Search

Of this series of Science Readers, Books I, II, and III are adapted to secondary grades comprising pupils who are in their third and fourth years of school work. Both the reading and the subject matter of Books IV, V, and VI are suitable for grammar grades. At the end of each of the first three volumes is a short summary of the lesson. This may assist the teacher in preparing the lesson. Each reading lesson is illustrated in a way that will serve vividly to recall the teaching, thus emphasizing the important points. The lessons are progressive, each one of the series being built on the facts taught in the previous lesson. Moreover, the subject matter--the properties of bodies; the nature, growth, and structure of plants; the common types of animals; minerals and metals; the phenomena relating to weather; in short, all the conditions which surround us--is exactly the science which should be taught in the elementary schools. [Revised and adapted for use in schools, with a preface by Mrs. L. L. W. Wilson. For Book II, see ED623549.]

This is Volume 1 of the Report of the Commissioner of Education for the Year 1896-97, containing Part I. The volume begins with the Commissioner of Education's Introduction and Part I covers the topics: (1) Education in Great Britain and Ireland; (2) Education in France; (3) Education in Denmark; (4) Education in Norway; (5) Education in Central Europe; (6) Commercial Education in Europe; (7) The Teaching of Civics in Switzerland, France, and England; (8) Education in Greece; (9) Sunday Schools; (10) The Curriculum of the Land-Grant Colleges; (11) Requirements for Admission to Freshman Class in Colleges, Universities, and Schools of Technology; (12) The Legal Rights of Children; (13) Psychological Tendencies--The Study of Imitation; (14) Discussion of Educational Topics, by President Francis A. Walker, of the Massachusetts Institute of Technology, with some Account of His Life; (15) Horace Mann and the Great Revival of the American Common School, 1830-1850; (16) Henry Barnard; (17) Report of the Committee of Twelve of Rural Schools; (18) Entrance Requirements for Engineering Colleges; (19) Early History of the Kindergarten in St. Louis, Missouri; (20) Some Recent Contributions of Biology, Sociology, and Metallurgy to the Curriculum of Colleges Endowed by the Federal Government for the Benefit of Agriculture and the Mechanic Arts; (21) The Tennessee Centennial and International Exposition, Held in Nashville, Tennessee, May 1 to October 31, 1897; and (22) Educational Directory. [For "Report of the Commissioner of Education for the Year 1896-97. Volume 2. Containing Parts II and III," see ED622097.]

The scientist and mathematician of tomorrow will come from the high school students of today. It is important to appraise this source of the future scientific manpower from time to time, both to note the trends and to judge the effectiveness of the efforts being made to bolster the defense, security and future welfare of the Nation through the improvement of science and mathematics courses in public high schools. Biennially, since 1954, the U.S. Office of Education has obtained information on the offerings and enrollments in science and mathematics in the public high schools of the United States. The first study was published as Pamphlet 118, and the second as Pamphlet 120. These studies were widely distributed. That they served to meet a definite need was attested by letters received from many users. It is hoped that the present study, which summarizes the offerings and enrollment data obtained for the school year 1958-59, will be a significant addition to the series. An appendix contains: (1) Questionnaires regarding enrollment in science and mathematics courses; (2) Figure 15--Pupils Enrolled in Science and Mathematics: Fall 1958; and (3) Figure 16--Mathematics and Science Enrollments in Public High Schools: Specified Years, 1933-34 to 1958-59. Individual sections contain footnotes. (Contains 16 figures and 54 tables.) [Best copy available has been provided.]

This study reports enrollments in general science, biology, chemistry, and physics in public high schools, the additional science offerings, the number of teachers serving these pupils, class size, grade placement of science subjects, time allotments for recitation and laboratory, and troublesome problems related to the teaching of science. The findings are based on data collected for the school year 1947-48. These data were provided by teachers or administrators in a sampling of the Nation's public high schools. The sample, including 755, or 3.15 percent, of the 23,947 public high schools, Negro and white, was a stratified random sample in which the schools were selected according to size and type of school. Of the 755 public high schools, 715, or 94.7 percent, provided information which was used for the purposes of the study. These included 34 schools which provided information included in all but a few sections of the study. There were 18 schools, or 2.4 percent, reported as dropped from the list of high schools through consolidations or other administrative changes. Only 22 schools, or 2.9 percent, failed to respond. The 733 schools that responded constituted 3.06 percent of the public high schools of the United States, and the schools that reported usable data constituted 2.99 percent of the Nation's public high schools. (Contains 32 tables and 4 footnotes.) [Translation of data for this study was done in Research and Statistical Service under the supervision of Robert C. Story. Best copy available has been provided.]

This study reports on the courses in biological sciences offered in public high schools, enrollments in the course in general biology, number of teachers of general biology, organization of the course, nature of the laboratory work, laboratory and supplementary facilities, the equipment used in teaching the course, appropriations for equipment and supplies, and innovations and problems related to the teaching of general biology. The findings in this study are based on returns from 786 public high schools, exclusive of separately administered junior high schools, and are for the school year 1949-50. These schools constituted 73.3 percent of the 1,072 schools in the sample, and 3.7 percent of the public high schools of the continental United States. The sample was selected from 21,300 junior-senior, senior, regular, and undivided high schools. The information summarized in this report should prove useful not only to professional educators, such as teachers, administrators, and members of curriculum committees, but also to those who are concerned with the planning of "functional" school facilities and with furnishing essential equipment and supplies for use in the instructional program. (Contains 33 tables and 2 footnotes.) [Best copy available has been provided.]

This investigation of the teaching of science in secondary schools is based upon the analysis of 58 courses in general science, 45 courses in biology, 27 courses in physics, and 30 courses in chemistry. The courses were obtained from schools in response to a request from the Office of Education for courses which had been revised since 1925. Some courses were also secured from the Division of Research of the National Education Association. Twenty-six States are represented by one or more courses of study. In addition to the data obtained from the courses of study, visits were made to schools in 14 cities in various parts of the United States. Fifty-five classes were visited. The purpose of the classroom visiting was twofold: (1) To discover the extent to which the courses of study actually functioned in dictating the subject matter presented and the technique of instruction employed; and (2) to discover promising innovations in classroom technique. Most of the visits were made to cities in which revised course outlines had been prepared. Individual sections contain footnotes. (Contains 8 tables.) [Best copy available has been provided.]

The committee on science of the Commission on the Reorganization of Secondary Education has carried on its work by means of discussions, correspondence, and formulation of preliminary reports for over seven years. The discussion of preliminary reports by groups, committees, and at meetings of science teachers has revealed progressive work already under way and has led to the trial of preliminary recommendations. Some of the improvements that the committee sought to effect have already been adopted by many of the best schools. The full report herein presented, formulated through this procedure, incorporates practices that have proved most useful. It asks for only those features of reorganization that have been found to work well, or which by fair amount of trial promise improvements. Further experiments with new courses in science, or with the readjustment of older courses, may make desirable and necessary a revision of the report before many years have passed. The report embodies contributions and criticisms of more than 50 science teachers and administrative officers. It does not include every proposal, as many such proposals are not fully approved by others. Some members of subcommittees have been unable to send criticisms of the full report, but because of their previous important work on subcommittees their names are included in the list of members. Appendix includes: The science teacher. (Contains 1 footnote.) [A Report of the Commission on the Reorganization of Secondary Education, appointed by the National Education Association. Best copy available has been provided.]

Few school principals or teachers of extended experience fail to realize the need among their pupils for some sort of instruction and guidance in matters pertaining to sex. Undoubtedly this realization has led to the many spontaneous attempts to introduce sex instruction into high schools. Experiments have sprung up all over the country, a few proved to be ineffective because they were undertaken by a teacher unsuited for the task. Most of them were successful enough to win approval of both school officials and the public. In January, 1920, the United States Bureau of Education and the United States Public Health Service sent out a questionnaire to obtain information regarding the status of sex instruction in the high schools of the United States. This questionnaire was sent to 12,025 accredited and partially accredited high schools and brought 6,488 (53.8 percent) replies. Its purposes were threefold: (1) To ascertain facts about the number and distribution of high schools giving sex instruction through the regular subjects of the curriculum; (2) to learn of the content and method of the parts of such school subjects as related to sex Instruction and guidance; and (3) to discover the attitude of principals toward sex instruction in high schools. The schools from which replies were received fall naturally into three groups: (1) those schools giving emergency sex education i.e. through lectures, occasional talks, sex hygiene exhibits, pamphlets etc.; (2) those schools giving integrated sex education, i.e. incidentally in the subjects of the regular curriculum; and (3) those schools giving no sex education. Even though progress has been made in sex instruction in high schools and there are large numbers of principals favoring and undertaking it, principals would do well to continue to be cautious. The figures given should not perhaps be interpreted too literally. The best of questionnaires are difficult to interpret, and it is possible that some principals did not actually mean to imply that such definite instruction was being given as their answers would indicate. The Bureau of Education and the Public Health Service are following up the replies to these questionnaires in order to secure more exact information and further details about methods used. In this way experience of schools succeeding in such new and difficult work will be made available to others wishing to inaugurate new efforts in this direction and will furnish a sound basis for further developments in sex Instruction. (Contains 4 tables.)

The main purposes of this study are: (1) to assemble and report the facts about secondary education in Norway, and (2) to interpret to some extent the educational philosophy of that country. A minor purpose is to furnish the data that will help place properly in the schools of the United States any young people from Norway who may come here to study. The Norwegian system of education is the national scheme of human training worked out in a little more than a century of independence by a homogeneous people numbering about 2,800,000 living in a rigorous climate and in an area so mountainous and broken that not more than 4 per cent of the land is under cultivation. Agriculture, industry, commerce, fishing, forestry, and mining--pursuits that develop in the folk that follow them, independence, initiative, courage, and perseverance--are the chief occupations. They develop wanderlust also and Norway has given freely of her human wealth to other countries. In these circumstances the Norwegians have erected a political, social, and educational structure for a democratic people and have woven into it a culture that is in many ways singularly distinctive, and that is among the finest cultures of the world. In that culture the scheme of secondary education plays an important part. This bulletin is divided into seven chapters, as follows: (1) General characteristics of the Norwegian school system; (2) The administration of secondary education; (3) The middle school; (4) The gymnasium; (5) Other types of secondary schools; (6) The Norwegian teacher--his preparation, service, and social status; and (7) Conclusion. A bibliography is also included. Individual chapters contain tables and footnotes. [Best copy available has been provided.]

The material included in the monthly issues of the "Romanian Scientific Abstracts" as bibliographic references or abstracts is arranged according to discipline and main problems and is provided with an index and with key-words. The entries are recorded in numerical sequence. The December issue includes a subject index for the material included throughout the year. It also indicates, in an appended table, the numerical symbol of every entry per issue. A list of the Romanian publications included in the Abstracts as well as the editors' addresses is appended to each issue. The material contained in the "Romanian Scientific Abstracts" may be used and reproduced by institutions without previous consent from the Informatin and Documentation Centre for Education. The Centre will supply, on request, originals or copies (microfilms, photographs) of the works referred to in the bulletin. The material contained in the Abstracts is divided into nine major subject areas: mathematics and astronomy; physics; mechanics; chemistry; geology and geography; biology; medical sciences; education; and information sciences. (Editor/MLH)

The material included in the monthly issues of the "Romanian Scientific Abstracts" as bibliographic references or abstracts is arranged according to discipline and main problems and is provided with an index and with key-words. The entries are recorded in numeric sequence. The December issue includes a subject index for the material included throughout the year. It also indicates, in an appended table, the numerical symbol of every entry per issue. A list of the Romanian publications included in the Abstracts as well as the editors' addresses is appended to each issue. The material contained in the "Romanian Scientific Abstracts" may be used and reproduced by institutions without previous consent from the Information and Documentation Centre for Education. The Centre will supply, on request, originals or copies (microfilms, photographs) of the works referred to in the bulletin. The material contained in the Abstracts is divided into nine major subject areas: mathematics and astronomy; physics; mechanics; chemistry; geology and geography; biology; medical sciences; education; and information sciences. (Editor/MLH)

The material included in the monthly issues of the "Romanian Scientific Abstracts" as bibliographic references or abstracts is arranged according to discipline and main problems and is provided with an index and with key-words. The entries are recorded in numerical sequence. The December issue includes a subject index for the material included throughout the year. It also indicates, in an appended table, the numerical symbol of every entry per issue. A list of the Romanian publications included in the Abstracts as well as the editors' addresses is appended to each issue. The material contained in the "Romanian Scientific Abstracts" may be used and reproduced by institutions without previous consent from the Information and Documentation Centre for Education. The Centre will supply, on request, originals or copies (microfilms, photographs) of the works referred to in the bulletin. The material contained in the Abstracts is divided into nine major subject areas: mathematics and astronomy; physics; mechanics; chemistry; geology and geography; biology; medical sciences; education; and information sciences. (Editor/MLH)

The material included in the monthly issues of the "Romanian Scientific Abstracts" as bibliographic references or abstracts is arranged according to discipline and main problems and is provided with an index and with key-words. The entries are recorded in numerical sequence. The December issue includes a subject index for the material included throughout the year. It also indicates, in an appended table, the numerical symbol of every entry per issue. A list of the Romanian publications included in the Abstracts as well as the editors' addresses is appended to each issue. The material contained in the "Romanian Scientific Abstracts" may be used and reproduced by institutions without previous consent from the Information and Documentation Centre for Education. The Centre will supply, on request, originals or copies (microfilms, photographs) of the works referred to in the bulletin. The material contained in the Abstracts is divided into nine major subject areas: mathematics and astronomy; physics; mechanics; chemistry; geology and geography; biology; medical sciences; education; and information sciences. (Editor/MLH)

The material included in the monthly issues of the "Romanian Scientific Abstracts" as bibliographic references or abstracts is arranged according to discipline and main problems and is provided with an index and with key-words. The entries are recorded in numeric sequence. The December issue includes a subject index for the material included throughout the year. It also indicates, in an appended table, the numerical symbol of every entry per issue. A list of the Romanian publications included in the Abstracts as well as the editors' addresses is appended to each issue. The material contained in the "Romanian Scientific Abstracts" may be used and reproduced by institutions without previous consent from the Information and Documentation Centre for Education. The Centre will supply, on request, originals or copies (microfilms, photographs) of the works referred to in the bulletin. The material contained in the Abstracts is divided into nine major subject areas: mathematics and astronomy; physics; mechanics; chemistry; geology and geography; biology; medical sciences; education; and information sciences. (Editor/MLH)

The material included in the monthly issues of the "Romanian Scientific Abstracts" as bibliographic references or abstracts is arranged according to discipline and main problems and is provided with an index and with key-words. T entries are recorded in numerical sequence. The December issue includes a subject index for the material included throughout the year. It also indicates, in an appended table, the numerical symbol of every entry per issue. A list of the Romanian publications included in the Abstracts as well as the editors' addresses is appended to each issue. The material contained in the "Romanian Scientific Abstracts" may be used and reproduced by institutions without previous consent from the Information and Documentation Centre for Education. The Centre will supply, on request, originals or copies (microfilms, photographs) of the works referred to in the bulletin. The material contained in the Abstracts is divided into nine major subject areas: mathematics and astronomy; physics; mechanics; chemistry; geology and geography; biology; medical sciences; education; and information sciences. (Editor/MLH)

The material included in the monthly issues of the "Romanian Scientific Abstracts" as bibliographic references or abstracts is arranged according to discipline and main numerical sequence. The December issue includes a subject index for the material included throughout the year. It also indicates, in an appended table, the numerical symbol of every entry per issue. A list of the Romanian publications included in the Abstracts as well as the editors' addresses is appended to each issue. The material contained in the "Romanian Scientific Abstracts" may be used and reproduced by institutions without previous consent from the Information and Documentation Centre for Education. The Centre will supply, on request, originals or copies (microfilms, photographs) of the works referred to in the bulletin. The material contained in the Abstracts is divided into nine major subject areas: mathematics and astronomy; physics; mechanics; chemistry; geology and geography; biology; medical sciences; education; and information sciences. (Editor/MLH)

The material included in the monthly issues of the "Romanian Scientific Abstracts" as bibliographic references or abstracts is arranged according to discipline and main problems and is provided with an index and with key-words. T8e entries are recorded in numerical sequence. The December issue includes a subject index for the material included throughout the year. It also indicates, in an appended table, the numerical symbol of every entry per issue. A list of the Romanian publications included in the Abstracts as well as the editors' addresses is appended to each issue. The material contained in the "Romanian Scientific Abstracts" may be used and reproduced by institutions without previous consent from the Informatin and Documentation Centre for Education. The Centre will supply, on request, originals or copies (microfilms, photographs) of the works referred to in the bulletin. The material contained in the Abstracts is divided into nine major subject areas: mathematics and astronomy; physics; mechanics; chemistry; geology and geography; biology; medical sciences; education; and information sciences. (Editor/MLH)

This Environmental Terminology Index or Thesaurus was developed to help meet the urgent need for world-wide communication on practical as well as basic environmental problems. This working draft of the Index includes terms in the areas of physical sciences, social sciences, earth sciences, biology, and ecology. This edition of the thesaurus incorporates changes suggested since the Stockholm Conference. Subject categories are being considered in some detail and will appear in later supplements. (BT)

This Environmental Terminology Index or Thesaurus was developed to help meet the urgent need for world-wide communication on practical as well as basic environmental problems. This working draft of the Index includes terms in the areas of physical sciences, technology, earth sciences, social sciences, biology, and ecology. This edition of the thesaurus incorporates changes suggested since the Stockholm Conference. Subject categories are being considered in some detail and will appear in later supplements. (BT)