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DEPARTMENT OF THE INTERIOR

BUREAU OF EDUCATION

BULLETIN, 1918, No. 35

CARDINAL PRINCIPLES OF

SECONDARY EDUCATION

A REPORT OF THE COMNffSSION ON

THE REORGANIZATION OF SECOND-

ARY EDUCATION, APPOINTED BY THE

NATIONAL EDUCATION ASSOCIATION

V/AIHINCTON

GOVERNMENT ORIPMNG OFFICE

ADTOTIpNAI. COPIES

OF TIM ITIMICATION MAY BE PROCUISED YEDM

TUE SUPERINTENDENT OP DOCUMENT;

GOVERNMENT PRINTINU tom:

WASUINOTON, D. C.

AT'

6 CENTS PER COPY

CONTENTS.

Preface

I5Membership of the reviewing committee of the commission6I. The need for reorganization7II.. The goal of education in a democracy1rIll. The main objectives of educationitIV. The rOle, of secondary education in achieving these okiel.lives..111. HealthIt2. Command of fundamental proesee-113. Wort h y .hom e-m em bersh ip

4. Vocal ion

5. Civic education

I6. Worthy use of leisureiq7. Ethical characterOrV. Interrelation of the objectives in secondary education16VI. Recognition of the objectives in reorganizing high-school subjects__16VII. Education as a processtb16VI. Need for explicit vaini.r17I.. Subordination of deferredUV17X. Division of education into elementary and secondary,17XI. Division of secondary education into junior and senior periods...13XII. Articulation of secondary education' with elementary education11XIII. Articulation of higher education with secondary education19XIV. Recognition of the objectives in planning curriculums20XV. The specializing and unifying functions of secondary education21.XVI. The comprehensive high school as thestandard secondary.hool...24,-XVII. Recognition of the objectives in -irgan. ing the school).27coXVIII. Secondary education essential for all yth.29 .XIX. Part-time achOoling as a compulsory mi imuth requirement

XX. Conclusion...,--4

12 13 13 3. 31
ar.h.

REPORTS OF THE COMMISSION ON THE REORGANIZATION

OF SECONDARY EDUCATION.

Tho following rillerts of the totem's:4(m hove been issued buljetins of the riiited Slams of FAInentim and may he procured from the Sunerin- tethhmt of 1y,rununts. (7overnment Ptrinting Office, 11'ashington, 1). C.. at the prIees stnivil. Remittance, shout(' Tiei made in coin or money imier,other reports of die commission are In luopuratitm.

1913. No. .11. The. Reorganization of Secondary Education.Contains prellitii.

nary statementsby the chairmen of committees. 10 cents.

11)15. No.23. The Teaching of Community Civics2.10.cents.

10111, No. 28.The Social Studies in Secondary raltication.1ft.ctuits.

1017, No. 2...lteorganization orEnglish In Secondary Schools!.:20 conk..

1017, No. 40.

Music in Secontlarj- Schools.5 cents.

1917, No. no.Physical EducatiOn In Secondary Schools.5 cents.

1917. No. 51.Idoral Vidoes in Secondary Education.5 cents,

1918, No.19.

l'o(ational Guidance to Secondary Schools.5 cents.

1918, No. 31.

earilliial Principles of Secondary ninon don.5 emits. 4

PRFACE.

The Commission on the Reorganiution of Secondary Education presents herewith the cardinal prilicii les which, in the judgment of its reviewing committee, shotild guide the reorganization and devel- opment of secondary education in the United States. The commission was the direct outgrowth of the work of the

com-mittee on the articulation of high school and college, which submit-fed its report to the National Education Association in 1911.Thatcommittee set forth briefly its conception of the field and function of

secondary education and urged the Modification of collegeentrancerequirements in order that the secondary school might adapt its workto the varying needs of its pupils without dosing to them the possi-bility of continued education in higher institutions.It took theposition that the satisfactory completion of any well-planned high-

school curriculuM should, be accepted as a preparation for college..

This recommendation accentuated the responsibility of the secondaryschool for planning its work so that young peoplemay meet theneeds of democracy.

.Through. 16 of Its committees -the commission' is issuinepOrtsdealing with the organization and. administration ofsendaryschools, and with the aims, methods, and content of the various

studies.To assist these committees through constructive criticism,

a reviewing committee wes organizCa in 1913.Besides conduZting...._continuous correspondence, that committee has eachyear held one ortwo meetings of from one to six days' duration, at which reports of

the various committees were discussed from many points of view; andas a result some of the reports haN'e been revised and'rewritten sev-eral times. In addition to its task of criticizing reports, it seemed

desirablethet the reviewing committee itself should outline in

a sin-glelvief report those fundamental principles that would be most,helpful in directing secondary education.kits desire todetermine '-the principleslhat are most significant and to set them forth ade

1quately,.the reviewing-committee has been. threeyears in formulatingand.revising thereport which. is presented in fig/bulletin.

The reports already issued by ee'Ven committees and:listedon .thefast page of this bulletinare, for the most Pert, in fundamental agree-ment witl the princiPles'herein set forth.

,Thetra(islationI s .of these cardinal principles intodaily Practice will

of .necessicall foricontinned study and experinienton the past of;the administrative officers and hatchets in secondary schoo014..-,.

..OCAIRENCE D. VIXOSLET;....

Chairman of ,the Coming:aim,t

THE REVIEWING COMMITTEE OF. THE COMMISSION ON T.

REORGANIZATION OF SECONDARY EDUCATION.

(The Ite(lowing Committee comIxta of 26 metiato.N. of whom It; are chairmen of Corn-nlitteo amt 10 are members 11( large.)

Pitairnottt Of flu Comonis!timt um/ (./ fhr L't tiictt'hig ettamt ill"Clarence D. Kitersley.State soof.rvisor.mas.,. Metittrcoi at /arty!:tfmt. p,I'. Cluxhio,SI;k4..s Comittissiolltir ofEiltalttioli. Washing-

101), T1. C.-

Thomas 11.

Briggs,misocittltiprefelsor of odn nliou.eneker, College.Columbia University, NOV York City.Alexander Inglis, assistant professor of oillicat join.

it,cli.o.In.s(woliiiary oduvnib it, IitVard University, Cambridge. Mass.

Ifenry Neumann, Ethical Cult nro School, New .YorkWilliam Orr, senior educational secretary, totem:atonal V: NI. C. A. ho-mitten, 104 East 'Pwenty-eighth Street, New York City.William B. Owen, principal Chicago Normal 'College. Chicago, Ill.

Edward O. Sisson, president Univergity of Montana, Missoula. Mont.. Joseph S. Stewart, professor .of secondary education, University of Georgia,. Athens, G:t.Milo H. Stuart, principal 'reelinleal. High School. Intliatnapolk, lint H. L. Terry, State high-school supervisorSlitalison. Wis. rhoimep of Committees: Organization and Administration of Secondary Ednention---4',IntrVt Hughes

4ohnston, professor of. secondary education, University of Illinois. Urbana,

f1.1.1AgricultureA. V. Storm, professor of agricultural education., University of Minnesota. St. Paul, Minn.-Itt EducationHenry Turner Ifitiley.tienti! Cleveland Schbol of Art, Cleveland. Ohfo.j .Articultitibn of High School and CollegeC tromp 'D. Kingsley. State high-

school inspector, Boston, SIM:tit.Hominess Education--Clwesman A. 'Herrick. pe Atkin, Girard Collego,

I'u.Classical Lttriguages--Walter Eugene loofter. Stityvesatti High School, Nov

York City.

EnglishJulies Fleming- liosie, Chi,ago Noatail College, Chicago, Ill.ifonsbitold Arttl--firs: Henrietta Calvin, United States Burma of 14ditcat.

Hon. Washington. I). C.Industrial- ArtsWilson Ii. Ileadersoo, extension division, University ofVisconsin, Milwaukee, Wis. (now Major. Sanitary' Corps, War Depart-

thent, U. S. A.)NIatbematies--Willittm Hard Kilpatrick, associate pc:ore:saw of education.

Teachers College, Columbia: University, New York City.Mt ern. LangnageS--FAlward Manley. Englewood Hhjli Selwol,.

F,arhart, director of mimic, Pittsburgh, Pa.

P'steal Education --.--,Tatues H. 'McCurdy, director of minim' coursed of

hysleal education, International Y. M. C. A. Collage, Springfield, Mass.now in France, in charge of Y. M. (1,'A. recreation work).lencesOtigVir. Caldwell, direetor, Lincoln School,- crud profess-or of edu-

cation, Teachers College, Columbia University, Nbw York City.'Social StudiesThomas Jesse Jones, United States Bureau of Bdcation,Washington, D. 0.

Vocntiolial GuidanceFrank M. Leavitt, associate superintendent of sehdols,....Pittsburgh, Pa... 6 " Deceased, fis-)t. 4, 1917.

CARDINAL PRINCIPLES OF SECONDARY EDUCATION.

I. THE NEED FOR REORGANIZATION.

Secondary education should be determined by the needs of the so-ciety to be served, the character of the individuals to be educated, and Ow knowledge of educational theory and practice available.

These factors arc by no means static.Society is always in processof development; the character of the secondary school population

undergoes modification; and the sciences on which educational theory and practice depend constantly furnish new information. Secondary education, however, like any other egtablished agency of society, is

conservative and tends to resist modification.Failure to make ad-justments when the need arises leads to thesm:cessity\ tor extensive.

reorganization at irregular ihtervals.

The evidence,strong. thatsuch a comprehensive reorganization of secondary .education is im-perative at the present time..,1: Changes in society.Within the past few decades changes haVe

taken place in American life profoundly affecting the activities of

the individual.. As a citizen, he must to a greater extent and ina moredirect way cope with problems of comrhunity life, State and National

Governments, and international relationships. As a worker, he mustadjust himself to a more complex economic order. Ag W relatively

independent personality, he his more leisure. The problems arising from these tluve.dcaninant phases of life are closely interrelated and call for a degree o? intelligence and efficiency on the part of very'

citizen that can not be secured through elementary educatioie,or even thrtiiigh,SpcbUdary education unleSs the scope of that edu-

-Cation is broadened. .'The responsibility of the secondary school is still further increased heatuleMany social, ageneies other than the school afford -less stim--; olds. for education than heretofore. In many vocations there. have conic such significant, changes as the substitution of the factory sys.tem for, the domeStie, system of industry; the use of mOchinery in place of 'manual hibor; the ,high specialization of prpcesses with corresponding .subdivision of Labor; and the bre4kdown of the tip-prentice system. In .connection with home,and family life have ft.e- Onently eoma.lessened irespaMgibility.on the part of the children ;' the withdrawel of the -father ap4,sometimes the Mother from home oe-evades, to lie foOtory or stire-ineteneed' urbanization resultr 8

CARDINAL PRINCIPLES OF SECONDARY' EDUCATION.

ing in less unified' family life.

Simfly.-- ninny- important changeshave taken place in community life. in the 4hurh. in the State, andin other nstitut.inus.changeslr American life cal forex-teniive modiliations in- 4,rn,l:NIIIC:114/1.2. Ch10:tc., ir,

111,NJ Imflarg-xellool pqmleili(m.-1Nthe past 5years there 11:1\4;iiarkpd ianges in the seconday-school pp-ulation of the.I'Mr-41 Stales.The Animh -4- of pupils has increased.

acconling to Vederi plums. groin one. for every 210 of the totalipulatl'``9 90,01 IOW forevery:L2r In 1S99-000. toone forevery s49 in 1909.1o. and to one for every 73 of the estimated totalnpulation in l1-1 f5.The character of the eondary-schoolpop-ulation has hornhr t he'ent ranee of Inge nubets of pipits

defy varying eaparities, aptitudes. serial heredity. and Ilit;tinie:4in life.Further. the hroadeniag of the scope of secondary education

1s bronght to the school 111011y 1111111IS %Vila

(10 notr011plete the full'

airie hot lea V4'V:Iriow- stages of ad-The needs of thesepnhih eauJlegivoed. nor 4-an we expect in the near Nome

that all fj,npiltiaeill 14.. able to complete tlir seeandnry ',boo)as full-limr students. At present only about one-third of the pupils who enter the first year of the elementary school reach the four-year high school.. and

only about one in nine. is graduated. Of those who enter rho seventh..seltool year, only one-half to ovo-thirds reach the firstyear of thefon -year big]) school.: Of those Who enter the four-year high school

about one - third leave before the beginning of the second vein; ahoul one-half are gone beforestlie -beginning of the third year, 'and fare,- than mu-41MA are graduated. .These. farts can no longer. ire t4a.f0y ignored.

3. Chermfr.s h cdui ttlional ihtorp.The seieWees (a Which educa-

tional theory' depends have. within revolt yea& made .significant contributions. In part ienlar, educational psyhology NIDIAIOSIYAV Ilcle .following factors: (a). ha/Seidl/41 (Nit-re-4m, in eapaeitie" am, aptitudefillbutong: "cc- ondarff-behAl pupils". Already recognkd to _some trttent, this factor merits fuller attention..

(b) The i.ee.wornination and reinterpretution of 8ubjeet -Pattie"ow/.the 'cocking .metho4. with reference to-"gcneral disCiplibe."-Ljarbile

the final verdict of modern psychology has not as yet. been rendered, it is clear that former conceptions of !" general. values" must lr thor- oughly revised. .(c)importance of applying g.noieleilyes--Subjeet values and teaching methods must be tested in terms of the laws Of leAriting and the application of knowledge to the activities of life, 'rather than primarily in terms of the'demanda of any sabept ganized.scienee.t;j

NCIPLES OF SECONDARY EDUCATION.

(d) Continuity in the .dieelopment of ehihlren.---It has long, been

held that psAhologicpt clupiges ;t certain stages pre so pronouncedas to overshadow the cokinuity of development. On this "basis,

secondary education has been sharply separated f rom'Oementary cdu- Cation: Modern psychology, however, goes to show that the develop- ment of tie; indiVidual is in most' respects a continuous process and

that, therefore, any sudden or abrupt break )leiTTJv n the iTementaryanti the secondary school or between any two successive stages of

education is undesirable. The fOregoingi,-. change in society, in theharacter of the secondory- school population, and in educational theory, together Fill( manyother considerations,foefextensive Modifications of secondary

education.Such modifications have already begun in part.Thepresent need is for the formulation. of a comprehensive program of

'reorganization, and its adoption, with suitable adjaStments, in all

the secondary schools of the Nation. Hence it is. appropriate forarepresentative body like the National Education Aisociation to out-line such a program. This is the task .entrusted by that association

to the. Commission on the Reorganizat ion_ of Secondary Education.

II. THE GOAL OF EDUCATION IN A DEMOCRACY.

Education in the United States should be guided by a,clear con-ception of the meaning of democracy.It is the. ideal 'of democracythat the individual and society may find fulfillment each in the

other. Democmcy sanctions neither the exploitation of the individ- .nal by society, nor the disregard. of the interestsof society by "trioindividual. Afore explicitly

The purpose of

.democracy is so .to organine_society that each member May develop his personality primarily through activities designed for the well-being of his fellow membersodnf soonetyas a whole.

This ideal demands that human activities-he placed, upona highlevel of efficiency ; ;that to this efficiency be added an UppretiatiO

the significance of these activities- and loyaltyto the best idealsal

ovolved; and that the individual choose that vocation and tfoof social service in which his personality may developb,most effective.for the achievement of these drills.

place chief reliance tipowedncation. .j".

Consequently,'

educ$tiOi in asdemocracy, school, should develop in each individualthe_ habits, and powers where* he will find shape both himself and society toward ev

III. THE MAIN OWE

In order to elefcrinine the mation in a democracy it is nindividual. Normally he is a

88453*-18-2out

eats, ide that pla-;,!- TION. : shoe guide 'ed 4'117the ails'ties of thefamily, of a vocational do

10oARDINALPunlorPLES OPen00itoss4t.

group, and of vakions civic' groups, and by virtue of theo, -relation -ships ke is called upon to engage in activities that enrich the family

life, to render important vocational services to his fellows, and to,promote the commotiwelfare.It follows, therefore, that worthy

jhotue- memhership, vocatiot, and citizenship, demand attention as three of the leading objectives. Aside front the immediate diwItarge of these specific duties, every individual should have .a margin of time for the cultivation of per-Isonal and social interests.. Thii leisure, ifwoKthily used. will re- create his powt,rs and enlarge and enrich, life, thereby making idly better able to-meet his responsibilities.The unworthy use of leisure impairs, health, disrupts home life, lessens vocational efficiency, and destroys civic-mindedness. The tendency in industrial_life, aided by legislation, is to decrease the working hourt; of large groups of peo- ple.While shortened hours tend to lessen the harmful- reactions that

arise from prolonged strain, they increase, if posible. the importanceof preparation for leisure.In view of these considerations, educe-

lion for the worthy use of leisure is of increasing importance as an objective. To discharge the dittio; of life and to benefit 'front leisure,

onelutist have good-health.The health ofindividual is essential alsoto the vitality of the race and to the defense of the.Nation. Health

education is,4thercfore, fundamental. There are various proeesses, such as rending, writing, arithmetical

computations, and oriil and written expression, thataro needed astoots ill the :lairs of life.Consequently, command of these funda-mental prorerik.while not an end in itself, is nevertheless an iudis-

vensable objective. s- ,-- -And, finally, the realization of the objectives already namedle*-

ndeut, upon ethical character, that 6, upon conduct foundedupont principles, clearly perceived- and loyally adhered to.(149.0-.hip, vocational excellence, and the worthy two of lei.,god wijh ethical character; they are at on r0 the fruits of

e and the channels through which such Character is elo

ade manifest.On the onekband, character is mean-Jessthedischarge the .duties of life, and; onotberno guarantee that these duties will be rightlyitieyes are substituted for ilnpUlee0, however1- intentionmay be.Conaequenty ethical char-iteter is in oncehe other Objectives and at the sanetime reqtfffes specin any program of national edu:cation.

This commission,Ahthe following as the main ob-jectives of edtication: 1.mmand of fundameutkproc-

CARDINAL PRINCIPLES OF SECONDARY EDUCATION.

11. esses. 3. 'Worth home-memberslip.4. Vocation.5. Citizenship.6. Wocky use eisure.7. Ethical character.- The naming ofabove objectives is not intended to imply that

the process'of education -ean be divided into separated fields.Thiscan not be, since the pupil is indivisible.Nor is the analysis all -

inejusive.Nevertheless, we believe that distinguishing and naming these objectives will aid in directing efforts; and we hold that they should constitute the principal alias in education. IV. THE ROLE OF SECONDARY EDUCATION IN ACHIEVING THE4

OBJECTIVES.

The objectives Outlined above apply to education as a wholeele- mentary, secondary, and higher.It is the purpose of this section to .consider specifically the role of secondary education in achieving each of these dbjeetives.

For reasons stated in Section X, this commission favors suchreor-ganization that secondary education may be defined awplying to

.1all pupils of approximately 12 to 18 years of age. I. Ilcalth.Ilealth needs can not be neglected during the period elf secondary.eductit ion without serious danger to the individual and the race.The secondary school should therefore provide health in- struction, inculcate health habits, organize an effective program of ph,"Sical activities, regard health needs in planning work and play, and cooperate with home and community in safe guarding and pro- moting health interests.

To carry out such a program it is necessary to arouse thep lieto. recognize that. the health needs of young-people are of vita im-

et1,,, portance to society, to secure teachers competent 'to ascertain. and meet the needs of indiyidusiopupils and.able to. inculcate in the entire student body a love for clean, sport, to furnish adequate equipment. for physical activities, and to make the school building, its rooms and surroundings, conform to the best standards of hygiene. and sani- tation .t i .2. Command of fundamental proceeso.. Much of the energy of the ' elementary school is properly devoted to teaching certain fundarnen tal processes, such as reading, writing, arithmetical computations, and the elements of oral and written expresSion. The facility that a .chill of 12 or 14 may acquire in the use of these toolS is not sufficient for. the need of modern life. .This is particularly..trueof the mother,: tongue: Proficiency in many of these processes may be inereasetV. more effectively by their application to new material fir .formal ,reviews commonly employed in trades seven Mid'.formal_employed i For the outlive! of a

10imaitik riiiiot of tIdt comilodlia hisolt:Durcau of Education na101; Zio p. 171spifil MiluesitaS.0

&VIALi::, 12

CARDINAL PRINCIPLES OF SECONDARY EDUCATION.

Throughout the secondary school, instruction aid practicequotesdbs_dbs14.pdfusesText_20

[PDF] [PDF] SECONDARY EDUCATION - ERIC

DEPARTMENT OF THE INTERIOR

BUREAU OF EDUCATION

BULLETIN, 1918, No. 35

CARDINAL PRINCIPLES OF

SECONDARY EDUCATION

A REPORT OF THE COMNffSSION ON

THE REORGANIZATION OF SECOND-

ARY EDUCATION, APPOINTED BY THE

NATIONAL EDUCATION ASSOCIATION

V/AIHINCTON

GOVERNMENT ORIPMNG OFFICE

ADTOTIpNAI. COPIES

OF TIM ITIMICATION MAY BE PROCUISED YEDM

TUE SUPERINTENDENT OP DOCUMENT;

GOVERNMENT PRINTINU tom:

WASUINOTON, D. C.

6 CENTS PER COPY

CONTENTS.

Preface

4. Vocal ion

5. Civic education

XX. Conclusion...,--4

REPORTS OF THE COMMISSION ON THE REORGANIZATION

OF SECONDARY EDUCATION.

1913. No. .11. The. Reorganization of Secondary Education.Contains prellitii.

11)15. No.23. The Teaching of Community Civics2.10.cents.

10111, No. 28.The Social Studies in Secondary raltication.1ft.ctuits.

1017, No. 2...lteorganization orEnglish In Secondary Schools!.:20 conk..

1017, No. 40.

Music in Secontlarj- Schools.5 cents.

1917, No. no.Physical EducatiOn In Secondary Schools.5 cents.

1917. No. 51.Idoral Vidoes in Secondary Education.5 cents,

1918, No.19.

1918, No. 31.

PRFACE.

1quately,.the reviewing-committee has been. threeyears in formulatingand.revising thereport which. is presented in fig/bulletin.

Chairman of ,the Coming:aim,t

THE REVIEWING COMMITTEE OF. THE COMMISSION ON T.

REORGANIZATION OF SECONDARY EDUCATION.

101), T1. C.-

Thomas 11.

4ohnston, professor of. secondary education, University of Illinois. Urbana,

York City.

F,arhart, director of mimic, Pittsburgh, Pa.

CARDINAL PRINCIPLES OF SECONDARY EDUCATION.

I. THE NEED FOR REORGANIZATION.

CARDINAL PRINCIPLES OF SECONDARY' EDUCATION.

111,NJ Imflarg-xellool pqmleili(m.-1Nthe past 5years there 11:1\4;iiarkpd ianges in the seconday-school pp-ulation of the.I'Mr-41 Stales.The Animh -4- of pupils has increased.

1s bronght to the school 111011y 1111111IS %Vila

3. Chermfr.s h cdui ttlional ihtorp.The seieWees (a Which educa-

NCIPLES OF SECONDARY EDUCATION.

II. THE GOAL OF EDUCATION IN A DEMOCRACY.

The purpose of

Consequently,'

III. THE MAIN OWE

88453*-18-2out

10oARDINALPunlorPLES OPen00itoss4t.

CARDINAL PRINCIPLES OF SECONDARY EDUCATION.

OBJECTIVES.

10imaitik riiiiot of tIdt comilodlia hisolt:Durcau of Education na101; Zio p. 171spifil MiluesitaS.0

CARDINAL PRINCIPLES OF SECONDARY EDUCATION.