; agricultural and scientific schools; commercial colleges; institutions serving the deaf and dumb, the insane, the blind, the idiotic, inebriates, and miscellaneous special schools; the Young Men's Christian Associations; major U.S. libraries; reformatories and state prisons; and appointments, examinations, and rejections at West Point.

This is Volume 2 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts III and IV. Part III contains the chapters: (1) Documents Illustrative of American Educational History; (2) Report of the Committee of Ten on Secondary School Studies, with Papers Relating Thereto; (3) The National Educational Association; (4) The Education of the Negro--Its Character and Facilities; (5) Pecuniary Aid for Students in Universities and Colleges; (6) University Extension; (7) Medical Education; (8) Education in the Various States; (9) Report on Educational Affairs in Alaska; and (10) Educational Necrology. Part IV covers Statistical Tables. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II," see ED622069.]

This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV," see ED622070.]

The Commissioner of Education's introduction in volume 1 provides data and discussion on school and college total enrollment, common schools, average schooling amount per U.S. inhabitant, British India's public schools, truant schools, Puerto Rican schools, U.S. educational extension, sociology and education at the Paris Exposition, introduction of reindeer into Alaska, city school systems, higher education, law student increase, land-grant colleges, secondary schools, education of the colored race, and education in Central Europe, Great Britain, the Philippines, Cuba, Hawaii, and Samoa. The introduction lists letter topics received by the office in 1900.Subsequent chapters cover British India's public schools; boys' secondary schools in England; general information on truant schools, statements on truant schools in various cities, laws on the disposition of truants and incorrigibles in 17 states, discussion of British reformatories and allied institutions and expanded coverage of Puerto Rican education. Chapter V, on U.S. educational extension, addresses lyceums, university extension, Chautauqua, summer schools, cities and popular education, arts and music for the people, travel and pilgrimage as educational extension, the idea of a national university, the Smithsonian Institution, the Library of Congress, museum extension, higher commercial schools, and newspapers as popular educators. A chapter on common school organization and development from 1830 to 1860 covers the South Central and South Atlantic states. Papers from the 1900 Department of Superintendence meeting in Chicago are presented in chapter VII, including papers on education status at the turn of the century, and on alcohol physiology and superintendence with a discussion paper on that subject. The next chapter covers schoolteachers' role in the struggle against alcoholism, while chapter XXI, the last chapter, discusses temperance physiology. Chapters X, XI, and XII concern college students' adjustment to professional courses, justification for public high schools, and free rural high schools. The National Educational Association committee report on relationship between public libraries and public schools is found in chapter XIII. This includes sections on establishing village libraries, rural and small village libraries, small-library cataloging hints, the librarian's spirit and methods working with schools, certain typical libraries, and schoolroom libraries. Final chapters cover Central European education; public playgrounds and vacation schools; the Old South lectures and leaflets; statistics on public, society, and school libraries; British and Irish education; U.S. education periodicals, and a directory of chief state school officers, city superintendents, college presidents, and normal school principals. [For volume 2, see ED622192.]

Volume 1 begins with the Commissioner of Education's introduction and includes state school-system statistics. Chapter I covers education in Canada, Australia, and New Zealand. Chapter II presents children's growth statistics collected in Worcester, Mass., Toronto, Ontario, and Milwaukee. Chapter III addresses German university pension and insurance beneficiary regulations. Chapter IV presents a digest of school laws on governance, teachers, and schools for each state except Florida, Idaho, New Mexico, Utah, and Wyoming. Chapter V discusses the University of Paris during the Middle Ages. Chapter VI presents the proceedings of an Armstrong Association meeting on the work and influence of Hampton Institute, including a letter from former U.S. president Grover Cleveland and addresses by Andrew Carnegie, Harvard president Charles W. Eliot, Hampton principal H.B. Frissell, and Booker T. Washington. Chapter VII addresses public school temperance instruction and the liquor question, with reports from Connecticut, New York State, and Massachusetts, as well as information on Prussian temperance instruction. Chapter VIII presents early English writers' notices on education from 1578 to 1603. Subsequent chapters address German juvenile criminality; Southeastern Alaska's Hlingit language grammar and vocabulary; the Swedish education system; British and Irish education in 1903; and English higher education, i.e., secondary, technical, and evening schools, and the 1902 law requiring councils to support schools higher than elementary schools. Chapters XIV and XV cover education at the St. Louis Exposition, including state and territorial and educational institution exhibits. Chapter XVI discusses the final establishment of the American common school system in North Carolina, South Carolina, and Georgia between 1863 and 1900. Chapter XVII reprints the Alaskan-education general agent's 1890 preliminary report and 1892 report on introducing domestic reindeer into Alaska. Chapter XVIII offers "A Definition of Civilization," the Indian Industrial School commencement address by W.T. Harris, and papers by Harris on "Art Education the True Industrial Education" and "The Intellectual Value of Tool Work." Chapter XIX is a list of U.S. education periodicals. Chapter XX is a directory of chief state school officers, city superintendents, college presidents, pedagogy professors and university and college pedagogy department heads, and normal-school principals. [For Volume 2, see ED620501.]

This bulletin presents a list of publications of the United States Bureau of Education for the years 1867 to 1907, prepared under the direction of the present librarian of the Bureau. This list is intended to make the publications of the Bureau better known and to facilitate their use. It should be of service to librarians and to students of special educational problems. This publication will undoubtedly further distribution and use of the documents referred to, and will answer many if the special inquiries which come from time to time to this Office. The bulletin is divided into five sections: (1) Annual statements of the Commissioner; (2) Annual reports; (3) Circulars of information; (4) Bulletin; and (5) Miscellaneous publications. An index is included. [Best copy available has been provided.]

Art instruction aims to raise the standard of taste. It includes instruction in seeing and interpreting the beautiful in nature and the arts, in drawing, both free-hand and instrumental, in designing, coloring, and modeling, in manipulating paper, cloth, leather, wood, metal, or other materials, to produce a result having elements of beauty. Art instruction, in the broadest sense, is promoted in the United States through the cooperation of many agencies. Chief among these are the public schools, art schools, special evening schools, art educational organizations and publications (many not avowedly art educational and therefore, perhaps, more widely influential), art departments in normal schools and in colleges and universities, summer schools, handicraft societies, public libraries having departments of art, lecture courses, and local exhibitions. To gather complete returns from each and all of these agencies is manifestly impossible. To state in the form of statistical tables the potency of each is equally impossible. To take such returns as the Bureau of Education could secure, arrange in orderly fashion, and summarize; to select from the summaries the most significant totals and compare them, and to set forth in a form convenient for reference such data as may be of service to those engaged in promoting art education, is within the range of possibility, and is the purpose of this monograph. A bibliography and an index are included. Individual sections contain footnotes. (Contains 12 tables.) [Best copy available has been provided.]

This bulletin describes the publications of the Bureau of Education which at the time of its compilation (October 1911) are available for free distribution by this office. Requests for titles from this list will be filed as long as the publications desired continue to be in stock, but it should be understood that the supply of many especially earlier issues, is scant and likely soon to be exhausted. Many publications of the bureau which can no longer be supplied by this office may be purchased from the Superintendent of Document, Washington. Many of these publications are of great value to teachers, students of education, librarians and people having a general interest in education and the improvement of public and private schools. The lists include: (1) Annual statement of the Commissioner; (2) Annual reports; (3) Circulars of information collected annual volumes; and (4) Publications on special subjects. An index is included. [Best copy available has been provided.]

The organization of the National Vocational Guidance Association was completed during a series of meetings held in 1913 at Grand Rapids, Michigan, October 21-24, inclusive. This was the third national conference on vocational guidance, previous meetings having been held at Boston in 1910 and New York City in 1912. At the latter meeting the conference authorized the selection of a committee to arrange for a convention in 1913 and to present plans for a permanent organization should such a procedure seem advisable after due consideration of the opportunities for service presented by present-day conditions. In accordance with this authorization, the National Vocational Guidance Association was duly organized at Grand Rapids by the acceptance of the report of the organization committee, the adoption of a constitution, and the election of officers. This bulletin contains the formal papers. presented at the conference. Contents include: (1) The larger social, economic, and educational bearing of vocational guidance; (2) Practical, scientific, and professional phases of vocational guidance; (3) Vocational guidance within the public-school system; and (4) How shall we study an industry for purposes of vocational education and vocational guidance? Appended are: (1) The round-table question box. Presiding officer, Professor J. M. Telleen, Case School of Applied Sciences, Cleveland, Ohio; (2) Vocational guidance through English composition. Work in the Grand Rapids (Michigan) high schools. An index is included. [Best copy available has been provided.]

This bulletin is based upon reports to the International Commission on the Teaching of Mathematics concerning the development of the teacher of mathematics in the better secondary schools of different countries. For the most part, only those schools which are under the immediate direction of the Government have been considered. And even here discussion is limited to the best schools for boys and to the teachers in such schools. As a rule, the schools for girls are not as completely organized or of so high a standard. Included in this bulletin, when possible, are brief independent sketches of the educational conditions in the various countries, so that the readers may receive here in connected form condensed but definite accounts of the following phases of educational work in the country under discussion, in so far as they bear on the preparation of teachers of secondary mathematics: (1) the general educational scheme; (2) secondary schools and their relation to that scheme; (3) the mathematics taught in the secondary schools and the pupils to whom it is taught; (4) the inducements (such as salary, pensions; social position) to young men to take up secondary-school teaching as a profession; (5) the universities of the country, the courses of mathematics and allied subjects they offer, and the diplomas or certificates they confer. The countries profiled include Australia, Austria, Belgium, Denmark, England, Finland, France, Germany, Hungary, Italy, Japan, the Netherlands, Roumania, Russia, Spain, Sweden, Switzerland, and the United States. The following are appended: (A) England: Cambridge local examinations, senior students; Oxford and Cambridge schools, examination board; University of London, matriculation examinations; (B) England: Entrance scholarships examination papers, Cambridge University; (C) France: Concours for admission to the Ecole Normale Superieure and for the Courses de licenses in 1913; (D) Agregation des sciences mathematiques; (E) Germany: Reifeprufungen; Lehramtsprufungen; (F) Japan; Examination questions. This bulletin was produced with the editorial cooperation of Smith, D. E.; Osgood, W. F.; and Young, J. W. A. An index is provided. (Individual chapters contain footnotes and tables.) [Best copy available has been provided.]

The period covered by this paper followed the demobilization of that experiment in education under war conditions known as the Students' Army Training Corps. During the early part of 1917 many engineering students withdrew from the school of engineering to enter different branches of the Army and Navy of the United States, and others at this time, and even during the previous years from the outbreak of the World War in 1914, withdrew to enter the service of our allies or to become Red Cross drivers or workers. These withdrawals, followed by withdrawals due to the application of the Selective Service Draft Law, made it clear that steps must be taken to provide the Nation with men trained in engineering to fill the numerous places created by the war in the service of the United States and in the industries. For the purpose of conserving the engineers in training, the Engineer Corps of the United States Army made provision to enlist engineering students of the proper age in a Reserve Officers' Corps and to assign them back to their colleges to complete their engineering work. This did not prove entirely satisfactory, and its inadequacy was soon manifest. To care for all branches of the service, and to train men as officers, the colleges and universities of the country were organized to receive and train members of the Students' Army Training Corps. Topics covered in this bulletin include: (1) Students' Army Training Corps; (2) Proposed schedule of studies for the four engineering courses as proposed by the Committee on Educational and Special Training: civil engineering, mechanical engineering, electrical engineering, and chemical engineering; (3) Schedule of studies submitted by the Rensselaer Polytechnic Institute: civil engineering, mechanical engineering, electrical engineering, and chemical engineering; (4) Latest developments in engineering education; (5) Business administration; (6) Junior colleges; (7) Resume; (8) Data from replies; and (9) Data from catalogues. (Contains 4 footnotes.) [Best copy available has been provided.]

One of the most striking features of higher education in recent years has been the great increase in the number of students attending the colleges and universities. Where the higher institutions have reached a student enrollment of several thousand, the question has been raised seriously as to whether such institutions should not devote themselves primarily to courses in the latter two years of college and to graduate and professional work. At the same time, the students and educational facilities in large secondary schools have increased so greatly as to make it possible, with some additions in faculty, buildings, and equipment to do the first two years of college work. There are many educators who contend that from a pedagogical point of view such an extension of the secondary schools is natural and justifiable. Certain it is that a considerable number or privately supported colleges with inadequate means to support four years of college work have voluntarily dropped the second two years of the college curricula, and are confining themselves to a six year program composed of the four years of high school and the first two years of college. In view of the increasing discussion of the junior college and its implications in the possible reorganization of secondary and higher education, the former Commissioner of Education called the first conference of representatives from junior colleges at St. Louis Mo., June 30 and July 1, 1920. Dr. George F. Zoo, the bureau's specialist in higher education was in charge of the conference and has edited the proceedings which, together with certain papers from the first annual meeting of the Junior College Association formed at St. Louis. [Best copy available has been provided.]

During an investigation made to determine to what extent teachers in the United States had organized teachers' associations previous to the forming of the National Education Association, the American Lyceum was found to be the first educational institution, of which teachers were a part, having a program calculated to improve the educational status of the Nation. The term "American lyceum" is used to designate the lyceum system as a whole. The system was composed of town, county, State, and national lyceums. Except for the town lyceums, the system was organized by representation, county, State, and national lyceums each being formed by delegates from the next smaller group. The name applies to the system, but the town or local lyceums were the fundamental divisions of the organization. This bulletin is presented in two parts: (1) the history of the lyceum, and (2) its contribution to the advancement of public education. Details of the lyceum's beginning, growth, and activity are given in the history, while part two consists of evidence indicating its contribution. Appended are: (1) Source material; (2) Constitution and by-laws of the American Lyceum; (3) Resolutions of the American Lyceum; (4) Organizations represented at American Lyceum conventions; (5) List of lectures and essays (with authors); (6) Men who aided the lyceum movement; (7) Circular, ninth annual meeting and resolutions of National Education Convention; and (8) Resolutions, National Education Convention, November, 1839. Individual sections contain footnotes. (Contains 1 table.) [Best copy available has been provided.]

In most of the States there are privately controlled institutions providing higher education. An obligation rests upon the State in the interest of public welfare to insure the high quality of that higher education. The purpose of this inquiry is to analyze the extent of supervision exercised over privately controlled institutions of higher education by each of the 48 States with special reference to these points. Data utilized in the inquiry were obtained by an examination of the constitutions and statutes of the several States relating to the granting of charters of incorporation to privately controlled universities and colleges, the privileges and powers conferred upon them, and the legal restraints and restrictions imposed upon them. Since the supervision exercised by each State is subject to revision at the periodical sessions of the legislature, enactments of the various States were examined up to and including the 1933 legislative sessions except for 13 States. Attention must be called to the fact that this study applies only to incorporated colleges and universities. Unincorporated and privately owned institutions of various kinds offering special types of education are not included unless the statutes of the States make specific mention of them. The information as presented consequently is based solely upon the laws as they appear on the statute books of the several States. In order to assure accuracy of their interpretation, the manuscript describing the extent of supervision of privately controlled institutions of each State was submitted either to the secretary of state, attorney general, or superintendent of public instruction of that State for criticism. A list of sources is included. Individual sections contain footnotes. (Contains 8 tables.) [Best copy available has been provided.]

Throughout the centuries there have appeared from time to time individuals who have merited designation as great educational leaders. Nearly every country lays claim to a few whose thought and action have been responsible in the main for its spiritual and cultural growth. The United States is no exception in this respect for it lays claim to an unusual group of men and women whose influence long will be felt in behalf of the educational advancement of the nation. Among these, not the least was William T. Harris, the fourth Commissioner of Education of the United States of America. This year 1835 marks the time of the birth of Harris. Harris, a philosopher of high order, was, perhaps as much as any man, the creator of the modern public-school system. With a great endowment of mind he gave a type of leadership to education which scarcely has been surpassed in this country. The life of William T. Harris is full of inspiration for the scholar and administrator. In many respects his contributions were not spectacular. This was doubtless natural, because the forces with which he worked were to a large extent hidden. Yet it was because of the power and the depth of his thought, the breadth of his view, and the long continuity of purpose that enabled his work to be so lasting in influence. This bulletin contains the following: (1) Foreword; (2) Preface; (3) Tributes at the Washington Dinner in honor of William T. Harris; (4) The tribute of the Department of Superintendence of the National Education Association to William T. Harris; and (6) The tribute of Connecticut and of neighbors to William T. Harris. Individual sections contain footnotes. [Best copy available has been provided.]

It is the purpose of this chapter to show some of the more outstanding tendencies and examples of legislation affecting education in the United States during 1935 and 1936. During these years the legislature of every State had one or more legislative sessions, and, in addition, special sessions were called in many States. Moreover, many legislative and constitutional measures affecting education were referred to the people for determination. The three most significant tendencies in legislation affecting education during the 2 years reviewed here are toward: (1) Increased State responsibility for the support of public education; (2) A strengthening of State instrumentalities of control over education; and (3) The establishment of minimum State-aid foundation programs of State-wide application. (Contains 1 footnote.) [Best copy available has been provided.]

The first published compilation of material relating to opportunities for the preparation of teachers of exceptional children in the United States appeared in 1929 under the auspices of the International Council for the Education of Exceptional Children. At the time 43 institutions in the United States and 2 in Canada were reported which offered courses in this field. In 1931 the Office of Education issued a bulletin on the same subject, with brief descriptions of the courses given. Seventy-one institutions were listed in this report as offering opportunities for study to prospective teachers of exceptional children. In 1936 a third investigation was undertaken as one phase of the Project in Research in Universities, and its findings are reported in this paper. The number of institutions announcing courses preparatory to the teaching of one or more types of exceptional children had by that time grown to 118. This represents an increase of 66 percent in the 5 years between 1931 and 1936--an unmistakable evidence of the mounting importance that is being attached to the special preparation of teachers for children who because of mental, physical, or emotional deviation are in serious need of special educational provision. The present analysis was made on the basis of data accumulated by means of questionnaires, with supplementary information gathered from a study of current catalogs and announcements of courses. In addition to universities, colleges, and normal schools, highly specialized institutions for the deaf, the blind, and the feeble-minded were also considered. General findings of this analysis covered: (1) Number of institutions providing specialized training; (2) Facilities for respective groups of exceptional children; (3) Geographic distribution of training facilities; (4) Content of curriculum; (5) Administrative organization; (6) Cooperative relationships; and (7) State designation of training facilities. Names and geographical distribution of institutions that do not claim to offer a comprehensive unit of teacher-preparation in the field are appended. [For related reports, see "Project in Research in Universities: Preparation for Elementary School Supervision. Bulletin, 1937, No. 18 (ED542577) and "Project in Research in Universities: CCC Camp Education: Guidance and Recreational Phases. Bulletin, 1937, No. 19" (ED542578). Best copy available has been provided.]

As yet citizens in the United States have had very little specific and authoritative information from the enemy-occupied countries of Europe and the Far East about what has happened and is happening to the intellectual life of their people. Recognizing these limitations in the information and desirous that the citizens of the United States, particularly the youth in schools and colleges, should be made as fully aware as possible of the situation, the members of the American Education Delegation meeting in London in the spring of 1944, arranged to secure authentic information on the important matters indicated. The delegation referred to was appointed by the Secretary of State of the United States for the purpose of participating with ministers of education, or their representatives, of 17 nations in a conference to be held in London, where, as is well known, most of the occupied countries have set up governments in exile. This bulletin is devoted to accounts of what the war and enemy occupation following it have meant to education in 6 of the 11 countries to which requests were addressed. They are presented as nearly as possible in the form in which they were prepared by the respective ministers of education or their representatives. They are, therefore, authentic and official and represent conditions as they were when written, during the early summer of 1944. The U.S. Office of Education presents them to the schools, school officials, and school children and youth of the United States, knowing well their sympathetic interest in their less fortunate fellows who have suffered and are suffering not alone the tragic casualties of war but the still less tolerable, brutal and unnecessary destruction which followed in its wake. In secondary schools and colleges these papers will be read as presented for the story they tell, for the style and tone of the authors, for renewed appreciation of the valiant manner in which youth of character meets disaster; but the facts disclosed will lead to further study of the countries involved, of their people, their history, and development socially, economically, and educationally. (Contains 6 footnotes.) [Best copy available has been provided.]