legislative control of the elementary curriculum (1925)

LEGISLATIVE CONTROL OF THEELEMENTARY CURRICULUM

,B,--.

BY

JESSE KNOWLTON FLANDERS, pu. D.

T¡¿csons Colr,ucn, Cor,uÀ¡sre Urv¡vnnsrryCo¡rrnrsurroNs ro Eouceuory No. 1g5

Bunn¡.u or PusLrcerroug@tar\*s @nLlolgt, @¡f¡¡ah¡s lilniurrøifg

Nnw Yonr CrrrL925

Copyright, 1925, Tp¿cæas Co¡rr,Eoo, Colu!ærÀ UNrvoBsrrr

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-a=Èt/'\ FOREWORD

rn his current annual reporb Dean James E. Russell of reacherscollege has called attention to the importance of the problemof legislative enactments affecting "the freedom of teaching.,,He characterizes this issue as one of the most important, in tledevelopment of our system of public education. The seriousnessof the_situation is portrayed in the following paragraph fromDean Russell's report:

The trend of public opinion in matters educationar is partand_parcel of the ten_denly of the times to shape conduci bylegal-enactment. Wherhér we tike ft o" ;i;;ö.ãú"¿lboards will sit in judgment on history texts ánd some wiitbar out, modem scienõe. The war tãugif

"s tnu;-G.;*i;;

col¡ld be eliminated from our schools." TVú Ë;*;-*nätlabor u¡ionisÞ,.or chambers of commerce, o" giblicai füd;_mentalists will insist on next? r foresee trouble enough tokeep us from stagnation. Once a homogeneous Eroup."ben¿on having its own way, gets the notion ft at t¡ã üh;ãí.-.r"be used to pro_mote iis*particular tenets, tt ui

-Eoïp *iilsurely seek to shape educational procedure. As sõon äs onegroup succeeds in influencing sihool affairs, some

-ótne"group.will rise in opposition aãd demand t" ¡.íneá"¿. "ifri.is no idle speculatiõri: parties and sects and unionJ-ñ ;"*now conterlding for piefement in a way

"-¡""rr.ÃioE iã

fhose who look,to the larger good. The-most hopefuliiEnis that contending groupJmaJ, "eut"àäre

each-"ãË. ;hi;giving the teachei a chance to work "uf

ii.i*-;;ËriT;.For one who would study the distance which we have already

gone in the direction of controlling the curricurum of our schoorsby-.legislation this pioneer piece:of work by Dr. I'landers isindispensable. Ee has brought together herc without prejudicet'he provisions of the state constitutions and of the sta-tute lawas they affect the curriculum of the elementary school. He has

Sised many searching questions without dogmâtizing concerningthe answers which may be developed.

APR -9'26

O ct lsso3ol

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iv Foreword

For the student of the problems of the curriculum Dr. Flanders'

list of references will prove most helpful. The well selected quo-

tations included in the study, together with the bibliography, willprove invaluable to the scientific studeirt of the curiculum'

GnoncP D. Srn¿'Yen.ACKNOWLEDGEMENTS

The study here reported is the result of nearly two years ofintensive research. r'or the accuracy of the findings thé authoralone is responsible; the errors and the omissions ãre his. Butfor whatever of merit it contains his debt of obligation is large.tr'irst of all to Dr. George D. Strayer and Dr. N.1. Engemarãtwho jointly pointed out the need for investigation to discãver theextent to which the public school curriculum is controlled bystate legislaúures. This study is a direct outgrowth of theirsuggestion and the writer has enjoyed their criticism throughout.Thanks are due also to Dr. Edward s. Evenden and. Dr. Flãtcherïrarper swift for many helpful suggestions and for their patientand thoughtful guidance. Dr. Robert J. Leonard, Dr. WilliamA. McOall and Dr. Carter Alexander each gave timely construc-tive advice. To Dr. William Heard Kilpatrick I acknowledge aspecial debt of gratitude for his painstaking reading of the first,and ûnal chapters. These were greatly improved by his kindlycriticism. I am not unmindful of the encouragement which Ireceived from many who are not here speciûcally mentioned aswell as from those just enumerated. Dr. trrederick C. Hicks andLawrence E. Schmehl gave valuable aid in locating and makingavailable necessary books in the law library. Several of thestate superintendents of public instruction generously furnishedcopies of their compilation of the school law, which not onlyserved as a convenient check upon my_independent search butalso greatly reduced the labor of making a transcript of thestatutes. Assisüance was also rendered by the Research Divisionof the National Education Association through the courtesy ofits director, Dr. John K. Norton. Most of all, I am under obliga-tion to one who, although in no way directly concerned with theconduct of this study, was a constant source of inspiration. FromDr. Ellwood P. Cubberley as teacher, counsellor, and friend, Ihave caught, I hope, something of the spirit of his gospel of serv-ice to humanity through education.November 26, lg2fi J. K. F.

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CONTENTS

f . IrrnooocsroN-Tm PRoBT.EM

Use of Te.rmsfimit¿fie¡s and Difrculties .

Prese¡rtation of Findhgs

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fV. Locrs¿¡tcvg Pnovrsro¡Ìs Co¡rcænrv¡¡rc 1@ TÐå.csrNc oF CoN-SERV.A.fION Or LIIE ¿rVp PnOpnnrr

Fire DrillFirePrevention. . .

Thrift .

Arbor DayBird DayFire Prevention DayState Fire DayGood Roads Day

V. Lncrs¡,¡rrvo Pnov¡srorrrg CoNcænwrnc t*Trc Âr. á.ND Cur,rusr.r, SugJgcts

Agricultu¡eDrawingMusicEousehold Arts .

Industrial ArtsBool&eepingExhibitionsCotton Gradi.gAIr

Contents

TtsAqETNG O

Vf. Lncrsr,¿rr¡r¡ Pnov¡srows Co¡vcrenur¡¡o rm Tplcs¡¡oï[u¡¿¿¡rør'æss

Ilumane Treatment and Protection of Animals and Birds

F

Vff. Irocrsr,¡.flvs PnoyrsroÀIg Co¡ccEnNrNe rn-n lb¿cxr¡rc or ttFuN-

DÄ¡@NTAI," susrgc.ts 139-148(Aritbmetic, English, Geograph¡ Pe.-anship, Reading,Spelling)

Importance of Animals and BirdsAnimat Experimentation .

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f)'!i,¡.

VüI. Lpcrsr,Àlrro Pnov¡stolTg Cor.rgønNrNo tm Tb¿cm¡cor¡srous ÂND Ersrc¡r, SusfocrsSectarian Doctrine.Bible ReadingSocial and Ethical OutcomesMan¡ersMoraJs

Iæorsr,.lrrtro Pnov¡srorvs Co¡vconvn¡o rmcor,r,ÂNoous Sus¡Ecrs

Elemenùa,ry ScienceAlgebraMetric SystemForestry and Plant Life .

DictionaryDa¡winismLand Designation .

CEANEB

rx.

X. Gpr¡on¡,r, Ssm¡¿ny or rgr! Fnro¡¡rssIncrease in PrescrþtionsSubjects Showing La¡gest Gein .New Subjects AddedP¡ovisiong to Secu¡e EnforcementGene¡al Observatious

Xf. Co¡¡cr,usro¡r

AppøND¡xI. References

II. Bibliography

I¡ro¡x .

OF

129-138. 129. 135. 137

Contents

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149155158162163

or Mrs-166-173

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187-239. 187. 229

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TABI,ES¡f¡n¡BEB

I. Cuan¡guúÂB ksscnnrroNs rN NarroN¡r.rsùÍ

II. Rpou¡noo D.tvg or Spusra¡, O¡sunv¿wct

III. Su¡or¿¡v or Cunßrcur,.a.B PnpsctæTroNs r¡r Ner¡o¡¡¡¡,reu .

IV. Cunnrgutá,a Pnoects¡pmoNs nr Trna¡,rs.eNo ttPnomrmout' .

V. Su¡n¡¡¡v or C¡rnnrcu¡,¡¡ Pnpsct¡prro¡{s ns Trn¡lrs ¡.¡ro

"PRogætrtoN" . . .

VI. Cunn¡cw¿r PnpscarprroNs rN CoNspnv¡Trorv or Lr¡s ¡.rvo

Pnopsars

YII. Su¡a¡¡nv or CrrnnrgûtÂx, hnscnrpg¡ous nÍ CoÀ¡sonv¡TroÀT orLr¡æ ¿¡ro hopunrs

VIIf. Cunn¡qur,Àr hnscæ¡pr¡o¡¡s !¡r P¡¿c'mcÀ¡r aND Cu¡sgae¡,SueJEcrs

IX. Su¡n¡¡nv or Csnmqu¡,¡n Pnsscnrrr¡oNs rN Pa¡cs¡c¿r, .¡¡roCu¡,rue-rr, Su¡¡ncts

X. Cunnrcvr,¡n hpscn¡sr¡oxs ¡N ï[nMA.NENEss .

XI. Su¡na¡¡¡ or Cr¡nn¡cu¡,¡n Pnpscnrpr¡orvs n¡ Ilu¡¡¡¡vprvsss.

XfI. Cunnrcw¿¡ hpsqnrprÍo¡rg u.r ttFû¡rD.a.!@NT.å.Lt' Susrgc'rs

XIII. Su¡¡¡¡eny or Cuanrcu¡,¡n Pnpscn¡rr¡o¡rs rN "FûNDÂ[email protected]¡,"SusJocrs 1tt8

XIV. Cvnn¡cu¿¡n PnoscnrsrroNs rN Ræ¡,¡ðrous ¡¡ro Ermc¿¿Susrgcrs 150

XY. Smn¡¡¡v or Cunn¡cu¡,¿n Pnpscn¡srro¡vs ¡w Rpr¡croûg ÂNnErmc¡r, Sus¡Ecrs 165

XÍI. Cunn¡cu¡,¿n PnsssarsrroNs rN Mrscs¿r,¡rvpous SusJgcrg 168

XVII. So¡or¡¡v or Cusergrr,¡n Pnsscarpr¡or¡g r¡¡ Mrscnr,¿Â¡rpose

llc!

8

50

62

66

SusJEcrs

X\rüI. Gurvon¡r, Su¡nr¡nv or Cunn¡cw¡¡ FnpscnrprroìTs . .

100

toz

113

116

r27

130

138

140

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LEGISLATIVE CONTROL OF THEELEMENTARY CURRICULUM

CHAPTER IINTRODUCTION_THE PROBLEM

The problems involved in curriculum construction and recon-struction are perennial. Each generation has to meet them. Inthe life of each youth they must, for him, receive an ånswer.Ald yeü as problems they ever remain wiüh us. They are mani-fold, intricate, and interdependent. They are being studied today&s never before. Books and articles are being written, surveysand investigations are being conducted, schoolmen and otherpublic-minded citizens are trying to ûnd something more objectiveand reliable than personal opinion, imitation, and hoary custonin accordance with which to determine what the child shouldlearn and what the school should teach.

Since that which the child really learns will so completely con-trol the habits and ideals of the future citizen, it would be difr-cult to over-estimate the importance of these problems. Anadequate public school curriculum must conform to an educa-tional philosophy which is in hamony with an acceptable socialand political philosophy. We no longer question the right of apeople to decide the form of government under which they shallthemselves live. Have they the right to decide the form ofgovernment under which others after them shall live? Morespecifically, have they the right, through the child's cuniculum,to limit the thoughts which future citizens shall think? If so,what, becomes of progress? These and many other questions are,as a matter of fact, in some degree being answered, consciouslyor unconsciously, whenever a curriculum is established.

Moreover, in any actual instance of instruction, matter cannotbe divorced from method. There are some educators who wouldsubordinate the curriculum to the educative process. They holdiü to be lsss important that the child should be exposed toparticular facts than thaü he should acquire skill in using facts.

1

2 Control o! the Elementarg Curriøtlum

They put greater emphasis upon developing ability to think andability to fincl reliable infomation when needed, along with aninterest in and a disposition to seek pertinent facts. They regardteaching "how to study" as a greater objective of education thanthe acquisition of predetermined knowledges and skills. Theyfeel that there has been, and still is, altogether too much stress .

put upon memorizing; not because memorizing is bad but be-cause there is no assurance that that which is merely memorizedwill, in fact, influence conduct. I'rom this standpoint, the mainconsideration of the school should be to establish desirable habitsof thought and action; the subject-matter used for the purposeis of secondary importance. While these views are not uni-versally accepted in theory and are even less generally followedin practice, there is an unmistakable tendency away from indoc-trination toward development of ability to think independently.

Many of the complex problems associated with curriculum-making can be solved only when we know very much more thanwe do now about the learning process and about the sort ofcitizens we wish to develop. In the meantime, education mustgo on. Just as we may not stop living in order to leam how tolive but must, while learning to live better, continue to live some-how, so it is with the instruction of the young. Some kind ofschool must be maintained; and that which is maintained willmake or mar human lives.

Public schools have been established and their support anddirection have been authorized by state law. The political rep-resentatives of the general public have exercised an important,inf.uence in detemining the present curriculum and in makingthe public schools what they are. The nature and extent of thisinfluence is far from adequately known. It seems never to havereceived the consideration it deserves. Changes in the curriculummay come about through the initiative of teachers and otherschool officials; they may also come about through the initia-tive of those who are not directly connected with the schools.In the latüer case, the changes may be made voluntarity byschool authorities who have been convinced of their desirability,or they may be made under the coercion òf public opinion orlegal mandate. Legal mandates, however, need not effect anychange in the curriculum; they may merely embody presentpractice. Moreover, when they do effect, a change it may not be

Introùu,ction 3

in opposition to established school authority; sometimes school-men seek legislation in order to bring about a desired change.

Students of education commonly assume that the making of acuriculum is a professional undertaking; and that the limitingfactors are the nature and the needs of the child. Books dealingwith the principles of curriculum construction usually take noaccount of legal prescriptions; surveys in their recommendationsfor changes in the course of study seldom, if ever, provide formeeting such requirements. Nevertheless, in any actual situationthe curriculum musó conform to the existing laws of the stateand to any new laws which may from time to time be adopted.These laws may or may not be in harmony with approved educa-tional theory and practice. There is always the possibilitythat a desirable change may be unlawful while a condemnedpractice may by law be required. For educators to âssume thatthey can solve their problems without reference to the actionof legislators is obviously unwarrantæd. For legislators to dic-fate the course of study may seriously impair the effectivenessof the schools.

We.need ø tnow the exbent to which state legislatures are con-trolling the curriculum; not only directly by specific mandatebut indirectly through prescribed textbooks, through teachercertiûcation, through organization and support which togetherfrequently determine both equipment and personnel. 'We needto know the effect of various laws as revealed in the habits andideals which are actually being developed by the schools. Withmost of these problems we are not, now directly concerned. Theyare mentioned because it is hoped that the facts which are madeavailable through this investigation may contribute to the even-tual solution of some of them.

TÏ{T! PROBIJEM

The purpose of this study has been to discover the subject-matter of instruction which is prescribed by legislative enact-ment, for the public elementary school. What subjects must betaught, in each of the forty-eight states, because of a direcüand speciûc mandate in the statutes or the constitution? Theaim has included also the getting of similar information for twoearlier periods, at intervals of ten years, so thaü comparisons

4 Control o! the Elementarg CumímJum

could be made and trends noted. IIow does the present prac-tice of law-makers regarding direct control of the curriculum ofthe common school compare with former practice?

SOITBCE OF MÀIIEBIÂIr

The facts for each state have been obtained direct'ly from thesession laws, the compiled laws, and the eonstitutions on file inthe law library at Columbia Universþ.

METIIOD

The year 1923 was selected because, at the time the searchwas started, it was the latest year for which all of the sessionlaws were available; accordingly 1903 and 1913 were taken inorder to give two consecutive ten-year periods. A careful searchwas made of all books necessary to determine the laws in forcein each of these years in each of the forty-eight states. Thelatest compilation prior to each of the above dates was madethe starting point of the search in each instance; all subsequentsession laws were examined to and including those for the yearin question. References to all pertinent laws, including amend-ments and repeals, were noted. In this m&nner a list was obtainedof the subjects prescribed tn be taught in each state by lawswhich were in force in each of the three years 1903, 1913, andt923. The subjects so obtained were then classifred and thevarious laws regarding each subject were further analyzed andcompared.

CI,ASSIFICATION

The subjects and activities concendng which "prescriptions"were found have been listed under sixby titles which have beenclassiûed into the following eight groups:

1. Nationalism2. Ilealt'h and "Prohibition"3. Conservation of Life and Property4. Practical and Cultural Subjects5. ïlumaneness6. "Fundamental" Subjecls7. Religious and Ethical Subjects8. Miscellaneous Subjects

Introducúion 5

The captions used throughout the classifrcation are such ashave appeared to the writer to be appropriate. They are not,mutually exclusive; there is much overlapping. On the basis ofthe law alone no rigid classiûcation is possible unless such generalterms are used as would obscure important existing difrerences.On the other hand, if all of the variations in nomenclature werepreserved comparisons would be difficult if not impossible. Theattempt has been made to follow a middle course. In reducingthe list to sixby items many minor difrerences have been ignoredwhich are, however, pointed ouü in the text. At the same timesuffcient detail has, it is believed, been preserved to enable thoseÍnterested to form for themselves other classiûcations of thematerial if that here presented does not meet their need.

I]SE OF TEBMS

Among the sixty items are Flag Display and Placards whichwere considered of sufrcient general interest and direcü bearingupon the curricul'm to justify their inclusion. The word ,,sul¡-ject" and the phrase "subject matter of instruction" will each beused to embrace these items. "Prescrþtion" will be used as ageneral term to include not only positive mandates and directprohibitions but also permissive legislation in a few instanceswhere such legislation has been regarded as of special signiû-cence; ¡o" 6¡¿mple, Bible Reading and Foreign Language.

I]IMITATIONS AND DIFFICULTIES

No effort has been spared to make the search exhaustive. , Thesize of the undertaking and its tedious and perplexing characterwill be fully appreciated only by those who, through a similarinvestigation, have become familiar with the idiosyncrasies oflaw-makers and law-compilers. Many of the provisions are ofdoubtful meaning. Some arbitrary decisions were necessary inorder that the results might be classified. It is not to be ex-pected that these decisions have always been such as would havebeen made by other investigators. It is hoped that they ma¡' befound not inconsistent with one another. It should be remem-bered that this study has been limited to legislative enact-ments: to session laws, compilations, and constitutional pro-

6 Control of the Elementarg Cun"i,cttlum

visions. It has not included either court decisions or state boardrequirements.

PRESENTATION OF TTTE FINDINGS

A high percentage of the approximately twenty-two hundredprescriptions embody some sort of unique or exceptional pro-vision. It would be impracticable to reproduce here all the perbinent, law in order to reveal these differentiations. Generousquotations are presented in the following eight chapters for thepurpose of supplying sufficient detail to give a fairly accurateimpression of the real conditions. A list of references has been

included in the Appendix which will enable those interested tolocate the law regarding any given prescription.

CHAPTER IILEGISLATIVE PROVISIONS CONCERNING TIIE TEACH.

ING OT'NATIONALISM

The term Nationalism has been used to denote a gïoup of sub_jects whose promotion may be assumed to have bón promptedchiefly by a desire to increase a knowledge of and devotion to ourcountry and its institutions. a few crosely rerated subjectswhich are local rather than nationar in viewpoint are also in-cluded, such as the history and the govemment of a particulars_tate. In all, seventeen subjects are here classified. Table Ishows the states having prescriptions regarding each of thesesubjects for each of the three yeàrs 1908, 1918, ãnd 1928; thesefacts are summarized in Table III. Details regarding tt

" p"o_

visions for each subjecü wil be presented in the followlng o"ã.",1. F,lag Display2. tr'lag Exeicises3. Patriotic Songs4. Patriotism5. All Instruction in English6. {oreign Language'1. Lierman8. Eistory of the United States9. History of the State

10. Govenrment of the United States11. Government of the State12. Civil Government13. Citizenshin14. Constitutiän of the United States15. Constitution of the State16. Declaration of Independence17. Days of Special Observance

FLAG DISPIJAY

The legislative requirement that a flag of the united states betr1ocur9d and displayed in, on or neâ,r every public school in thestate is the item classified under the heàdìng, Flag Display.

I

8 Control of the Elemento:rg Currí'culunt

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Eubject o¡ Aotivity

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10 Conbrol o! the Elemøntary Curtínt\um

While not a sublect of instruction it is considered of sufficient

interest to justify the isolation.. Seventeen states had such a

prescription in 1903, twenty-nine in 1913 and thirby-nine in 1923'

The following had'the requirement in all three years:

Arizona MichiganConnecticut MontanaDelaware New IlamPshireIdaho New JerseYIllinois New YorkMassachusetts North Dakota

The following had the requirement in 1913 and 1923:

Califomia Nevada PennsYlvaniaIowa New Mexico South DakotaKansas Oklahoma UtahMaine Oregon Vermont

The following had the requirement in 1923 only:

Alabama Minnesota TennesseeArkansas Mississippi 'West VirginiaFlórida NebraskaMaryland Texas

No legal provision for a flag, in any of the three years under

consideration, was found in the five states, Georgia, Kentucþ,Louisiana, Missouri, and North Carolina' There was a per-

missive law in Colorado in all three yeârs. The law in South

Carolina perbained only to the state flag which in 1913 had tobe displayed "upon every public school building" and in L923

"upon the inside of every public school building." In Indianain 1913 and 1923 and Virginia in 1923 the provision became

mandatory in any district upon the petition of a majority of thepatrons of that district. The flag of the "Commoûpealth ofVirginia" iikewise became mandatory upon petition. In Ala-bama both the state and national flags were required.

Commonly it is stipulated that the flag must be displayed,

weather permitting, during the hours when school is in session

either over the schoolhouse or upon a suitable flagstafr in theyard. In stormy weather it must be displayed inside the build-ing. Sometimes the size and material of the flag and even t'he

height of the pole are specified. Sometimes there must also be a

small flag in every schoolroom. Sometimes the law requires t'tre

OhioRhode Island'Washington

Wisconsin'Wyoming

Nati,onalism tlflag to be flown on legal holidays and. other special occasions.Sometimes entire discretion as to when, where ãnd how it shallbe displayed is left to school authorities. Not infrequenily thereis a penalty for failure either to provide or display the flàg. InArizona, ..-

It shall be the duty of the school authorities of every publicschool in the sevéral districts of the State of erízoia iopurchase a llnited Stat-es flag, flagstaff, and. the necessarya_ppliances therefor, and to diÁphi such flas upoo o" ,réãitþ nublic school building during Ëchoöl houis,;"d ;t zu;hother times as such schoo-l authoîities may diréct.

In'West Virginia,

Every board of educaüion shall, out of the buildins fundpurchase United States flags, foúr-by .X iããt, äï öñ,úiiüþu1tinq, for schoolhouses iã their district, and ñqirñ;;;to, be. disp.tayed from the schoolhouse dûin¿ ihËümõ th;school is in session, except in inclement weãther. And itshall be thg duty of the ieacher, ,u.todiao o" ãlú"" ño;1n clargg oJ said building during the session to see thät thisflag is.displayed on the schoohõuse as herein pr""iããã. áããlor farlure to comply with this duty, such person in charEeshall forfeit the sum-of fifry cents päí áãv tð";*hã";

";;ùfailure shall continue, payäble froin the sal"-y ;tú;i;;;:son to the building funã.

-

In Connecticut,

The selectmen shall provide every schoolhouse in which aschool is maintained-witþin theif respectivJ tãwns ;iih ;United States flag of sil! or buntini, not less ïñu"-ìã"ifeet iq tengt\, a_nd a suitable naesiáf,%r other uoá"eì-éoi\rnereþy such flag may be displayed on the schoõlhousegrogSds-every school day when the weather øit pãr*iï.Lïãon the inside of th_" schoolhouse on other .rh;iáry., ;;ärenew such flag and apparatus when necessary.

In Alabama,

All schools in this state that are supported in whole or inparü by nyþlic funds are hereby reciu'ired io-ãi.piã" "".*o-ay on whrch sclool is in session, at some suitãblL nlacä

about the school buitding ttre flagãt inã-Uiitãä'Slrr.J;ãthe {39 of the state of a-rabama.- r"uãltutïi"irriiti* ttäi*i*tþlv^ reports shall show on the .u*. it ui tt

"-p"ãii.iåî.of this act have been complied with and superinténdenis ãicity schools in drawing þublc moo.y, "i mórñ;-;Ë"li

12 Control of the Elementary Cwrículun

certify that each school under this sipervision has complied

*itü-"tfris Àtt. Teachers in the Sta[e subiect to- ]þt"p"g-visions of this Act shall not be allowed to {1ay pubhc tynds

unless the provisions of this Act are cor.nplred **l ?ld lluState Supeiintendent of Education is charged wrt'h.t¡e e¡-iorcemeot of the provisions hereof' The flags provrclecl l,or

in this Act shall bè paid for by local school boards rn locau-

iî".îfrä* ió.àl Ãõ¡ã"t boardË exist- and in localities wlrqre

üã" ur" oo tocui-sãtool boards such flags shall be paid forby the CountY Boards of Education'

FL'AG EXER'CISES

There were three states in 1903 which required flag exercises in

the public schools, four in 1913 and ten in 1923' Arizona' New

York, and Rhode Island required them in all three yeârs; Kansas'

in 1913 and 1923 and Colorado, Iowa, Maryland, Nebraska'

Oklahoma, and'Washington in 1923' The law in Rhode Island

has remained unchangeã since enacted in l-901. It directs that

the Commissioner of Education shall

ûreoaïe for the use of the schools a printed prograyÏìe Pro-iiaiog for a uniform salute to the flag to be used darly dur-ing tñe session of the school'

In New York a law was enact¿d in 1898, on the day following

the declaration of war with Spain, making it the duty of the

State Superintendent of Public Instruction to

nrenâ,re. for the use of the public schools of the State, aã;';;; ptã"i¿i"À tor a salute to the {ag at the. opening ofèacñ day of school and such other patrrotrc exercrses as mayUã'ã".ã"ã-¡V trim to be expedieni, under such regulations

ãn¿ instnictiäns as may besi meet the varied requirements

òt tttu difrerent grades in such schools'

This same law, expressed in the same language, was enacted in

arizona in 1903 and in Kansas in 1907; it was still in force in

Kansas in 1923. The law was amended in Arizona and New

York previous to 1913 by omitting the phrase "at t'he opening of

each schooi day," and in this amended form was still in force

in 1923.1AlawexactlysimilartothisasamendedwasenactedinMary-

land in 1918 with the following added:

¡ The title of the chief educ¿tional ofrcer in New York ¡sas changed to Com-

miseioner of Eduoation in 1904'

Nati,onalism 13

all to the end that the love of liberty and democracy, sig-niûed in the devotion of all true and þatriotic Americans f,othelr flag and to their country, shall bð instilled in the heartsand minds of the youth of America.

Iowa had-a permissive law in 1g13 which was amended in 1g2Bby changing the "may" to "shall." In'Washington the obliga-úion is placed upon the board of directors in each school districtto cause

appropriate_flag exercises to be held in every school at leastonce in each week at which exercises the pupils shall recitethe salute to the X'lag.

In Oklahoma,

The- pupils -of every public, private, parochial and denom-inational school in tfe State-of OkiaLoma shall by appro-priqte ceremonÞI, to be formulated by the State

-Su¡ieì:rin-

tendent, of Public fnstruction, be taugh{ the proper revôrenceand respect for the American Flag. -

In Colorado the Superintendent of Public Schools must providethe necessary information and the teachers must instruct thepupils in

lhe proper respect of the Flag of the United States, toholor and pro_perþ salute the Flag when passing in paradeand to properþ use the Flag in décorating and-dispiaying.

The larr in Nebraska has this wording:

A program providing for a salute to the flag and such otherpatriotic exercjses_ as mey be deemed best aãapted to the re-quire'tents of whatevei grades in such scliools shall begarrie{ qr! þ¡ each teachér on Lincoln's Birbhday, Wash-TFüoo'* Birühday, Memorial Day,I'lag Day, and rifon suchother special _occasions as may be required by law or ruleof the school board.

There may be ground for disagreement as to the mandatory char-acüer of some of the provisions just quoted. For insüance, inAtizona, Kansas, Maryland, and New York it, might be contendedthat the only obligation is the one resting upon the chief educa-t'ional officer of the state to prepa,re a progïam; that it is notobligatory upon teachers that they should use this program. Forthe present purpose it has seemed futile to make any such dis-

14 Control o! the Elementarg Curri'culum

tinction; it has therefore been assumed that the legislators

expected this program to be used.-On the other hand, the following resolution, passed by the

Thirty-sixbh Texas Legislature, has not been considered man-

datory: .

It is the wish of the people of Texas, through their Repre-ientatives in the Texã,s Legislature, that' the State Superin-i."aã"t of Pu¡tic Instructlon shall include, in instructioPsto city and county superintendents, provisiols requrrmg fheã;g

""f ÀÀctr scttodlnorise to bq kSp! wittrin 4oors, to be.dis-

"ií"õ¿ on the exberior of the builãing only in good weather,

än Ëuiiable occasions, and at such regular intervals as m-ay

be desirable, at the same time providing for. such regularuse of the flag in patriotic exercises as may insptre lq thechildren of the state the proper reverence and enthuslasmio"-îhãStut Spangled Baänei of the greatest republic inthe world.

PATRIOTIC SONGS

A law was in force in Indiana in both 1913 and 1923 that

The State Board of Education shall require the singing ofthe "Star-Spangled Banner," in its e.ntfrety in the schools

oi th. State'of indiana, upon all patriotic occasions'

In Kentucky in 1923 there was a law requiring

that, singing be included in the curriculum of the State forit

" opé"-i"E" and recreational exercises. That the minimum

"Ëã"ìi"*ã":t stratt incluae the State song. and tv-o.,National

air^s. That singing be regarded as a subject--in the publtcschools of the -State for the purpose of insti4ing into -thei.i"A. of youth patriotic feeliñg and a deeper love for theircountry.

Maryland in 1923 made it obligatory upon the one in charge of

any grammar school, preparatory school or private school wbich

has morning, afternoon or evening exercises or other gatherings,

to open such exercises or gatherings on at least one day of each

school week

with the singing of the Star Spangled Banner'

Apparently, if no such general exercises are held, the singing is

not required.

Nati,onølism 15

PATBIOÏISM

Without attempting to define patriotism or to set forth whatelements have been included in, or excluded from, it, the pro-visions will here be presented which have been interpreted asrequiring that patriotism be taught. There wâs one such require-ment in 1913 and twelve in 1923. Some of the provisions alsocontain other items whieh are elsewhere classified.

In 1913 there was in foree in Maine a law which provided thatflags should be fumished to all schools and that

These flags are to be used in all schools for the education oftþe youth of our state to teach them the cost, the object andthe principles of our government, the great saerifices of ourforefathers, the imporbant part taken by the Union army in1861 to 1865 and to teach them to love, honor and respectthe flag of our country that cost so much and is so deai toevery true American citizen.

This provision was amended in 1915 by striking out the wordspreceding the first "to teaph" and substituting therefor thefollowing:

It shall be the duty of instructors to impress upon the youthby suitable references and observances the signiûcance ofthe flag.

In lllinois, in the seventh and eighth grammar grades, not lessthan one hour of each school week shall be devoted to the study of

Aperican patriotism and the principles of representativegovernment as enunciated in the American Declaration ofIndependence, the Constitution of the United States ofAmerica and the Constitution of the State of lllinois.

In Kansas,

All schools, public, private, or parochial, shall provide andgive a complete course of instruction to all puþils, in civitgovemment, and United States history, and in patriotismand the duties of. a crtizen, suitable to the elementa grades.

In Maryland the required flag exercises must be given

all to the end that the love of liberty and democracy, signi-ûed in the devotion of all true and patriotic Americans tot'heir flag and to their country, shall be instilled in the heartsand minds of the youth of America.

16 Control of the Elementary Cuníctt'lum

In Minnesota,

In all of the common, graded and high schools of this stateiü shall be the duty'oT the superindeudent or teachers inãhr"n" of such schóok to teach and require the teachingthere"in,'on at least one day ou! of -each week, of subjectsand exi¡rcises tending and ôalculated to encoura-ge and in--

culcate a spirit of patiiotism in the pupils and students. Suchexercises silall coniist of the singing of patriotic songs, read-ings from American history añd -frop the biograpt'iq .gtAñerican statesmen and pâtriots and such other-patrioticãxercises as the superinterident or teachers of such schoolsmãy ¿etermine. TÏe tiTe to -be- spent thereon on each ofsaid days shall not exceed one-half hour.

In Nevada,

There shall be at least one hour seù aside each school weekin the graded schools and high schools in the State of Nevadafor thJpurpose of holding patriotic exercises.

In oklahoma and Arkansas at least one hour in every scholastic

week must be devoted to the teaching of American History.

The instilling into the hearüs of the -va{ou¡ pupils of anunderstandin-g of the United States and of a love of countryand devotiori to the principles of American Govemment.ttrlt ¡" the primary o-bject ôf such instructiop, which shallãvoid, as far as possiblé, being a mere recital of dates andevents.

In Texas,

The daily program of every scho-ol in this State shall be so

formulatêù by teacher, principal, or superinteqdgnt --1s toinclude at least ten minutes for the teaching of intelligent

""t"ioti.-. includinE the needs of the State and Federaläorrem-ettts, the duty of citizens to the State, and the obli-gation of the State to the citizens.

In North Carolina,

There shall be taught in the public schools of North Carolinaa course of instruciion which shall be known as Americanism.There shall be included in the term herein called American-ism the following general items of instruct'ion:

(ø) Respect for law and order-ib) Ctraiacter and ideals of the founders of our country.ic) Duties of sood citizenshiP.(d¡ Respect foi the national anthem and the flag.

Nati,onalßm

(e) A standard of good government.ff) Constitution of North Carolina.(g) Constitution of the United States.

Said course of instruction shall be taught not less than thirtyhours during each and every school year and shall not beoptional in the grade or grades in which said course is taught.The State Board of Educat'ion shall, as soon as convenient,adopt some suitable and proper texbbook which shall con-form as near as possible and practicable to the carrying outof the general items of instruction as herein contained in sec-tion two of this act ând the State Superintendent shall pre-pare or have prepared such outline courses of study and shallilistribute thé same among the teachers of the State whichwill give them proper direction in carrying out the pro-visions of this act.The State Board of Education shall, before the beginning ofthe nexô school year, adopt such suitable rules and regula-tions as may be necessary as to the time, manner, grade, orgrades in which said course of Americanism shall be taught.

In New York,

In order to promote a spirit of patriotic and civic service. and obligation and to foster in the children of the State

moral and intellectual qualities which are essential in pre-paring to meet the obligations of citizenship in peace or inwar, the Regents of the University of the State of New Yorkshall prescribe courses of instruction in patriotism andcitizenship, to be maintained and followed in all the schoolsof the State. The boards of education and school trustees ofthe several cities and school districts of the State shall re-quire instruction to be given in such courses, by the teachersemployed in the schools therein. All pupils attending suchschools, over the age of eight years, shall attend upon suchinstruction.The Regents of the University of the State of New York shalldetermine the subjects to be included in such courses of in-struction in patriotism and citizenship, and the period ofinstruction in each of the grades in such subjects. Theyshall adopt rules providing for attendance upon such in-struction and for such other matters as are required forcarrying into effect the objects and purposes of this article.The Commissioner of Education shall be responsible for theenforcement of this article and shall cause to be inspectedand supervise the instruction to be given in such subjects.The Commissioner may, in his discretion, cause all or aportion of the public school money to be apporbioned to adistrict or city to be withheld for failure of the school author-

L7

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ities of such district or city to provide instruction in suchcourses and to compel atteridancã upotl such instructions, -asherein prescribed, änd for q noncompliance with the rulesof the Regents adopted as herein provided.

Control oÍ the Elementarg Cwrimfurn

In South Dakota,

In every educational institution in this state, whether publicor priväte, one hour each week in the aggregate shall bedevõted to'the teaching of patriotism, the singing of patrioticsongs, the reading of pãtriotic addresses, and a--study of-thelivei ând history-of American patriots- It shall be the dutyof all instructois, and of all school offi.cers and superinten-dents, to enforce'the provisions of this section and any per-son who shall fail, neþlect or refuse to enforce its provisio:rsshall be deemed guilty of a misdemeanor, and upon convic-tion thereof sha[ be- punished by a fine of not less thanfive nor more than one hundred dollars, or by imprisonmentin the county jail not less than ûve nor more than- tþjftydays, or bV both such fine -and ilnprisonment. It shall bethõ áutv of tne superintendent of public instruction to re-voke thä certiflcate of any instructor in any school in thisstate, who shall fail, negiect or refuse to enforce the pro-visions of this section.

ALI¡ INSItsUCTION IN ENGLISH

In 1903 there were fourteen states which had some sort of pro-

vision requiring that instruction in the elementary schools should

be in English. There were seventeen such states in 1913 and

thirty-four in 1923. The foltowing had the requirement in allthree years:

Arizona Michigan TexasCalifornia Montana WashingtonIndiana North Dakota 'Wisconsin

Iowa OklahomaKansas South Dakota

Utah had such a provision in 1903 and 1913; New York, Ohio,

and Pennsylvania, in 1913 and L923; and the following in 1923:

Alabama ldaho NevadaArkansas Illinois New EamPshireColorado Louisiana New JerseYConnecticut Maine North CarolinaDelaware Minnesota OregonGeorgia Nebraska West Virginia

Nati,onal;tsm 19

In the following states no provision regarding the use of Eng-lish was found in any of the three years:

Florida Missouri VermontKentucky New N{exico VirginiaMaryland Rhode Island WyomingMassachusetts South CarolinaMississippi Tennessee

Probably the remarkable increase, from seventeen to thirty-four in the last ten years, is due largely to the pronounced en-thusiasm for Americanism which developed during the periodof the W'orld'War. There is a marked lack of uniformity in thelanguage of the law which possibly connotes a widespread in-terest in and popular demand for such a provision. There is noset verbal formula commonly used; hardly any two are alike;but the same intent is quite universal. No essehtial differenceis to be noted in the character of the provisions in the difrerentyeârs. "All schools must be taught in the English language";"all the elementary school subjects must be taught in the Eug-lish language"; "the instruction given shall be in the Englishlanguage"; "the medium of instruction shall be the Englishlanguage"; "the basic language of instruction shall be the Eng-lish language only"; "unlawful to teach any subject in any lan-guage other than the English language," or some such equivalentexpression is usually found. In a majority of the states theprovision applies to all of the elementary schools in the state;but in a few, Colorado, Louisiana, Minnesota, Montana, andTexas, it applies only to public schools. This is probably alsotrue of Georgia, Kansas, and North Dakota. In Alabama theprovision refers only to the first six grades of the public schools.In Georgia there is a provision that a

uniform series of books shall be in use in all the commonschools of the State and shall include the . . . elements ofan English education only.

Also, in its constitution we find. the powers of taxation over the whole Stat¿ shall be ex-

ercised by the General Assembly for the following purposesonly: . . . instruction children in the elements of an Eng-iish education only.

period covered by this study. By itself, it was not considered asThis constitutional provision has been in force throughout the

20 Control ol the Elementarg Currirulum

definitety prescribing that all instruction should be given inEnglish. It is a definite limitation upon the taxing power. Themandate regarding the exclusive use of English in lllinois does

not apply to

vacational schools where the pupils have already receivedthe required instruction in English during the current schoolyear.

In lowa,

The medium of instruction in all secular subjects taught inall of the schools, public and private, withln the state ofIowa, shall be the

-English language, and the use -of anylanguage other than English in secular subjects in saidschools is hereby prohibited.

The provision in Louisiana is that

the general exercises in the public schools shall be con-ducted in the English language.

Michigan.has a constitutional provision that all instruction inthe primary schools "shall be conducted in the English lan-guage," and a statutory provision that

all instruction from the first to the eighth grade, inclusive,in those subjects required for an eight grade diploma, in allthe schools of this-state, public, private, parochial, or inconnection with any state institution . . . shall be con-ducted in the English language.

ln Minnesota,

The books. used and the instruction given in public schoolsshall be in the English language, but any other languagemay be used by teacher in explaining to pupils who under-stand such language the meaning of English words.

Also

A school, to satisfy the requirements of compulsory attend-ance, must be one in which all the common branches aretaught, in the English language, from textbooks written inthe-English languãge and taught by teachers qualiûed toteach in the English language.

North Dakota provides that

if any money belonging to any district shall be expended in'suppórting a school in which the English language is not'

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NationøLísm ZltJre.medium of instruction, exclusively, the countv sunerin_tendent.or any taxpayer of the schooí äorp"r"U""lmJí i"""crvrl acüon rn the lame of the corporation recover foi suchcorporati'n all such money from the officer

",.p*ãi"g it;;voting for its expenditure.

In South Dakota,

I_t i: i4ç civic right gf. every cþitd of schoot age to receivelnsrructron rn the subjects outlined in the stãte course of1iud.q.-an_d mentioned in Chapter tOA, lärv.

"f i-919.-ildñ;Elgli.þ langlage,_ for a term þ"o"iaða i" inä S:iït" ä#;or Èjrudy and rn the laws of the State, until such child shallhave compteted the eighrh graaJ; anä il ;t;li Uï;i#di

].91, uoy p,er¡gn or p€rsons to ací, aid, assist, advise or bernsrrumental m abridging or attempting to abridse the orivi_Igse of any chitd ro iecõive .".r, ïoÃ-tfirðiiö-Ëi-.üi;;ilrå;

thereïor instruction in some foreign lanEuade eiit." - ¡i

sho.rtening the course of instructiônlîeùli.t ü "J""rårr",igr by coercing, ¡equlrlqg or inducing-anyiËitdä;'ithä;

. rrom _a scnool m which instruction is given in English toï,îåiåÅ,':l"il'tu¿ith,'î'#,ïåfî,r*xitîkH jïri:given.in 1ny-foreignlanguage a, a s"¡slìïute fã;;;;t"åiin which.Engtish is the soïe ñedium õi i".t*ãiiã".rt shall be unlawful. at- any _time during the months fromSeptember to ùIay, both iñcluiive,-fo" uoy person or Der_sons.or corporatiog !9 oc-cupy or us'e any pübtic irt ooi"ãõ_or other pubtic building in ihis State Gí ih. p,iñ;õ;f ii;rng rnstruction in any forpisn or ancient längùage o"îo"teaching any subject, ôr subjõcts, in any

"*."ptîoEi-t . b;;:rsn,ranguag€ except as pemitted by the S[ate-Course õfù_¡yoy and rn conformity with the provisions of Chanter168 of the session.Lawbf 1919; anä ft .tíiü r;i#ñidgring the time above specified'for-any ;¿t-*i b*;å'";;

officer to authorize. or p.ermit the ise "f"r;l';;ïü"ï;i-iroom or.othgr pubtic büilding within this StåtJforiË ;;:pose oI teaching.any foreign.or ancient language or fó"-ilìe

iJT#i"""'",f,äåt'åiå1Ës#:å,i"TåirJ3",#åÉï_.":îrîrfore refe*ed to. ,provided,- tÍiãt nãthi"ã ñeñ;äffi,;sh all be construed- to- inteífere *itn-"äígiã* ;;";"ßå'ï;{li';'H:'å"1,'fJlff 'irn#'.*r"r"Hi$Tfu '"å?fdemeanor, and sha[. be pun¡nea'bñ'û"; ?i^ïåt iä* #'Jifftv.dotlárs and rrot

"*ö"ããi"ã nid Ëun¿red doilars. or hwipprisonment in rhe cggnry :ät tor;p."iä;;-i;å."i#{

thirbv davs nor more thad di""ty iayå, oì ûotn ,r.r, "ä"äand imprisonment..

22 Control ol the Elementary Cunímlwn

In Oklahoma,

The English language is hereby^{qcþred to be the la.n41a-ge

ãf ln. freople of" thË State of'Oklahoqa. And it shall be

""U*ni tå teach or instruct in any other langua-gein-any

Public, Parochial, Denominatio¡¿l .or Private School orãtir", i".tii"tion óf learning within the State of Oklahomaðxéept pupils receiving such instructions shall have com-pi;t"ï the'eighth gradõ of common school curriculum'

New York, New Jersey, and New Ï[ampshire enumerate particu-

lar subjects in the teaching of which English must be used. New

Jersey places the obligation upon every parent or guardian of

a chiidìf schoot age to cause such ehild to attend a day school

in which

at least reading, writing, speling, E"glgh.grammar, arith-meiic a"¿ geogiâphy arõ'taught in the English language'

New York requires instruction

at a public elementary school -in which at least the nineãã.tt*ãn .tttool branchäs of reading, spelling, -writing-,.arith-metic, English language, geograply,.United States history'cioi.i andlhygieneãre taughü in English'

In 1g13 New York had a similar provision covering the teaching

of

at least the six common school branehes of reading, spelling,*titi"g, arithmetic, English language and geography'

New Hampshire has this Provision:

In the instruction of children in all schooh,lneluding pri-

"ãtã ..ttõói., in reading, wri!þg, spellinq, arithmetic, graq-

ma r, geo graphy, physiol-o gy, history,. civil govern*ult' P-11-1"and'd-raw"in[, the English language.shall be used exclusrvely,uãif,-iãr ittl p,rtpo.ãs of instruition therein and for pur-poses of generäl administration.

There may be some question as to the all-inclusiveness of the

provision ln each of these three states, particularly in the case

ät Nu* york and New Jersey. New Hampshire has this further

provision:

The exclusive use of English for purposes of instruction and

;ñi;i;ñ;¿io"-ii not iãteo¿ed do frohibit the condubt- ofã""oti"""f "*et.i.".

itt private schools in a language other

than English.

National;ism 2B

In Nebraska,

No person, individually or as a teacher, shall. in anv ori_vate, denominational, ôr parochial or public å.h"oi;ieã;hany,subject to any person in any langüage otte, itiu" iËã-E/ngnsn ranguage.

This requirement does not apply to

schools held on Sund-ay or on some other day of the weekw'hich those having thir custody and care of the pupils at_tending same conscientiously observe as the Su¡¡átti *frãr"üe oþJect and purpose of such schools is the eivinq of re_lrgrous instruction, but shall apply to alr other sãhooÈ and toschools held at all other times.

-

FOREIGN IJANGUAGÐ

Aside from German, which will be considered. separately, therew_ere eleven prescriptions in 1908, eleven in 1g18, and ûiteen int_923. These figures, however, give slight, indication of thechange which has taken place in the period which .!ve are study_ing. Only four states had prescriptiãns in all three years, Col_otado, Minnesota, Oregon, and Wisconsin. tr'ive states haá pre_scriptions in 1.903 and 1g18, Indiana, Iowa, Louisiana, Massa_chusetts, and Texas. Two states had prescriptions in ígfg ana1923, Mississippi and Nebraska. Nevada had a prescriptionin 1903 and 1923; Vermont, in 1g0B only. There'were eightstates with prescriptions in 1928 which had not had them pre;-_oysly, Alabama, Conneeticut, Idaho, Maine, New llampshire,New Mexico, Oklahoma, and pennsylvania. All the prescrip_tions in 1903 and 1918 were permissive; four of the prescriptionsin

- 1923 v/ere prohibitions, those in Alabama, Colårado,

Nebraska, and Oklahoma; one, that of Spanish in ñew Mexicowas mandatory. rn addition to these direct provisiãr.-r"r"is;languages would doubtless ârso be permitted or forbidden lnsome states by reason of interpretations, by a court or by thestate department of education, regarding all instmction teinggiven in English. such interpretations are not included in thisstudy.

In 1903 and lgl3 the raw in colorado permitted the schoolboard of any district, upon demand of twenty or more parentsor guardians, to introduce Spanish as a branch of stuåy and

24 Control of the Elementarg Cwí,aú,um

also to teach the subjects of the required course of study inSpanish. In 1923, after specifying that the common branches

of study shall be conducted through the medium of the Englishlanguage only, the law continues,

nor shall any other than the English language be taughtas a separate and distinct branch of it^self.

In Indiana, in 1903 and 1913, certain enumerated subiects were

prescribed,

and such other branches of learning and other languagesas the advancement of pupils may require and the Trus-tees from time to time direct.

In lowa, in 1903 and 1913,

the voters assembled at the annual meeting shall haveDolüer . . . to determine upon added branches that shall'bã taueht but instruction

-in all branches except foreignlanguafes shall be in English.

In Louisiana, in 1903 and 1913, there was a constitutional pro-

vision that the French language might be taught in those parishes

or localities where the French language predominated if no ad-

ditional expense was incurred thereby. A Session Law of 1902

provided that the required elementary branches

mav also be tauEht in the French language in those lo-calities where thJFrench language is spoken; but no addi-tional expense shall be incurred for this cause.

In M¿ssachusetts, in 1903 and 1913,

one or more foreign languages and such other sub-iects as the schooi committeã considers expedient' may be

iaught in the Public schools.

In Minnesota, in 1903,

teachers able to speak any other language that is the ver-nacular to any puþil may tse that language to aid in.teach-i"E ttt" meaninþ õt on[tistr words, and may also give in-stluction in sucå languãge not to exceed one hour in eachããv: but no such instruction shall be given unless thetrusúees of such district have expressed themselves unan-imously in favor thereof.

Essentially this same law was in effect in 1913 and 1923'

There was also an additional law in 1923 which provided t'hat

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A¡ fqfign language pay be taught when such language is anelective or a preÈcribed subjecT of the curriculuä, Ëut notto exceed one hour in each day.

In Nevada, in 1903, provision was made for the issuance ofspecial certificates authorizing those duly qualiûed to teach

any of_the foreign languages in the public schools of thisstate, when employed by thl Trustees bf any school district,ror ¿nat purpose.

In 1923,

It shall be unlawful Tor any board of school trustees, re-gents, or board of education, or for any teacher or ótherperson -teaching in the public or privãte schools of theState of Nevada, to cause to be taught or to teach any sub-ject or subjects, other lhag foreign'ianguages, in the i"tii.or private schools in the State oT Nevãdaln'any languageexcept English.

This same'law was in force in Oregon in 1g28, and in additionthe following was in force in.all three years:

The district schoolboard of any school district of the frrstclas! qay, upon the petition o-f not less than one hundredqualified electors of such school district, provide that in oneor more of the common schools, to be kti.pt in such district,any one modern language may-be taught ãs a branch study,and a teacher employed in such school shall be educated ínsuch language and qualified to teach the same.

In Texas, in 1903 and lgl3,It shall be the duty of every teacher in the public freeschools of this State to use the-EnElish lansuaEe ôxclusivelvand to conduct, all recitatio;. ;;d-;;ho"i-*ã.d;;;.1íjsiveþ in the English language; provided, that this provisionshall lot- prev_ent, the t_eaching of any other languäge as abranch of study, but when_any other-language is-so"taught,the use of said language shali be limited to-the recitatiônsand exercises devotèd t-o the teaching of said language as abranch of study.

No direct repeal of the foregoing law was found, but the follow-ing law which was in force in 1g2B would, apparently, not per-mit the teaching of a foreign language:

E ury teacher, principal, and superintendent emploved. inthe public free schools of this Stãte shall use the Énehshlanguage exclusively in the conduct of the work -ot'ihe

26 Control o! the Elementørg Curríatlum

schools, and all recitations and exercises of the school shallbe conducted in the English languagg and the trustees shallnot prescribe any textbooks for elementary grades not,printed in the English language.

In Vermont in 1903,

a district maintaining a school taught by three or moreteachers may direct the teaching of foreign languages,ancient or modern, therein.

This law was enacted in 1888 and may refer to high school sub-jects rather than elementary. In Wisconsin, in 1903, 1913, and1923, iL was provided that any foreign language might be

taught by a competent teacher to such pupils as desire it,not to exceed one hour each day.

In Alabama, in 1923,

English shall be the only language employed and taught inthe ûrst six grades of the elementary school.

In Connecticuü, in 1923,

The medium of instruction and administration in all publicand private elementary schools in this state shall be theEnglish language and not more than one hour in any schoolday may be given to instruction in any one language otherthan English. A person who shall violate any provision ofthis act shall be flned not less than fifty dollars nor morethan five hundred dollars or imprisoned not more than sixmonths or both.

In ldaho, in 1923, the mandate regarding the use of English

shall not apply to instructions in any particular languagefor the purpose of teaching said language, nor to the useof foreign words and phrases in designating scientific terms.

In Maine, in 1923, the section of the law making English thebasic language of instruction in the common school branchescontains this provision:

Nothing in this section shall be construed to prohibit theteaching in elementary schools of any language as such.

all textbooks ad.opted - for use in the public sehools of thestate.shatl.be printedìn Engrish .*c.pt ;r¿h ñË;. ,i,äil

þe adopted as textbooks in the study of a foreign language.apparently this recognizes the possibility of such foreign lan-guages being taught. In Nebraska, in 1g18,

Il. *ry high school, city school or metropolitan school inrnß state the propff authorities of such- schoor districtsshall.up-on- the

-wriiten request, whãn made ;ti¿u.t-;i;"

months before the opening'of-tþ9 fatt teìm-oi'."rn ..üäïf,bv the parenrs or.guärdiañs of fifrv pupiiìl¡ì"ã t¡"Ë;rhgrade then attendiñg such school,

"*ötoïòo*putu"ï-iuåãË.r.and provide for the teaching theíeio,'a¡ärrã ti,ãlãrït¡ Ëräã",as an elective course of study, of 'such

modern-Èürã;;;"language a! may be. designareä i" .uãt dõñ. p;;;id"d,not more than ûve hours each week and dot iô.. tÀálï""f:11"9 gch {av shail be devored ro the-reaãhirs-';i ;ysuch modern .uuropean language in any elementary-or gradêschool.

In 1923,

Languages other than the English language may be tøuehtas languages only af.ter a pupi'i shall tã"ðîttãií"d ;"J;;;-cessfully passed the. eightli- grade as

""ide"cel Ëy ;;;iÀ_cate of graduation issued by ttre county superintend""t ãtthe county or the city luperintendent oi tnä ,it, i" *ïirf,the child resides. . .-. provided thaü

"otrrioj-i" -lrri.-'^.t

shall prohibit any person from teaãhi;g hË-;; .i,ilar*in his own house any foreign language.

In New Hampshire, in 1g28,

a foreign language may be taught in the elementary schoolspro'ided the course of study õuflined by ¿ú S¡;i"-Ë;;;äof Education in the commol-English branchu. . -.

.-. b. ;;ìabridged.

In New Mexico, in 1g28, Spanish is one of the subjects in theprescribed course of study. The provision in Oklahoma pro_hibiting the teaching of any ranguage other than English in tt efirst eight grades has been quoted above under ,,all lnstructionin English." In Pennsylvania, in lg2ï, allsubjects in tte puUiicelementary schools

. except foreign^ Ianggages -shall be taught.in the Englishlanguage and from English texts.

The present law in Mississippi was enactedpart of the section regulating the adoptionprescribes that

National;ísm 27

lnof

1904 and is atextbooks. It

28 Control, of the Elementarg Cur"rí'culum

GERMAN

There is, of course, no logical reason for tabulating German

separately from the other foreign languages' It has been done

beìause ót ttt" special interest in the subiect which developed

during the'world war. German was specifically mentioned in

Colorãdo, Indiana, Maryland and Ohio in L903; in Colorado,

Indiana and Ohio in 1913; and in Indiana and Ohio in 1923'

The provisions in L903 and 1913 were permissive; those in 1923

were prohibitive. This does not teII the whole story, because

the teaching of German would be permissible in all'those states

which p"t-it the teaching of "foreign languages" and would be

forbidden in those which prohibit the teaching of these. an act

was adopted in Louisiana in 1918 prohibiting the teaching of

Geman in public or private elementary, high or higher

schools.2 This law was repealed in 1921.3 In Colorado, in 1903

and 1913, the provision wab as follows:

'\{henever the parents or guardians of t-wenty o-r more chil-dren of school äge shall sidemand, the board of such school

ài.tti.t -ry ptõ.nte efficient instructors and introduce theG.*uo anä Spanish languages, or either of them, and-gyry-ü.ii;; ãs a branch of-stùdy into said school, and said

ãi.ttitt, board may, upon like demand of the parents a:rd

g"ãtaiu"t of chiláíen of school âger procure .efficient in-ãtructors to teach the branches specifled in said section fif-1""" n i" the German and Spanish languages, or in either

of said languages, as said board may direct'

In Indiana, in 1903 and 1913'

The common schools of the state shall be taught in the

English language; . . . and whenever the parents or

gua-rdians of-twe-nty_five or more children in atteldance atã"v .ãn""t of a tÑnshipr. lowg eï crty shall so,demand, it.nåff ¡. the duty of the'School Trustee or Tn¡stees of said

iãwnstrip, town ór city to procure efficient teachers, and. in-i"óa".ä-it " German

-langüage, as a branch of study .into

..,.t-..froof.; and the tuitîon in said schools shall be with-out

;h;;g.; Þ;"i¿a"a, Such demand is made before the teacher

for sãid district is emPloYed.

¡Acts of 1918, P. 188, Act No' 114't ñt" ;i rgzr'(-special Session), p. 102, Act No' 71'.Section ûfteen namesltJ-""U1"ãt iíwhich g,n applicant was to be examined

o" oiurtin"qtu to te4ch in the elgmentary school'

Natíonalism 29

In 1923,

The German language shall not be taught in any of the ele-mentary schools of this state.

In Maryland, in 1903,

in districts where there is considerable Ger:rnan populationthe Board of County School Commissioners aïe ãuthorizedto cause the German language to be taught if they thinkproper to do so.

In Ohio, the following provisions were found in 1g0B:

The board of any district shall cause the German languageto. betaught !n any school under its eontrol, during anyschool ye_ar, when a'demand therefor is made, in writiñg, byseventy-five freeholders resident of the districí, represent-ing not less than forby pupils who are entitled to attendsuch school, and who, in good faith, desire and intend tos-tudy the German and English languages together; but suchdemand shall be made at a regular meeting of the board, andprior to the-beginning of the school year, and any board maycause the German or other language to be taught in anyschool under its control without such demand.

In 1913,

Boards of Education may provide for the teaching of theÇgrman language in the elementary and high schools of theDistrict overwhich they have control but-it shall only bei.algh-t in addition and as auxiliary to the English.language.All the common branches in the public schools mùst betaught in the English language

In 1923,

the German language-shall not be taught below the eighthgrade in any of the elementary schools of this state.

ÏIISTORY OF TIIE UNITED STATES

There has been a slight increase in the number of states re-quiring the teaching of United States history. It was prescribedin thirty states in 1903, thirty-two in 1gIB, and thirly-ûve in1923. In the following twenty-seven states it was required inall three years;

30 Control of the Elementarg Curríatlum

Alabama Maryland South CarolinaCalifornia Massachusetts South DakotaConnecticut Mississippi TennesseeFlorida l\{ontana TexasIrrdiana Nevada \¡ermontIowa New Mexico VirginiaKansas North Carolina WashingtonKentucky North Dakota '!!-est VirginiaLouisiana Ohio Wisconsin

It was prescribed in Arizona in 1903; in Colorado and Illinoisin 1903 and 1913; in Georgia, Pennsylvania, and 'Wyoming in1913 and 1923; and in Arkansas, Maine, Nebraska, New York,and Oklahoma in 1923.

In Georgia in 1913 and 1923, and in Alabama and Nevada in1903 and 1913, the subject is not directly specified in the course

of study; but texbbooks in the subject are required which mustbe used. In Colorado in 1903, and in lllinois and Mississippi in1903 and 1913, the obligation is established by including thequalification to teach this subject among the requirements fora teacher's certificate, and then specifying that all branches so

included must be taught. In Iowa the obligation to teach thesubject was not placed directly upon the school but apparentlyit amounts to the same thing.

Any person having control of any child of the- age _of sevento siiteen years inclusive,õ in proper physical and mentalcondition to attend school, shall cause such child to attendsome public, private, or parochial school, where the _commonschool branches of reading, writing, spelling, arithmetic,grammar, geography, physiology, and United States historyare taught.

In most instances the prescription for teaching the history ofthe United States is found in the same section with the otherfundamental subjects and no special emphasis is given to it.This was uniformly true in 1903 and 1913, and in a majority ofthe cases in 1923. However, in a number of states in L923 sup-plementary iaws are found and the prescription is more detailedand specific. Quite often the prescription regarding history isjoined with some other subject, such as "the history and civilgovernment of the United States" or "American history andcivics" or "histor¡r of the United States containing the constitu-

¡In 1903, "child of the age of seven to fourteeo inclusive."

tion of the United States." In California in 1923 instructionmust be given in the

history of the United States with special reference to the his-taly of the constitution of the United States and the historyof the reasons for the adoption of each of its provisions.

In tr'lorida, in ail three years, the history of the United Statesmust be taught in the seventh and eighth grades. In the third,fourth, fifth and sixth grades, such lessons in history must begiven as may be provided for in the course of study.

Following are some of the provisions in force in 1923. Arkan-sas and Oklahoma have identical laws and require that thesubject be taught one hour per week. They are the only stateswith a time specification in this subject.

The leaching of American history in the primary grades ofall the schools, both public and private, õf this Stãte shallbe compulsory. Such teaching shãll commence in the lowestprimary grade of each of said schools and shall be continuedthrough all the primary grades; provided that the teach-ing of the Arkansas' [Oklahoma] history, as now providedby law, may be substituted for American history, in one ofthe said grades. At least one hour in every scholastic weekshall be devoted to such instruction. The instilling intothe hearts of the various pupils of an understanding õf theUnited States and of a love of country and of a devotion'tothe principles of Amerìcan Government, shall be the primaryobject of such instruction, which shall avoid, as far aspossible, being a mere recital of dates and events.

In Kansas,

All schools, public, private, or parochial, shall provide andgive a complete course of instruction to all puþils, in civilgovernment and United States history, and in patriotism andthe duties of a citizen, suitable to the elementary grades.

Maine provides that

American history and civil government shall be taught in allcommon schools of elementary and high school grades, bothpublic and private, and American history and civil govetn-ment shall be required for graduation from all grammarschools, both public and private.

In Massachusetts,

In all public elementary and high schools American historyand civics, including the constitution of the United States,

Natí,onal,ism 3r

32 Control ol the Elementarg Cuní,cu\um

shall be taught as required subjects for the purpose of pro-moting civic service and a greater knowledge thereof, and offitting the pupils, morally and intellectually, for the dutiesof citizenship.

Nebraska provided that

All public, private, denominational, and parochial schoolsshall give in the proper grades such courses in Americanhistory and in civil government, both state and national,as will give the pupils therein a thorough knowledge of thehistory of our country and its institutions and of our formof government, and shall conduct, such patriotic exercisesas may be prescribed from time to time by the state super-intendent.

fn Texas a textbook must be adopted in the

history of the United States in which the construction placedon the Federal constitution by the fathers of the Confederacyshall be fairly represented.o

In Wisconsin, in addition to the law requiring the teaching of thehistory of the United States which has been in force throughoutthe period of this study, the following, enacted in 1923, providesfor the censorship of history textbooks:

No history or other textbook shall be adopted for use orbe used in any district school, city school, vocational schoolor high school which falsifles the facts regarding the warof independence, or the war of 1812, or which defames ournation's founders, or misrepresents the ideals and causes forwhich they struggled and sacriflced, or which contains propa-ganda favorable to any foreign government.T

Upon complaint of any five citizens, frled with the state super-intendent of public instruction, that any history or other text-book contains any matter prohibiied by the foregoing subsection,ihat official must arrange for a public hearing within thirty days;and within ten days after the hearing must make a finding uponthe complaint. Any texbbook found to contain prohibited mattershall be removed from the list of adopted textbooks and with-drawn from use prio¡ to the opening of tlle following school year.State aid shall not be

paid for i;he supporb of any district school, city school,vocational school or high school during any year in which

6 Complete Statr.rtes 1920, p. 498, Art. 2909bb,? Statutes 1923, p.432, Sec. 40.36,

Natí,onalísm AB

any_ such textbook is used in such school after the findingof the state superintendent.

The'following law, adopted in Oregon in 1g28, has not been con-sidered aåmaking mandatory the teaching of the history of üheUnited States:

It shall be the duty of every board, commission. committeeor officer charged with the Àelection of textbookÁ for use inthe public schools to select and install textbooks on Americanhistory and civil government which adequatelv stress theservices rendered by the men who achieved õur nationalindependence, who established our form of constitutionalgovernment, and who preserved our federal union. No texLbook shall be used ir our schools which speaks slightinglyof the founders of tþe republic, or of the mên who pieservläthe union, or which belitttes-or undervalues their work.B

ÏIISTORY OF ÎIIE STå,TE

The history of an individual state is not as frequenily pre-scribed as is the history of the united states but the subjecthas shown more of an increase, from thirteen in 1908 to twenty-ûve in 1923. rt was required in the following states in alt thrãeyears:

Alabama Maryland TennesseeFlorida Monlana TexasKansas North Carolina VermontKentucky South Carolina Virginia,It was prescribed in 'West Virginia in 1908 and 1918; in lllinoisin 1913; in Georgia, New Mexico, pennsylvania, South Dakota,Wisconsin, and 'Wyoming in 1g13 and 1928; and in Arkansas,California, Colorado, Mississippi, Nevada, New Jersey, andRhode Island in 1923. In Alabama in 1g0B and 1g1B and inGeorgia in 1913 and L923 it was required through the compulsory'use of texbbooks.

Texas, in 1923, was the only instance of a time requirementin this subject.

Tþç.þirlq"y of Texas shalt be taught in atl public schootsof this Sjaþ, wþj.ch hlsto-ry.shail Ëe taught in the ti.ø"vcourse of all public schools in this State ãnd in this co*d"only. The said history course shall be not less than two

t Geqe¡¿l Laws 1923, p. 60, Ch. 89.

34 Control of the Elementary Cwrtm,Ium

hours in âny one week and as much more time as the StateSuperintendent of Public Instruction, in his discretion, thinksit necessary.

The Textbook Commission of Mississippi is directed to select and

adopt for use in the public schools of the stata a series of books

including a history of the State of Mississippi. The law provides

that

no history in relation to the late civil war between thestates shall be used in the schools of this state, unless it befair and impartial.e

A law enacted in 1901, which was still in force in 1923, inWyominS empowered but did not command the school directors

to purchase, as a book of reference for use in their ¡c[ooþ,the llisøry of Wyoming, in three volumes, of which C- G'Coutant ii the author, ãnd "The Sabbath as an AmericanWar Day," in one voiume, of which W. P. Carroll is theauthor; Þrovided, That the price paid for the said work shallnot exceed the price paid thèrefofby subscribers generally.lo

These laws are exceptional; the typical situation is for the sub-ject to be mentioned along with the history of the United States

among the required branches, without further comment. Col-orado, New Jersey and Rhode Island were the only states in1923 which required the history of the State which did noü also

require the history of the United States; in L903 and 1913 no

such instances were found.

GOVERNMENT OF TIIE UNITEÐ STÀTES

No clear-cut line of demarcation can be drawn between

the various subjects dealing with the form of government and

the duties of citizenship. When one state requires "civil gov-

ernment" to be taught and another the "government of theUnited States and of this State" the mandate in each case can

be fully met by courses which are exactly alike or by those which

have very little in common. A course in "civics" may stress

governmental forms or just ordinary neighborliness; the same is

true of "citizenship." It is manifestly impossible, on the basis

of the law alone, to establish a classifrcation which will avoid alltThe A¡nototed Code, 1917, Vol. II, p. 3127' Sec. 7838.l0Oompiled Statutes 1920, p.486, Sec. 2315.

Natiornlism 35

overlapping. The terms here used for the purpose of tabula-tion are not mutually exclusive. The provisions in most of thestates fall elearly under the headings where they are placed butin a few instances arbitrary decisions had to be made; they willbe given iF fuli.

The Government of the United States was specifically pre-scribed as a subject of study in the elementary school in onestate in 1903, in three states in 1913, and in three states in 1g23.Florida, in 1903, 1913, and 1923, included among the requiredsubjects of its course of study "history and civil government ofFlorida and of the Unitect- States." In New Mexico, in 1g13,

It shall be the duty of the teachers in the public schoolsin the State to give such instruction as is þracticable inthe History and Civics of the United States with specialreference to the History and Civics of the St¿te of- NewMexico which said instruction may be given orally or bystudy of textbooks covering the subject and which saidtexübooks shall have been adopted by the Slate Board ofEducation. The said History and Civics of the State ofNew Mexico shall be prepared by a known historian of theState and shall be sold at a price to be frxed by the StateBoard of Education not to exceed one dollar per volume.

'Wisconsin in 1913 and 1923 required

history and civil government, of the United States and.ofthe state of Wisconsin.

Arkansas in 1923 prescribed

civil government of the United States and the State ofArkansas.

NMENT OF TITE STATE

The teaching of the government of the state was required intwo states in 1903, in frve in 1913, and in seven in 1928. It wasjoined in each instance with some other subject, either the gov-ernment of 'the United States or the history of the individualstate. It was provided for in connection with the government ofthe United States in Florida in 1903, 1913, and 1g2B; in NewMexico in 1913; in Wisconsin in 1913 and 1923; and in Arkansasin 1923..

The prescription in Vermont in 1903, 1g18, and 1g2B includes

36 Control of the Elementary CurT i,culum

special instruction in the geography, history, constitutionand principles of government of Vermont.

The presmiption in'Wyoming in 1913 and 1923 is for "historyahd civil government of 'Wyoming."

In Colorado in 1923,

history and civil government of the State of Colorado shallbe taught in all the public schools.

In Rhode Island, in 1923,

In every class of the seventh or eighth year in elementaryschools instruction shall be given in the history and govern-ment of Rhode Island.

CMIJ GOVERNMENT

Civil government was required in thirteen states in 1903, sev-enteen in 1913, and twenty-four in 1923" It was prescribed inthe follo'rving states in all three years:

California North Dakota TexasGeorgia Ohio VirginiaKentucky South Dakota 'West Virginia

In 1903 and 1913 it was also required in Coiorado, Maryland,North Carolina, and Tennessee; in 1913 and 1923, in Florida,Illinois, Montana, and Pennsyivania; and in the following statesin 1923:

Connecticut, Mississippi New YorkKansas Nebraska OklahomaLouisiana Nevada Rhode IslandMaine New Mexico

In approximately half of the cases the prescription is for "civilgovernment" without further qualiflcation.

In California, in 1903 and 1913, the provision is for "historyof the United States and civil government"; in 1923 it is for

the duties of citizenship together with instruction in localcivil government;

also, in connection with the course in the Constitution of theUnited States, there is to be included the "study of Americaninstitutions and ideals."

Natiornl;ism 37

In Nevada in 1923,

American civil government shall be taught in all of thegraded schools.

It is alsoprovided, in connection with the instruction in theconstitution of the United States and the constitution of theState of Nevada, that there shall be

the study of and devotion to American institutions andideals.

In New Mexico in 1923 the provision is for',local civil govern-ment." In Florida in 19LB and 1923, and in Norúh Carolina andTennessee in 1903 and 1913, the provision is for ,,the elementsof civil government."

In Conneeticut in 1923,

The duties of citizenship, including the knowledge of theform of national, state and local govãrn-ent, shall -be taughtin alt elementafo' schools, both"public and private, *" u' regular branch of study to pupils above the iourth'grade.

In ïllinois in 1923,

American patriotism and the principles of representativegovernment as enunciated in the American Deõlaration ofIndependence, the Constitution of the United States of Amer-ica and the Constitution of the State of Itlinois shall . . . betaught in all the public schools of this State . . . not lessthan one hour of eách school week.

Louisiana in 1923 had a constitufional provision for instruc-tion, in the elementary schools, in

the constitutional system of state and national govern-ment and the duties of citizenship.

Maine in 1923 provided

that A-merican history a¡d civil governrient shall be taughtin all common schools of elementáry and hish school Eracläb.otþ public and private, *¿-inä1 Amerl;il-ñ6ñ;;"äcivil govemment shall be required for graduation- fromall grammar schools, both public and private.

i\{aryland in 1903 provided thatCivil government shall be taught to and studied bv allplpils whose_caqacity will admit of it in all departments ofthe public'schools of this state.

38 Control o! the Elementary Currículum

Mississippi in 1923 had

civil government with special reference to local and stategovernment;

and Montana, in 1913 and L923, required "civics (state and

federal)." Illinois in 1913 and Nebraska, New York, Oklahoma'

and West Virginia in 1923 prescribed the teachiug of "civics'"Pennsylvania in 1923 had

civics including loyaþ to the state and national govern-

ment.

Ohio, in 1903, L913, and 1923, had

history of the United States including civil government;

and in 1923, alqo, "American government and citizenship" in the

seventh and eighth grades.

In Rhode Island in 1923,

The principles of popular and rep-resentative government

ã.- u"î"ãui"¿ ii^tr,iið*lit"tioo ót niroa. Island and the

ãã"Ãîii"üã" oi [r,õ Ú"iléa srates shall be taught in all the

public schools of this state.

CITIZENSIIIP

This was a required subject in one state, Connecticut' in 1903

and 1913; in the following stabes in 1923:

Alabama Louisiana OhioCalitornia 1\farYland VermontCo""ã.li."t MasÉachusetts Jlrginia.Iowa New JerseY wlsconslnKansas New York

In Connecticut in 1903 and 1913 the provision was,

The duties of citizenship shall be taught -in the public

;;h;"1.. tr," .täi" ¡ortã ãi educatio4lhall. prepare and

dist"ibnt" to every school an outline of questro-ls and su-g-

;;li;;-;"iuti"g-[o-äid-subject, and saiã outline mav be

ùsed in said schools.

In 1923,

The duties of citizenship, inlluding the knowledge, o,f the

r*ä-"i "aiio"äil-JãïJ'u"ã locai government' shall be

iärîrriirãi-är"-""iãry schools, bot-h public and private,

Nationalism 39

as a regqlar branch of study to pupils above the fourthgrade. The provisions of this sectiõn-shall apply to classesin ungraded schools corresponding to the grades designatedherein.

The provisions in Vermont, and W'isconsin were for ,'citizenship,"

and in AhÈama and Maryland for "community civics.',

In Ohio a course of study was required which

shall include American government and citizenship in theseventh and eighth grades.

In Kansas, a corirse in

the duties of a eitizen suitable for the elementary gradesmust be given.

In California, the requirement was forthe duties of citizenship together with instruction in localgovemment.

In Massachusetts, instruction and training were required in ,,the

duties of citizenship." It is also provided that

In p,ll. public elel¡entary and high schools A.merican historyand civics shall be taugh( as required subjects for the pur-pose of promoting civic service and a gieater knowlõdeethereof, 3nd of 4ttlqg the pupils, morally ãnd intellectual$,for the dulies of citizenshþ. -

In lowa,

Àll public and private schools located within the state ofIowa shall be required to teach the subiect of Americancitizenship. The Superintendent of Public Instruction shaliplepare and distribute to all elementary schools an outlineof American citizenship for all grades- from one to eight,inclusive.

The constitution in Louisiana provides for instmction in ,,the

duties of citizenship."

In New Jersey,

For the elementary grades, a coutse in the geography, his-tory and civics of New Jersey shall be piovìdeä,

-wtrict,

course shall be prescribed by the Commissioner of 'Educa-

tion, with the approval oi ihe State Board of Education;and the course thus prescribed shall be required in all publiéelementary. scìo-ols ánd shalt be taken by all pupils in thegrade'in which it is given.

40 Control ol the Elementary Curriculum

It is provided that the course

shall be given together with instruction as to the privilegesand respónsibilitles of citizenship as they relate to- com-munity ãnd national ¡velfare with the object of producingthe highest type of patriotic citizenship.

In New York, courses of instruction in patriotism and citizenship,prescribed by the Regents of the University of the State of NewYork, must be maintained and followed in all t'he schools of thestate

in order to promote a spirit of patriotic and civic servieeand obligatiõn and to foster in the children of the statemoral anã intellectual qualities which are essential in pre-paring to meet the obligations of citizenship in peace or waf-

All pupils over eight years of age shall attend upon such in-struction. In Virginia the language of the law is somewhatconfused.

Each teacher shall devote not less than thirty minutes ineach month of the school session instructing the pupilstherein as to ways and means of proper observations inconnection with the course in civics and citizenship, soas to prevent accidents and in connection with the samecoursei and may devote not less than one hour in eachmonth' of the school session in instructing the pupils inthe ways and means of preventing loss and damage to livesand property through preventable flres.

CONSTITI]ITION OF TIIE UNITED STATES

The constitution of the United States was a required subjectin nine states in 1903, uine in 19LB and twenty-three in 1923.

Only six states required the subject in all three of these years,

Alabàma, New Hampshire, North Carolina, South Carolina, Ten-nessee, and Vermont. It was prescribed in'Wisconsin in 1903; inColorado and Maryland in L903 and 1913; in Georgia in L913

and 1923; and in the following states in 1923:

California Minnesota PennsylvaniaDelaware Nevada South DakotaIdaho New Jersey UtahIowa New Mexico 'West VirginiaMassachusetts OhioMichigan Oregon

Natí,onali,sm 4!The provisions in 1g0B and 1g1B were, in the main, mereþ astatement that this subject must be taught.

I¡ Alabama, in both 1g0B and 1918, the duty is placed uponthe Superintendent of Education to

maFe provision for jn¡tructing all pupils in all schoolslld 9-o-l1ue"ì

supporüed,-i''.wholdor in part, bV puþlic -;;;,or under statæ control, in the constitution oi the UnitrãdStates and the constitútion of the Stat" of Alabãma. ---

In Colorado, in 1g0B and also in lgl3, there was a provisionthat those subjects should be taught in the public schoóls of thestate upon which an applicant was required by law to pass anexamination in order to teach in such schoors. Among the sub-jects so required were the "constitution of the united ðt,tes andconstitution of Colorado.,,

In North Carolina in 1g08, among the branches to be taughtin the public school were

history of North carolina and the constitution of the stateand

history. of - the united states including the constitution ofthe United States.

In 1913 the wording was

the elements of civil gove-rnment containing the constitu-tion of North Carolina=and of the Unite¿ Siãtu..-I'' Tennessee, in 1g0B and 1g18, in both the primary school andthe secondary school it was provided that the

histo_5f.of-tþe United Statæs containing the consüitution ofthe United States

should be taught.In South Carolina, in both 1g0B and 1g1B ,,the principles ofthe constitution of the united states and of this statel, wereto be taught "as far as practicable.,,

In Maryland, in every school district, there must be taughtthe constitution of^flre united states and the constitutionand history of the State of MarylÀnd.

In New Hampshire, in 1g0B and Lg13, it, was prescribed thatt'he constitution of the united states and of the sta,te

42 Control ol the Elementarg Curriculum

of New Hampshire be read aloud by the scholars at leastonce during the last year of the course below the highschool.

In Vermont, in 1903 and 1913,

all -pupils shail be thoroughly instructed in . . . the historyand constitution of the United States;

and shall also receive

special instruction in the geography, history, constitutionand principles of government of Vermont.

In Wisconsin in 1903,

the constitution of the United States and the constitutionof this State shall be taught in every district school.

Georgia in 1913 directed the adoption of a textbook in the

þistory of the United States containing the constituöion ofthe United States

and specified that it should be in use in all the common schoolsof the state.

The provisions just quoted are, in the main, merely items ina list of required subjects. In 1923 we frnd not only a markedincrease in the number of states requiring the teaching of theconstitution of the United States, but also a larger number oflaws devoted exclusively to this subject. A number of these lawsquite obviously follow â common pattern. The eleven states,

A.labama Michigan pennsylvaniaDelaware New Hampshire South-DakotaIdaho New Jersey UtahIowa Oregon

embody the same provisions which are similarly expressed. Allof these eleven laws, excepting those of Iowa and Michigan, wereenacted in 1923.

The law in Alabama reads:

In all public and private schools located within the Stateof Alabama, commencing with the school year, next ensuingafter the passage of this Act, there shal[ be'given regulaicourses of instruction in the Constitution of the UñitedStates. Such instruction in the Constitution of the UnitedStates shall begin not later than the opening of the Eighth

Nationalism 48

Grade and shall continue in the High School course and incourses in state colleges, universitiesãnd the educational de-partments of state and municipal institutions to an extentto be determined by the Strperintendent of public Instruc-tion.

--The same law was enacted in Pennsylvania ¿nd Oregon. It wasthe same, also, in Delaware, Iowa, Michigan, and South Dakota,but these states include, in addition, provision for instruction inthe constitution of the individual state.

New Hampshire provides for the teaching of the state constitu-tion and places ihe obligation upon the local school board tosee that the studies prescribed by the State Board of Educationare thoroughly taught, adding that

any member of the Board who neglects or refuses to com-ply with the provisions of this section shall forfeit $200.

New Jersey provides that the instruction in this subject shallbegin

not later than the opening of the seventh grade, or inprivate schools a grade equivalent thereto.

Idaho has the instruction begin in the elementary course in thesixth grade and provides that it shall also be given as a gramm¿ìrgrade course in the eighth grade. In Utah, the instruction

shall be given at such time and be pursued to such an ex-tent in the public and privat,e schools as shall be determinedby the State Board of Education.

The following was enacted in Georgia in 1g2B:

All schools and colleges in this State that are sustained orin any manter supported by pubtic funds shall give in-struction in the essentials of thé United States ConJtitutionand the Constitution of Georgia including the study of anddevotion ,to American insti[utions andideals. And nostudent in said schools and colleges shall reeeive a certifi.cateof gradtation without previousl! passing a satisfactory ex-Sminatigp upon the pròvisions ãnd princìples of the Unite¿States Constitufion ãnd the Constitutioñ of the State ofGeorgia.

Laws were enacted in Nevada and California in 1g2B which havemauy elements in common but they will be quoted in full.

M Control of the Ele.mentarg Curti,w,Ium

fn Nevada,

Section 1. In all the public and private schools, collegesand universities, including the Nevãda school of industry,located within this state, commencing with the school yeárnext ensqing after the passage and approval of this-act,there shall be given instrtction in the esÈentials of the con-stitution of the United States and the constitution of theState of Nevada, including the origin and history of saidconstitution and the str.rdy of and devotion to Americaninstitutions and ideals; and no student in said schools andcolleges, shall receive a certificate oi diploma of gradua-tion wit'hout, previously having'passed a satisfactory exam-ination upon the said constitutions.

Sec. 2. The instruction provided for in section 1 of thisact shall be given during at least one year each of theelementary, the high-school, and the college grades.

Sec. 3. Ilereafter any person who is granted a certificateto teach in the Nevada public schools or who is granteda renewal of his certificate, or anyone in any of ihe in-stitutions named in section'l of this act char[ed with theduty of giving instruction in the said constitutions shallbe_-required to show, by examination or credentials showingcollege, univ_ersity o_r nolmal-school study, satisfactory ev-idence of-adequate knowledge of the origin, history, frovi-sions and_princìples of the said consti-tutions; þiouided,hou)euer,-that the state board of education ma¡r grant areasonable time for compliance with the terms of this section.

Sec. 4. The wilful neglect, or failure on the part of anypublic-school superintæñdent, principal, or teacher, ot aoiofficer in charge-of any of thd othei sóhools nameâ in thisagt, @ observe and carry out the requirements of this act,shall be sufrcient cause for the dismissal or removal ofsuch party from his or her position.

Sec. 5. It shall be the duty of the state board of educa-tion, the board of regents of the Universitv of Nevada, thesuperintendent of the Nevada school of industry, and ihosehaving charge of any other schools or instituii'ons namedin thjs act, to r_nake due arrangements for carrying out theprovisions of this act as regards the schools-unãer theirrespective control or administration.

In California,

Nati,onalism' 45

given regular courses of instruction in the constitution ofthe United States, including the study of American institu-úions and ideals.

Sec. 2. Such instruction in the constitution of the UnitedStut-"" shall -begin not later than the opening of ttre éigãitgrade and shall continue in the high sìhooi- course anã incourses in state colleges, universities and educational in-stitutions, to an extent to be determined by the superin-tendent of public instruction. No pupil shall rece-ive acertificate of graduation from any suih school unless hehas- satisfac_torily passed at examination on the provisionsand principles of the United States constitution. -

Sec. 3. All persons granted regular certiûcates authoriz-ing them to teach in the public schools of this state, shallin"addition to existins'

";,i.,úment;; ñ ;di".,j'T;'pä';satisfactory examinatibn upon the piovisioni and priåciplesof the constitution of the United States or complete a coursetherein in a teachers'training institution in-the State ofCalifornia; prgaid,ed, that a.limited certifcate, not exceed-ing on_e year in term, may be granted without the passingof such examination or the completion of such couise.

Sec. 4. The wilful neglect or failure on the part of anvsuperintendent, princip¿l or teacher, to observõ and carrvo_ut tþ requirements of this act, shall be sufficient cause foithe dismissal or removal of sûch party from his or herposition.

Sec. 5. It shall be the duty of the superintendent of pub-lic instruction to make arrângements

-for carrying out it e

provisions of this act and prescribe a list of s-uitä¡te textsadapþd- þ t-lt-. needs of the sehool and college grades, asspeciûed in this act.

Sec. 6. All acts or parts of acts inconsistent herewith arehereby repeaJed.

In \{'est Virginia,

Section 9-a. In al] the public, private, parochial and de_nominational schools locaied wittrin the'siate of WesfVir_ginia. there shall be given regular courses of instmctiänil, history gf lhe United Stales, in civics

""d ¡h" ;;;_-stitutions of the United States' and the ,tute oJ West

. V.irginia, f91 tþe pur-pole- of teaching, to.iã"iogãïd ;erpffi:pting tþe ideals, principles and spiüt of Amõricaniimlãnaincreasing- the knowledge of tlie organization a"ã'mã_cþiuery- of the_governmeñt of the Unitõd States ,"a ofifrustate of 'west virginia. The state board of

"a".áuó" stãii

Section 1. In all public and private schools located with-in the State of California, commencing with the school vearnexb ensuing after the passage of this act, there shali be

46 Control of the Elementary Currículum

prescribe, with and on the advice of the state superintende¡rtõf schools, the courses of study covering these subjects forthe public elementary and grammar schools, public highschools and the state normal schoois.

Sec. 9-b. It shall be the duty of the officials or boardshaving authority over the respective private, parochial anddenominational schools to prescribe similar courses ofstudy for the school under their control and supervision,as is required by the preceding section for the public schools.

Sec. 9-c. Any person or persons violating the provisionsof sections 9-a and 9-b, shall be guilty of a misdemeanor,and on conviction thereof shall be fi.ned not exceeding tendollars for each violation, and each week during which thereis a violation shall constitute a separate offense. If theperson or persons so convicted occupy a position in con-nection with the public schools, he or she or they shallalso automatically be removed from said position or posi-tions and be ineligible for reappointment to that or asimilar position for the period of one year.

Sec. 9-d. The holding of any of the provisions of sectionsnine-a, nine-b, and nine-c to be void, ineffective or uncon-stitutional for any cause, shall not be deemed to afrect thevalidity of any of the other provisions thereof.

In Tennessee,

All students in the State Normal Schools and public highschools, and all pupils in the senior classes of the publicgråmmâr schools in the State of Tennessee, shall receive in-struction and be required to study the Constitution of theUnited States, and no student or pupil of any of said publicschools shall receive a certificate of graduation withoutpreviously passing a satisfactory examination upon the pro-visions and principles of said Constitution. Prouided,, Lhalthe above mentioned course is taught in connection withUnited States History; and that all examinations on theConstitution be given aiong with that in the history course.Wilful neglect or failure on the part of any public schoolSuperintendent, public school principal or public schoolteacher, to observe and carry out the requirements of thisAct, shall be sufficient cause for the dismissal or removalof such party from his or her position as such Superin-tendent, principal or teacher.

In Minnesota,

In the eighth grade and in the high school grades of allpublic schools, and in the corresponding grades in all other

Nati,onal;ism 47

schools within the State of Minnesota, and in the educa-tional departments of state and municipal institutions thereshall be given regular courses of instruction in the Declara-tion of Independence and the Constitution of the UnitedStates, .to an extent to be determined by the State Com-missionèr of Education.

ïn Ohio,

It shall be the duty of the board of education of each schooldistrict to provide for the study of the United States con-stitution and the constitution of Ohio, either in the seventhor eighth grade for a period of equivalent to one recitationperiod each week for the full school year. . It shall bethe duty of the director of education to compile, publishand distribute to the various school boards of the state priorto September 7, L923, a pamphlet containing the UnitedStates constitution and the constitution of Ohio togetherwith such explanatory matter as he may deem advisable.

In Vermont there is provided a nine-year elementary course

which shall include

an additional year of review and adv¿nced work in . . . thehistory and eonstitution of the United States . andshall also include special instruction in the geography, his-tory, constitution and principles of government of Vermont.

In Massachusetts the provision is for "the history and consti-tution of the United States" and

American history and civics including the constitution ofthe United States.

In New Mexico it is

United States history including the Declaration of Inde-pendence and the constitution of the United States and ofNew Mexico.

In North Carolina, a law enacted in 1923 enumerated the Con-stitution of the United States and the Constitution of NorthCarolina as general items in a required course of instructionknown as '(Americånism." In South Carolina the law is thesame as it was in 1903 and 1913. The law in Louisiana and inRhode Island has been regarded, for the purpose of classificationin this study, as prescribing the teaching of "civil government"rather than "constitution."

48 Control ol the Elementary Cur"rî.cu,Iurn

Louisiana provides

inst¡uction upon the constitutional system of state andnational government and the duties of citizenship.

In Rhode Island,

The principles of popular and representative governmentas enunciated in the constitution of Rhode Islañd and theconstitution of the United States shall be taught in all thepublic schools of this state.

Seventeen of the mandatory provisions for teaching the consti-tution of the Ïlnited States, as given above, were enacted in theyear 1923. These enactments were in the following states:

Alabama MinnesotaCalifornia NevadaDelaware New HampshireGeorgia l{ew JerseyIdaho North CarolinaMassachusetts Ohio

CONSTII'UTION OF TIIE ST,{TE

The teaching of the constitution of the individual state wasrequired in nine states in 1903, in ten in 1913, and in fourteenin 1923. Delaware in 19LB is the only instance in which thissubject is required and the teaching of the Constitution of theUnited States is not also required. Commonly the provision isto be found in the same section with that which requires theteaching of the constitution of the United States. In no case isthe prescription elaborated and all variations of phraseologyhave been presented along with the Constitution of the UnitedStates. There were only five states which required this sub-ject in all three of the years under discussion, New I{ampshire,North Carolina, South Carolina, Tennessee, and Vermont.New Ilampshire in 1903 and 1913 merely provided that theConstitution

be read aloud by the scholars at least once during the lastyear of the course below the high school.

DECIJARATION OF INDÐPENDENCE

The teaching of the Declaration of Independence wâ,s specifi-cally provided for in two states in 1923. In Minnesota,

OregonPennsylvaniaSouth DakotaTennesseeUtah

Natíonalism 49

there shall be given regular courses of instruction in theDeclaration of Independence and the Constitution of theUnited States, to an extent to be determined by the StateCommissioner of Education.

In New \xico,In such grades as the State Board of Education shall pre-scribe, the following subjects shall be taught in the publicschools of the state . . . United States history includingthe Declaration of Independence and the Constitution ofthe United States and of New Mexico.

In Michigan in 1915 the following provision was enacted re-garding the observance of the twelfth of February, the twenty-seôond of February and the twelfth of October:

It shall be the duty of every teacher in the public schoolsof this State to cause the Declaration of Independence tobe read to his or her pupils above the fifth grade on saiddays. Any teacher neglecting to perform the duty herebyimposed shall be liable to have his or her certificate re-voked by the county commissioner of schools or by the Su-perintendent of Public Instruction. Hereafter in all exam-inations for eighth grade diplomas, all applicants shall berequired as a part of said examination to write from mem-ory the first verse of the Star-Spangled Banner and thewords of America.rl

In L919 this law rn'as amended and the provision regarding thereading of the Declaration of Independence wå,s omitted.l2

DÀYS OF SPECIAJ, OBSERVANCE

Only those days have been included among the days of specialobservance which the l¿w requires the schools to observe withspecial exercises. School holidays, upon which no sessions areheld, would affect the amount of available schooling but wouldnot necessarily have any influence upon the content of the cur-riculum. Table II shows the days for which special observanceis prescribed in the different states in the three years 1903, 1913,

and 1923.

u Public Acts of Michigan 1915, p. 376, No. 223.u Public Acts of Michigan 1919, p. 134, No. 72.

Nationalísm 51

'wÊNTÂRy Scsoor,s ¡w E¿cs oF TEE Fonrr-n¡csr Staros, 1903, 1913, 1923

t.9

lF

6Éus

F

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gb

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34

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MM

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dd

z

dpz

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MM

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MM

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70

1tzlel+lsl^tbt

?lvät

rolrrl721131141r5l161771lSI1912ol

"lrl2t

rl5l6l7¡M8lel

t0ltrltzl13114trslrol171

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16l58IIIIIII4I8

l52L

4III

L?A

Control of the Elementary Currím,Ium

R¡eu¡nno D¡ys or Sppc¡¡¡, OsspnvÂNco rN Tm Po"slrc ErrD

MM

M

M

MM

M

M

MMM

M

M

M

M

M

MM

l.

oÈ

ÉÉó

aè

vf

MM

M

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à

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@*l=lu

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t{

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MMM

I

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50

TABLE II

illM?l l"rl luôl lMzlMl¡l lu

M

M

M

M

Ðay Obseroed

M

I23456

8o

101l M

M

MI

*l

"l

MMM

M

MM

M

M

M

M

'Lincoln'e Birthdav. - - - -Washington's Bir[hdav.Colmbus Day. .......Lee's Birthday. . - . ....Roosevelt's Birthdav. . .

CarletonDay.,..,....Meno¡iaì Day.........A¡mistice Day.... .. . - .Maine Memoúal Dav- -

September Seventeeñth.FlaE Dav.

l{!f

M

M

t2r314r5l617

Y

L71819202t

thanksgivi¡g D¿yLaborDay-.-....Mother's Day....StateDey.......Temperance Day,A¡bor Day... ., . .Rir¡l Tìqv

t4

flincolo's Birthday............ 1WashinstoD's Birthd¿v. .,..... 2Columbw Day. ..........,... 3Lee'sBirthday. ......4Roosevelt's Bi¡thdav........,. 5Carleton Day..............,. 6Memorial Day..,... .......... 7Armistice Day................ 8Maine Memoria.l Day. ........ 9September Seventeenth.. .. . .. . l0FlacDav. -----.----11

M

M

I Fire Preïention DayI State Fi¡e Day. - . . .lGood Roade Day...

MM

M

M

MM

M

M

M

1903

L

t:

Thanksgivi¡g Day...... ......12|¡Labor Day... ......f81Mother's Day................f4lStateDay. ........151Temperance Day. .. . . ..... . .. f6lArbor Day... . ,. ... . .171Bird Day. ...........181Fire Prevention Dav- - - - - - - - -.191:ffi':lWashington's Bi¡i,hdsv. .... .. . ZlColumbus Day. . ............. 3lLee's Birthday. ,...,. 4lRooseYelt's Bbthdey. . , . . . . . . . 5 IC&rleton Day................ 6lMemorial Dav....... ...... -.. 7 lArmistice D"i................ 8lMaine Memoria.l Day. . . ...... 9l

Bîrji',T: ::l:::ïl1l: : : : : : : . l? IThanksgiving Day............121LeborDay... ......131Mother's Day................f41State Dev. . -.. -. - - --151Temperaice Day. . . .......... 16lArbor Day..... ......771Bird Day. . ... ... . . ..181Fi¡e Prevention Dav. ... - -. -.. 191St&te Fi¡e Dav. ...-.... .......2O1Good Roads Day. . ... . ... , .. .2f I

T4M

M

w

1913

M=Mmdatory.

52 Control o! the Elementary Currículurn

I,INCOI,N,S BIRTIIDAY

Exercises in commemoration of the birthday of AbrahamLincoln were required in four states in 1g08, in twelve in I9lB,and in sixteen in 1g28. They were required in Arizona, ñewJersgy,, New York, and Rhode Island in ãll thr"" years; ií f<urr_ly,Y.ril",Michigan, l.levada, North Dakota, Oregon, u"ã W..tVirginia in lgl3 and 1g2B; in California, Montana, Nebraska,verrnont, and wisconsin in 1g28, and in New Mexico in 1918.The requirement is usually briefiy expressed. and is frequenilyjoined with that for some other dayl especially Washington,sBirt'hday. rn arizona, Kansas, and \rew york it was mad.e theduty of the state superintendent of public instruction o" irr"commissioner of education to make special provision fo, tneobservance of the day in the public

^schoors. rn cariiornia,the public schools "sha' hold p"opu" exercises commemorating

the day.',

fn Maine,

Lincoln dav shall be observed by devoting some part of the9?y t-o thé study óa;É;'ùfr"å"ä"characrer of AbrahamLincoln.

In Michigan the day must be observed ,,by proper and appropri_ate commemorative exercises.,, In New Jersey,

In all public schools-th-ere sha'be herd on the rast schoorday precedins the iottowin["troiiäáy., namely, Lincoln,sBirthdav. WaËhington,. ÈlrìB¿"v, öecoration or MemorialDay and ThanF,sgiving ?3y-, uäâ ìo such other patrioticholidays as shat."be é3t"¡liËú.¿-Ëy"ru*, appropriate exer-cises for the deveropme"i oi-i r,ignä .piiic-"îpãl"ïðiirfr.'In North Dakota in 1g18, aìl schools

shall assemble for a portion of the day and devote the sameto patriotic exercises-consisteni ;ìih ;ír.-'â"y. "'"* v¡rv D@'¡

In 1923 this was changed to

excepting in those.comyunities where community celebra_tions are hetd on that day . . I if.Ë"..froof.if,uni;;;;;_sion as usual a,!t ar tea"sr ;"; ï;* or înõ-ãäf Ërräi dedevoted to patriotic eret.iié. ãår.i.iät *itr, ïräï"v.'ø¡r ui

In Rhode fsland, in all, three years, special observance of thelYelflh of February as Grand Á"-y'Fùg Day ,,in h"; ;f il;birthday of Abraham Lincoln', was

"equiied.

National;ísm 5B

It shall be the duty of the commissioner of education toprepare a prcg_ram11e of patriotic exercises for the prõo",observance of Grand armv Ftag ¡av, á"ltã fùt"i.Ëoü"t.¿copies. of the same to the scñoot "cb-;¿td^;f'hï;ï;"_eral cities and to¡vns at least four -.k

-ñ"ì;ur--io"ii,.twelfth Qay of February in each yéãr.

fn Vermont,

Exercises in comm-emoration of the birth, life and servicesof Abraham Lllcoln shall be ãonàucted in all public. nri_vate ald parochial schools on the twelfth ãrt;i F.ù;U;,annually, and if slch date is not a sct ooi dav,^ *ãñ'ä.år_cises shalt be conducted on the tu.i ..t àol aìí 'nãî"* .ìîr,date.

In Wisconsin, exercises appropriate to commemorate the mem_ory of abraham Lincorn must be held in the pubric schoors atsome time in the aftemoon. fn Montana, Nebraska, Nevada,Oregon, and'West Virginia ,rappropriate

exercises,, must be held.rn New Mexico in 1g13 the day wãs to "be observed with patri-otic exercises.,,

w-as¡rrNcroNrs nrRtHney

*-Tl: law regarding the observance of the birthday of Georgetrv-ashington is similar to that of abraham Lincorn. Three statãshad the requirement in 1908, nine in 1918, and fifteen in L928.as a rule, provision for the observance of the birthdays of Lin-coln and'washington is made by the same states and is found inthe same section of the law. This was the case in

Arizona Montana New yorkCalifornia \ebrast<a ñãrtt óîkotaKansas Ne"ãaa-- ô""d;;*"*Michigan Xew'Íã"sey WisconsinObservance of the day was also required in Idaho and West Vir_ginia in 1923 and in Marylana in igfg and tg23. In ldaho theday was to "be observed with appropriate exercises.,,

In Maryland,

9l W¡:þirgton's Birthday the schools shall devote a Dor_rton or the dav to exercises bearing on the life and ."r.rñ.ã,of "The Fathui oi ouì-Cã"",õ*;"'" "''

54 Control ol the Elementarg Cu,rtí,culun

In Oregon,

The twenty-second day of February shall be a school holi-day except that not less than one and one-half hours of theforenoon of such day shall be set apart and observed inthe public schools of the state by applopriate exercises andthe áfternoon of such day shall 6e a Ëoliäay.

In West Virginia,

schools shali be assembled for instruction on Washington'sBirthday and shall devote a portion of the day to exeicisescommemorating the life and services of the ',Father of OurCountry."

COIJUMBT]S DAY

Observance by the public schools of the anniversary of thediscovery of America by Christopher Columbus was mandatoryin fou¡ states in 1913 and in eight in 1923; in Louisiana, Michigan, Oregon, and West Virginia in both of these years and inCalifornia, Idaho, Montana, and North Dakota in 1928. Usu-ally it is prescribed in the same section as that for the nationalheroes, Lincoln and Washington. In North Dakota, the twelfthof October (Discovery Day) must be observed.,

In Louisiana,

The several school boards of the State of Louisiana shallannually authorize, direct and instruct the parish superin-tendent of education, or other proper authoiity to o6servelhe anniversary of the daLe of the

-discovery of America bvChristopher iolumbus, October 72, by such ûtting anäappropriate exercises as the said various and sèveralschool boards may determine upon and select. Any failureupon the parb of the said several and various school boardsand parish superintendents to comply with the provisionsof this Act, shall subject said school boards and membe¡sthereof, and the parish superintendent to charges of non-feasance, and neglect of duty, which may be prefered byany percon, before the proper authority.

I,EE,S BInTIIDAY

In Arkansas in 1913 and 1923,

The nineteenth of January, the birthday of Robert E. Iæe.shall be observed in all the public schools of this State aéu 4uy.for patriotic exercises and the study of the historyand achievements of Arkansas men-

Natíonal;ism 55

Boosnynl,T's BrRTrrDAy

The observance of the twenty-seventh day of October, thebirthday of Theodore Roosevelt, by proper and appropriate com-memorative exercises was prescribed by Michigan in 1923.

\CAÌIJETON D.ÀY

In Michigan in 1923,

The twenty-first day of October in each year shall be ob-serve-d with appropriate exercises in the schools of Michiganas "Carleton Day" in memory of Will Carleton, Michigan'spjon_eer poet. Iúheneve" saiä twenty-ñ"ii dav'of O;ñi;tshall fall on other than a school day, the supeiintendent ofpublic instruction shall designate

-ihe day nearest sucht_wenty-firqt day of Oetober as "Carleton Day.,, On suchday !t shall be the duty of each teacher in any grade abovethe fifth grade to read, or cause to be read,'to his or herpupils at least one of the poems of IVill Carleton and mayin ä¿¿itioo, pio"ia" s"ðr,

"ihilp"õp"i' r"a-nüitiãìb.*"r"¿¿

of such Carleton Day as they may desire.

MEMORIAIJ DAY

Special commemorative exercises on or near the thirtieth ofMay of each year was prescribed for the public schools in sixstates in 1903, eight in 1913 and nine in 1923. In Arizona, Kan-sas, Nebraska, New Jersey, and New York the provision is foundin the same section of the law as that for Lincoln's Birthdayand 'Washington's Birthday. This was the case also in NorthDakota in 1913. In Maryland in 1923,

Memorial Day shall be observed at such time and in suchmanner as the State Board of Education may direct.

In Massachusetts, in all three years,

In all the public schools the last regular session, or a por-tion thereof, prior to May thirtieth, known aj MemôrialDay, shall be devoted to patriotic exercises.

In New Hampshire, in all three years,

þ all pgblic scþools of the state one session, or a portion!hu"_"ot, during the week in which Memorial Day falli, shallbe dev'oted to exercises of a patriotic nature.

56 Control ol the Elementarg Cur.ricalum

In Vermont, in all three years,

The last half-day's session of the public schools beforeMemorial Day shall be devoted to exelcises commemorativeof the history of the nation during the TV'ar of the Rebelliona¡d to p-atriotic ilstruction in the principles of liberty andthe equal rights of man.

ARMISTTCE DAY

There were seven states in 1923 which required in the schoolsspecial observance of November the eleventh as Armistice Day:California, Connecticut, Maryland, Michigan, Montana, NorthDakota, and Washington. In Michigan the day is referred. toas "Liberty Day" and in'Washington as "Victory and AdmissionDay." In Connecüicut,

suitable exercises having reference to the historical event tobe commemorated thereby shall be held in the publicschools.

In Maryland,

the schools shall devote a portion of the day to exercisesbearing on the World'War and the participation of the UnitedStates and the State of Maryland in said war.

In Norbh Dakota the day is apparently to be observed in theschools

Excepting in those communities where community celebra-tions are held on that day.

In 'Washington, Victory and Admission Day must be observedon the eleventh of November each year or the tr'riday precedingwhen the day falls on a non-school day.

For the proper observance of this day, it shall be the duty ofeach teacher in the public schools of this state, or principalin charge of the school buildings, to prepare and, in coöpera-tion with the pupils in his charge, present a program ofexercises of at least sixüy minutes in length, setting foröh thepart taken by the United States and the state of Washingtonin the world war for the years 1917 and 1918, and the princi-ples for which the allied nations fought, and the heroic deedsof American soldiers and sailors, the leading events in thehistory of our state and of 'Washington territory, the char-acter and struggles of the pioneer settlers and other topics

Natianq,li,sm 57

tending to instill a loyalty and devotion to the institutionsand laws of our state.

\ MAINE MEMOAIÄL DAY

In Connecticut in 1923, the fifteenth of February, MaineMemorial Day, must be commemorated by suitable exercises.

SEPTEMBER, SEYÐNTEENI E

In Michigan in 1923, the seventeenth day of September, beingthe date of the adoption of the federal constitution, shall beobserved by proper and appropriate commemorative exercises.

FLAG DÄY

Special observance of Flag Day was required in three states in1903, five in 1913, and seven in 1923. Suitable exercises for thisday were prescribed in the same section of the law as those forother holidays with no especial comment in Arizona and NewYork in all three yeam; in Kansas in L913 and 1923, and in Mon-tana and Nebraska in 1923. In Connecticut in all three years,

The governor shall, annually, in the spring, designate byofrcial proclamation the fourüeenth day of June as FlagDay, and suitable exercises, having reference to the adoptiouof the national flag, shall be held in the public schools on thatday, or, in case that day shall not be a school day, on theschool day preceding, or on such other day as the schoolvisitors, board of education or town school committæe mayprescribe.

In New Jersey in 1913 and 1923,

It shall be the duty of the principals and teachers in thepublic schools of this State to make suitable arrangementsfor the celebration, by appropriate exercises among the pupilsin said schools, on the fourteenth day of June, in each year,as the day of the adoption of the American flag by theContinental Congress.

Rhode Island in all three years required special observance ofGrand Army I'lag Day on the üwelfth of February "in honor ofthe birthday of Abraham Lincoln."

58 Control ol the Elernentary Cumícufu,m

TI{ANKSGIVING DAY

In New Jersey, in all three years, appropriate exercises for thedevelopment of a higher spirit of patriotism were required to beheld in all public schools on the last school day preceding Thanks-giving Day.

I,ABOR DAY

Special observance of Labor Day was required in the publicschools in 1923 in California, Idaho, North Dakota, and Oregon.An exception ïvas made in Norlh Dakota in those communitieswhere communily celebrations of the day were held.

MorlInnts Då,y

In Florida in 1913 and 1923,

The first Friday in November of each and every year shallbe set apart and known as Motherls Day in the State ofFlorida. It shall be the duty of all teachers in the State oftr'lorida to commemorate Mother's Day with appropriateexercises.

STATE DAY

A day with special local significance was observed in one statein 1903, seven in L913, and eight in 1923. In Montana, in all threeyears,

The 4rst Monday of November of each year shall be desig-nated and known as Pioneer day in the ptate of Montanã.On said Pioneer day in the public schools the afternoonthereof shall be devoted to the study and discussion ofpioneers and pioneer history of the region and country nowcomprising the state of Montana.The state board of education is hereby authorized to awardannually its pioneer medal to the student of the publicschools or state institutions who shall on said day deliverthe best essay on such subject of pioneer history, havingregard to historical research and literary merit.Copies of such essays shall be filed by the said state boardof education with the librarian of the historical aud mis-cellaneous department of the state library.The superintendent of public instruction shall have powerand it shall be his duty to prescribe from year to year a

Nati.onalisrn 59

suitable course of exercises to be observed in the publicschools of the state on Pioneer day.

In Maryland in 1913 and 1923,\

Maryland'Day shall be observed at such a time and in suchmanner as the State Board of Education may direct.

In Minnesota in 1913 and 1923,

There shall be designated annually by proclamation by thesuperintendent of public instruction of this state, by andwith the consent of the governor, a day between October1st and May 1st to be designated and known as "MinnesotaDay." On that day all the public schools of this state shallgive special attention to exercises devoted to matters of in-terest appertaining to the State of Minnesota and its geog-raphy, history, industries and resources.

In Nevada, in 1913 and 1923, the thirty-first day of October,which is Nevada's admission day, was required to be observedwith appropriate exercises. In Rhode Island, in 1913 and 1923,

The fourth day of May in each and every year hereafter ishereby established, in this state, as "Rhode Island Inde-pendence Day";-being a just tribute to the menrlory of _themembers of our general assembly, who, on the fourth dayof May, L776_in the state house at Providence, passed anact renouncing allegiance of the colony to the British crownand by the provisions of that act declaring it sovereign andindepéndentl-the frrst official act of its kind by any ofthe thirteen American colonies.The fourbh day of May in each and every year hereafter ishereby established in the annual school calendar to be knownas "Rhode Island Independence Day," and shall be observedwith patriotic exercises in all public schools of the state.The õommissioner of education shall annually prepâle aprogråmme of patriotic exercises for the proper observanceät inf,o¿e Islaid Independence Day" in the schools, andshall furnish printed copies of the same to the school com-mittees of the several cities and towns of the state at leastfour weeks previous to the fourbh of May in each year.

In South Carolina in 1913 and 1923,

The public schools of this State shall observe Calhoun'sbiråhday, the 18th of March, of each yea,r, as "South Caro-lina'Day," and on that day the school officers and teachersshall conduct such exercises as will conduce to a more gen-

Control of the Elementary Curri,culum

eral knowledge and appreciation of the history, resourcesand possibilities of the State.

In Idaho in7923, June 15th, as Pioneer Day, was to be observedwith appropriate exercises. In Missouri in 1923,

The first Monday of October of each and every year shallbe known and designated as Missouri Day and shãll be, andis hereby, set apart as a day commemorative of Misiourihi,story, to be observed by the teachers and pupils of schoolswith appropriate exercises.That the-people of the state of Missouri, and the educational,commercial, political, civic, religious and fraternal organiza-tions of the state of Missouri be requested to devoté somepart of the day to the methodical consideration of theproducts of the mine, field and forest of the state and tothe consideration of the achievements of the sons and daugh-ters of Missouri in commerce, literature, statesmanshìp,science and arb and in other departments of activity in whiéhthe state has rendered service to mankind.

In Georgia in 1913,

The twelfth of February in each year shall be observed inthe public schools of this State, under the name of ,,GeorgiaDay I' as the anniversary of the landing of the frrst colonistsin Geo-rgia un4er Oglethorpe; and it shãll be the duty of theState School Commissioner, through the county Schoót Com-missioners, annually to cause the teachers ôt ttie schoolsunder their supervision to conducü on that day exercises inwhich the pupils shall take part, consisting of written com-po-sitions, readings, recitations, addresses or other exercises,relating to this State and its history and to the lives of dis-tinguished Georgians.

In 1923 the following days must be "observed either by holi-days or appropriate exercises": Thanksgiving Day, Uncle RemusDay (December g), Lee's Birthday, Georgia Day, 'Washington's

Birthday, Arbor and Bird Day, and Memorial Day (April 26).Washington in 1923 required the observance of admission day onNovember eleventh as a part of Victory and Admission Day.

TEMPERANCE AND CONSERV.A.TION DÀYS

Six other special days have been classified here so that all ofthe days of special observance could be shown together in TableII. The descriptions of the provisions regarding these days have

been presented in other chapters. Temperance Day is presented inthe chapter on Ïfealth and "Prohibition." Arbor Day, BirdDay, tr.ire Prevention Day, State Fire Day, and Good RoadsDay are presènted in the chapter on Conservation of Life andProperty.

In 1903 there were twenty states which prescribed one or moredays of special observance; there were thirty-three such statesin 1913, and forby-two in 1923. In 1903 there were a total ofthirby-four days prescribed in twenty states; in 1913 there wereseventy days in thirty-three states, and in L923 there \üere onehundred twenty-four days in forby-two states. Practice varieswidely in different states. Michigan and Montana in 1923 eachrequired the observance of seven different days. Alabama, Dela-ware, Illinois, Mississippi, Texas, and Virginia did not requirethe observance of any days during the period of this study.

If we separate the fifteen days, which are chiefly commemorâ-tive of the birthdays of national heroes and memorial days fornational events, from the six temperance and conseryation days,we find that the former type increased in twenty years from atotal of eighteen days in eight states to eighty-one days intwenty-eight states. Temperance Day has developed entirelyduring the last decade and is now found in fifteen states. Thefive conservation days have increased from a total of sixteenin as many states to twenty-eight days in twenty-ûve states.

SUMMARY

This group of subjects whose obvious tendency is to fosterlocal, provincial and national pride has shown a marked growth,especially in the last decade. By adding together the number ofstates which prescribed each of the seventeen items listed underNationalism we obtain a tntal of one hundred forty-seven pre-scriptions in 1903, one hundred ninety-six in 1913, and threehundred four in 1923. This is an increase of forty-nine prescrip-tions from 1903 to 1913 and of one hundred eight prescriptionsfrom 19LB to 1923; a total increase of one hundred ûfty-seven'prescriptions in twenty years. The items showing the largestincrease are flag display, days of special observance, all instruc-tion in English, Constitution of the United States, citizenship,patriotism, and history of the state. These facts are summarized

ff1-

Iii. .

61

1

i

62 Control of the Elementary Cur.riculum

in Table rII. No quantitative statement. however, wilr reveal thatwhich is doubtless far more significant, the change in the char_acter of the legislative provisions. The recent enactments are,on the whole, more defi.nite and restrictive. They embody moredetail. Recent legislation reveals an increase in assurancson thepart of law-makers. apparently they are more conscious of theirauthority and more determined to insure the realization of theirwill. Eight states, Arkansas, Illinois, Nevada, Ohio, Oklahoma,South Dakota, Texas, and Virginia had, in 1928, provisions whichrequired that a deûnite minimum time allotment be devoted tocertain speciûed subjects within this group. There has been adecided increase in the number of provisions imposing a penaltyfor failure to carry out a particular mandate. Responsibllity ismore deûnitely fixed. It is much more frequent than formerly

TABLE IIISu¡a¡¡.n¡ or Cunnrcw¡,n Pnnscnrprrows r¡¡ N¿rro¡¡¡.¿rs¡¡

Ssow¡¡.¡c I¡¡cnnasp 1903-1929

Days of Special Observance... . .

trlag Displav.Eistory of the United States. . . .

AII Instruction in Enslish. . . .. .

Eistory of ühe State.-.CivilGovemment....Constitution of the United StatesForeign LanguageConetitution of the State.......CitizenshipPatriotism.Flag ExercisesGove¡nment of the StateGovernment of the United StatesPatriotic Sonqs..Declar¿tion oi fndependence.. . .

German. ..:....Total Number of Prescriptions.'.

Iúem

Number of Statesiu Which

Prescribed

1903

Nati,onalkrn 63

to specify that an approved textbook must be used and that theteacher shall have special training to enable her to perform theimposed task.

Provisions þ different states regarding a given subject are notinfrequently sìmilarly phrased. This suggests that some of the

laws may not represent a popular demand but may have beenpromoted by special organizations. From other sources we Lnow

that this is sometimes the case.

20L730t41313I

11I1

ó21

4

1913

Thie table iE based u¡on Table I-Tbe items are mmìed æoordilg to the nmbe¡ of etetes which had the prescription intg23.

-^lgoc røwvaae.-Thø "presciption¡" ia r90B md 19IB werê a[ permissive; of those ir1923 one wasÌ¿ndato¡y, tedrere iermisive an¿ to"r--ãiõ o"oUbit¡vå------'**ïffit.-ro" "presct¡ptions" in 1903 md lgtS were perinisaive; those i¡ l92B werè pto-

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fncrease_-l_---|-rgoalrgrslrsostoltolto191311923119231923

4239tÈ

342524

15L4L412107ùò22

l3l 912212lrolzzzl B l 5sltTlzo715lt24l z l11It+lt+I tl E11 4l sIralra1 I 11 ltzr l 61 731 21 52l I zr l 2l BI zl z(-1) I(-1) l(-2)147 196 304 4e

1108 1157

CHAPTER IIILEGISLATIVE PROVISIONS CONCERNING THE TEACH-ING OT' HEALTII AND "PROHIBITION',

. ualer the caption Hearth and "prohibition', the fotowing sub-jects have been classified:

1. Stimulants and.Narcotics 6. Communicable Diseases

í: Ëlüilåiifüffieie"é ã:friå*Tî_;"#:"*'4. Rhysical Exaplination 9: T;ú.õ5. Personal Hygiene ró. Þia.u"¿,Next to Nationalism, this group shows the largest increase

l"lil*_þ twenty-year periodifriãf, we are considering. FromTable IV (pp 66-62) it wilt be observed that there î""" ìr,"hundred two prescriptions in 1g08, one hundred tfrirt'_""r"i,1913, and one hundred seventy_one in 1g28. This shows a netgain of sixty-nine prescriptions during the interval. rt *ilr ¡"observed-that the gain is in those subjeits which ¿.ri.,"itr, pîi.i-cal well-being; with personal and community hygien". ifïå__perance Day had been tabulated with this group"i"i*aitìi*,!h._:th-.1days of special observance the number of pr.*rlpti*,in Health and "prohibition" in rg2' would rru"u ¡"uo i".î"ä.å¿to one hundred eighty-six. The reader is reminded tnut, *rriËiìr.amount of the increase is signiûcant, the actual ûgures Árr""ra

"otbe given too great emphasis; the númber of preJcripti"". ãrì¿be larger if physiology and hygiene were liståd *Oî*rAr,"llt"_wise, if the various items whiãh have here been groupeá;;;"the heading ,,stimulants and Narcotics,' had. ¡..o" i.oîrtua.-ôìthe other hand, there would be no misrepresentation if physiol_ogy-and hygiene, stimulants and narcotics were regarded as asingle subject; as a matter of fact they are ¡olrr.iio u1*r"statement in the great majority of instances. Because th"y ;;

, so closely associated they will here be presented together. "

M

Health and Prohibition 65

PHYSIOLOGY AND HYGIENE, STIMULANTS ¡,ND NARCOTICS

Various expressions are used in different states to designate thesubject matter which we shall refer to as Stimulants andNarcotics.

\Stimulants and narcoticsAlcohol and narcoticsAlcoholic stimulants and narcoticsAlcoholic drinks and narcoticsAlcoholic beverages and narcoticsAlcoholic drinks, stimulants and narcotics

"Tobâcco" is includçd in Alabama and California; ,,nicotine,'

in Indiana; "smoking cigarettes" in Tennessee; "habit-formingdrugs" in South Dakota; "poisonous substances" in lowa. Thelanguage in nearly every case directs that "the efrect upon thehuman system" is to be emphasized. Several states provide forthe teaching of "the nature" as well as "the effect." These vari-ous expressions âre, in most instances, joined with provision forthe teaching of "Physiology and }fygiene." Georgia had

Health and hygiene and special instruction as to the ns,tureof alcoholic drinks and narcotics;

North Carolina,

Health education including the evil effects of alcohol andnarcotics;

Connecticut,

Hygiene including the effects of alcohol and narcotics onhealth and character;

Colorado,

the nature of alcoholic drinks and narcotics and specialinstruction as to their effects upon the human system, inconnection with the several divisions of the su.bject of physi-ology and hygiene.

It is probably safe to say that no other subject of the curriculumhas received so much legislative attention as the composite onewhich we are here considering. "Stimulants and narcotics" wasrequired in forby-seven states in 1903, in forty-flve states in1913, and in forty-three states in 1923. Physiology and hygienewas required in forty-six states in 1903, forty-ûve states in

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68 Control of the Elementarg Currículum1913, and forty-three states in 1928. From the various enact-ments one might infer that ,,stimulants and narcotics,, is re_garded as our most important branch of learning; not only is itmore widely prescribed but it has received more'exbensive anamore speciûc legislation than any other. It is our nearest ap_proach to a national subject of instruction; it might be called ourone minimum essential. In practically every state in the Unionsome sort of law was in force in 1g08. atthough the earlier historyof these laws was not traced., it appears that most of them hadtheir origin during the middle g0's. They had already unde"gonemany changes in severar of the states prior to 1g0-B and tlerehave been more changes sinee. rn someitates the raw has beenabridged, in others it has been elaborated. and reinforced; in someit;has undergone both of these changes in succession;'there ìsalmost no end to the variety of the provisions; no two laws willbe found exactly alike, although there are many similar pro_visions and much identical phraseology. In a few states the lawis still essentially rhe same as when originany passed. It wouldbe tedious, and for our present p.r"po.. profitlà.., to reproducehere all the various laws now in force; thìs is even more true ofthose which have been in force at intervars during the period ofthis study. Regardless of the particular language used, they areqf similar import. The law whose provisionis stated in a singteline and the law which is spread over three printed pages alterequire that the subject shail be taught. No typicar iai can begiven, and no significant trend is discernibre io ihe changes whichhave taken place aside from the slight decrease in the number ofprescriptions. rn 1903 oklahoma, New Mexico, and arizona werestill territories and were required by a nationar ]aw to teachstimulants and narcotics. rdaho was then the onry state where itwas not specifically presmibed. TVe find there,that

physiology qnd hyg,ie-ne with particular reference to the:L*l_"I 4dotic ðtiinks, stimulänts r;ã;ö;¿ir, ;ñ; ;il;numân system r

was included among the subjects upon which an applicant toteach in ldaho, in all grades above the fourth, was råquired topass a satisfactory examination before being granted a certificate.Moreover, rdaho as a territory had been required to teach thissubject. In 1918 Arizona, Georgia, and Oktahoma did oot, f"._

r Po[tical Code 1901, p. 311, Sec. 1028.

Health anil' Prohibi'ti'on 69

scribe "stimulants and narcotics" and in 1923 it was not requiredin Arizona, Arkansas, Delaware, New Mexico, and West Virginia.Physiology and Hygiene was not required in Idaho and NewJersey in 1903; in Arizona, New Jersey, and Oklahoma in 1"913;

or in Alabamà, Arizona, Delaware, l[ew Jersey, and 'Wæt Vir-ginia in 1923.

The law which was in force in the territories of Arizona, NewMexico, and Oklahoma regarding these subjects in 1903 was

enacted in 1886; and since it illustrates also the kind of provisions

that were to be found in several of the states its substance is here

given.

Secti,on 1. The nature of alcoholic drinks and narcotics,antl special instruction as to their effects upon the-humansystem, in connection with the several divisions of the sub-jéct of physiotogy and hygiene, shall be included in thebranches oi studl taueht in the common or public schools,and in the Military anä Naval Schools, and shall be studiedand taught as thoroughly and in the same manner as otherlike required branchei áre in said schools, by the-use oftextbooks in the hands of pupils where other branches arethus studied in said schools, ãnd by all pupils in all saidschools throughout the territories, in the Military and NavalAcademies of the United Statés, and in the District ofColumbia, and in all Indian and colored schools in the Terri-tories of the United States.

Section 2. It shall be the duty of the proper ofrcers in con-trol of any school described in the foregoing sectior] toenforce the provisions of this act; and any sucþ officet, schooldirector, cdmmittee, superintændent, or teacher who shallrefuse or neglect to comply with the requiremenls of this act,or shall neflect or fail io make proper provision for theinstmction iequired and in the manner by the first scctio¡rof this act, fofall pupils in each and every school under hisjurisdiction, shall be-removed from office, and the vacancyûlled as in other cases.

Section 3. No certificate shall be granted to any person toteach in the public schools of the District of Columbia orterritories, after the first day of January, anno doAinieighteen hundred and eighty-9i9h!,- who has -not-

passed. asalisfactory examination-in physiology and hyglene, -wi-t!speeial reference to the natuie and the effects of alcoholicariqks and other narcotics upon the human system.2

2 Statutes At Large of the United Statee, Volume XXIV' p. 69' Ch' 3ô2 (tr'orty-ninf[ Q6¡g¡¿ss, 1885-1887, Session I).

70 Control, ol the Elementary Currí,cuIum

Alabama will serve to illustrate the sort of transformaüionwhich legislation regarding this subject has undergone. An actapproved February 10, 1885, required

that provision be made by the Superintendent of Educationfor in-structing all pupils i" all Êchools and colleges sup-ported- il whole or in part by public money, or under süatecont-rol, in hygiene and physiology with siecial referenceto the effects of alcoholic drinks, stimulants and narcoticsupon the human system.

This act also provides that no certificate of ûrst or second gradeshall be granted to one who has not passed a satisfactory exami-nation on the subject. Another act, approved February 4, 1891,directed

that in addition to the branches in which instruction is nowgiven in the public schools instruction shall also be givenas to the nature of alcoholic drinks and narcoticsf andspecial instruction: as to their effects upon the human system,in connection with the several divisions of relative þhysi-ology and hygiene, and such subjects shall be taufht asregularþ as other branches are taught in said schools. Suchinstruction shall be given orally from a text-book in thehands of a teacher to the pupils who are not able to read;and shall be given by the use of text-books in the hands ofthe pupils in c?se of those who are able to read, and suchinstruction shall be given as aforesaid to all pupils in allpublic ¡ch-ools in the state to all the grades until completedin the high school. No certificate shall be granted hereafterto any new applicant to teach in the public schools of Ala-bama who has not passed a satisfactory examination in thestudy of the nature of alcoholic drinks and narcotics, andof their efrects upon the human system, in connection withthe several divisions of the subject of physiology and hygiene.

The phraseology of the two acts just quoted was condensed inthe codes of 1896 and L90? and in the school code of 1919 became

County and city boards of education shall require that regu-lar instruction be given in all schools under their directionas to the nature of alcoholic drinks, tobacco and other nar-cotics, and their effect upon the human system.

This larv \ras approved September 26, 1919. Four days later,September 30, 1919, the following law was approved.

Section 1. The county and city boards of education, and thecounty superintendent and superintendents of city schools,

Health onil Prohi,bition 7L

and all boards of directors and presidents of all schools andcolleges, supported in whole or in part by public money, orunder state control, shall, respectively, require and providethat regular instruction shall be given in all grades of allsaid scþols and colleges under their supervision, directionor contiol as to the nature of alcoholic drinks, tobacco andother narcotics, and their effect upon the human system;and they shall, from time to time, as they may be calledupon by the governor or State superintendent of edu-cation, report to the governor or State superintendent, re-spectively, what they have done to comply with the dutyhereby imposed upon them; to the end that such subjectsshall be taught in the schools and colleges of the State asregularly as âny other subjects of instruction.

Sectíon 2. The board of directors and president of everynormal school or college in this State shall require and pro-vide that all students therein shall have regular instructionin the subjects mentioned in the preceding section; to theend that such students, when authorized to teach in theschools of the State, shall be qualified to give the like in-struction therein. The president of said schools shall reportto the governor at the end of each scholastic year to whatextent such instruction has been provided for in the saidschools and colleges during the preceding scholastie year.

Section 3. In the examination of applicants for certificatesof the Lst,2nd and 3rd grades, or of applicants for the lifecertifi.cates, whether such examination be held by the Stateboard of examiners or whether the examination be held in thecounty, in the cases provided for by law,. such applicantsshall be examined upon the subjects or branches referred toin Section 1 of this act, and the subjects referred to in Sec-tion 1 of this act shall be embraced in the branches of learn-ing, upon which the said applicants are required to beexamined in writing, and such examination shall includequestions on those subjects as on others.

Secti,on l¡. The board of directors of the State normalschools shall arrange with the president of the Woman'sChristian Temperance Union to have a trained scientifrctemperance institute worker to visit each normal school ofthe State at least once a year, and to be allowed one hourper day on not less than three days to lecture before thestudent body upon the subjects mentioned in Section 1 ofthis act; and that the reasonable expense of the services ofsuch institute worker shall be agreed upon by the presidentsof the school with the worker, and the expenses of the servicesof such institute worker while she is in attendance upon the

72 Control ol the Elementary Currícu\um

school for the purposes aforesaid, shall be paid out of thetrealury of the State upon a warra,nt issueù by the auditorto the president of the school, upon a statement of the ac-count _p_reselted under afrdavit by the president, and ap-proved by the govemor; and the proceeds of such warrantshall be used either to pay the said worker for services anden-tertainment, or to reimburse the presiilent of the school,if he has paid the worker for such services and entertainment.

Section 5. The program for the exercises of temperance dayto be observed in the public schools of the State one day ineach scholastic term, as provided by law, may be preparedand fumished to the State superintendent of education ny theAlabama 'Woman's Christian Temperance Union, or by acommittee of said Union, named for that putpose, and theprogrâmme may be so prepared, either in collaboration withthe State superintendent of education, or under the super-vision of such superintendent, and it shall be the duty ofthe State srrperintendent of education to have the said pro-gramme printed and to have the same sent out to the sclioolsor heads thereof from his office at the expense of the State,and the expense of printing and distributing said'programmeshall be paid upon a warrant issued by the auditor, upon anaccount under oath, made out by the State superintendent ofeducation and approved by the governor; and the said war-rant shall be issued to the State superintendenü and the pro-ceeds thereof used by him to pay the expenses of such print-ing and distribution, or to reimburse him therefor, if he haealready advanced such payment.

Section 6 provides that in his annual report to the governor theState superintendent of education shall set forbh the exbent towhich the instruction in this particular field has been given inthe public schools and colleges of the State. The following lawwas enacted in 1909:

It shall be the duty of the State superintendent of educationof the State of Alabama to have prepared and fumished tothe teachers in the public schools placards printed in largetype upon which shall be set forbh in attractive style statis-tics, epigrams and mottoes showing the evils of intemperanceespecially from the use of intoxicating liquors.It shall be the duty of the said State superintendent ofeducation to make changes in the matter printed on the saidplacards from time to time as he may deem proper and thathe shall at all times keep the public schools of Alabama pro-vided with a sufficient number of said placards to post oneof them in every schoolroom of Alabama.

Heatth ond Prohì'bi'tí'on 73

The expenses of prinl,ing and expressing the said placardsshall be paid out of the State treasury on an åccount macle

out by the said State superintendent of education -apd ap-p"oveä by the governor and the auditor shall draw his war-rant for the same.It shall 6e the duty of every public school teacher in theStrtu to keep one oi the said-pläcards posted in a conspicu-ous place in tne schoolroom õccupied by ¡ucþ teacher.It shall be the dutv of the county superintendent of educa-tion and the distriõt tmstees to assisf in the carrying out ofthe orovisions of this aot.Theie shall be one day in each scholastic term of the publicschools set apart, to b-e known as Tempera:rce Day -when. a

suitable proltam shall be prepared to the end that thechildren of Alabama may be tãught the evils of intemperance'

The foregoing law was in force in 1913. No evidence was found

to show either that it was in force in 1923 or that it' had been

repealed unless it was repealed by implication when the school

code was adopted in 1919.

To illustrate further the situation in 1923 selected provisions

from several states will be given and the laws of Florida and New

York will be quoted in full. The local school board in lowa

shall require all teachers to give and ¿ll scholars to receive

instruction in physiology an{ hygiene which:tudy in everydivision of thè iubjeci shall include the e{ects upon the

' h"-u" .ystem of alöoholic stimulants, narcotics and-poison-ãü, ,"U.iu"ces. The instruction in this branch shall of itskñd ü ás direct and specifrc as that given in other essential

¡"ã"ttã. u"¿ each schôIar shall be required to complete the;;;;i;r;ñ it r¿v itt his class or grade before being advanced

i" -ihã

oã"t higñ.t and before õeing credited with havingcompleted the étudy of the subiect.

In Ohio,

the same tests for promotion shall be required in this as inother branches.

In South Dakota,

such subjects shall be taught as thoroughly as aúthmeticand geogiaphY are taught.

In Maryland these subiects

shall be taught to and studied by a{ P}nils whose capacityøfi-'uàmii it in all deparbmenti of ihe public schools ofthe state.

74 Control of the Elementarg Currículum

In Idaho this study is to be taught

during srrch portion of each school term as may be necessaryto enable all pupils to pass prescribed examinations in thetextbooks on said study

and the boards of trustees are to provide

the best authoritative textbooks that can be obtained onsaid study.

New Jersey directs,

In the text-books on ph¡rsiology and hygiene the space de-voted to the consideration of the nature of alcoholic drinksand narcotics and their effects upon the human system shallbe sufficient for a full and adequate treatment of the subject.

In Michigan,

The te¡.tbooks to be used for such instruction shall give atleast one-fourLh of their space to the consideration of thenature and effects of alcoholic drinks and narcotics and thebooks used in the highest grade of graded schools shall con-tain at least twenty pages of matter relating to this subject.

Oklahoma provides that

this subject shall be taught as a part of physiology and hy-giene and that no additional text be employed. .

In South Carolina these branches

shall be studied and taught as thoroughly and in the samemanner as other like required branches are in said schools,by the use of textbooks in the hands of pupils where otherbranches are thus studied in said schools, and orally in caseof pupils unable to read, and shall be taught by atl teachersand studied by all pupils in all said schools supported whollyor in part by public money.

In Missouri the instruction shall be given

In all schools supported wholly or in part by public moneyor under state control.

California requires instruction in

physiology and hygiene with special reference to the inju-rious effects of tobacco, alcohol and narcotics on the humansystem;

Heo,lth anil Prohibi'tion 75

and also requires instruction in

the nature of alcohol and narcotics and their effects upon thehuman system as determined by science.

In New HaqnFshire the state board, through the commissioner

of education/, shall

investigate the condition and efficiency of public educationwith spìcial reference to the instruction given in physiologyin relátion to the efrects of alcohol and narcotics on thehuman system.

Numerous devices are resorbed to in order to give force to thelaws which require these subjects to be taught. Provisions are

common regarding one or more of the following: the use of an

approved textbook by the pupils; the teacher to pass an examina-tion; the normal school to give special training; deûnite reporüs

that alt provisions of this parüicular la¡v have been compliedwith; fines and forfeitures for neglect or failure.

The law in Florida is,

. Section 1. The evils of alcoholic beverages and narcoticsshall be taught in the publie schools of the State, and theState Superintendent of Public Instruction is hereby author-ized anüdirected to encourage and put in execution an efrec-tive system for teaching the evils of alcoholic stimulantsand narcotics in the public schools of the State to allchildren between the ages of six and twelve years.

Section 2. It is hereby made the duty of the county super-intendent and the county board of public instruction ofeach and every county to receive, promulgate and to re-quire all instructions and directions of the State Superin-tendent of Public Instruction for the teaching of the effectsof alcoholic beverages and narcotics to all youth between theages of six and twelve years to be faithfully and efrcientlyeiecuted, and to require such reports from teachers showingthat such subjeots are being faithfully taught by mealsof pictures and oral instructions to pupils not suffieientlyadvãnced to use a text-book on the subject; and to see thatproperly graded text-books treating of 'the effects of alco-holiì bèverages and narcotics are provided all pupils- underthe age of twelve years that are pr_epared to use such text-books, and that the same are faithfully and efficiently taught'

Sectþn 3. It shall be the duty of the principal of everyschool to make report as mây be required to the countyboard of public instruction, showing that the instruction

76 Control of the Elementary Curricu,lum

required in Section 1 is being efrciently given by competentteachers, and that the spirit of this law-is being faithfullycarried out.

Section /¡. Any colnty board of public instruction may beenjoined from employing any teacher who does not make afaithful attempt- to teach the subject directed in Section 1,and to make such report as may be required.

Secti.on 5. It shall be the duty of every county superin-tendent to make, at least annually, and oftenei when re-qui-red,_to the State Superintendent of Public Instruction,on blanks furnished, a full and complete reporr of the methodof instruction, the time devoted to the teãching of the sub-ject embrac-ed in Section 1, and of such other mãtters as må,ybe required in the several schools under his supervision.Refusal or neglect to make such reporbs shall subject anycounty superintendent to be reported to the Governor asnegligent in the discharge of his duties.

Section 6. The annual appropriation for the contingent ex-penses of the office of State Superintendent of Public Instruc-tion shall be sufficient to cover all necessary expenses in theproper execution of this law; and he shall make report ofthis matter in his biennial report to the Governor.

The law in New York reads as follows:

Section 690. (1) The nature of alcoholic drinks and othernarcotics and their effects on the human system shall betaught in contection with the various divisions of physi-ology and hygiene, as thoroughly as are other branchei inall schools under state control, or supported wholly or inpart by public money of the State, and also in all schoolsconnected with reformatory institutions.

(2) All pupils in the above-mentioned schools below thesecond year of the high school and above the third year ofschool work computing from the beginning of the lowestprimary, not ki¡dergarben, year, or ia correÀponding classesof-ungraded schools, shall be taught and shall study thissubject every year with suitable textbooks in the hands ofall pupils, for not, less than three lessons a week for ten ormore weeks, or the equivalent of the same in each year, andmust pass satisfactory tests in this as in other studies beforepromotion to the next, succeeding year's work; except that,where there are nine or more school years below the highschool, the study may be omitted in'all years above tñeeighth year and below the high school, by such pupils as havepassed tle required lests of tlre eighth yea¡,

Health and, Prohibi'tion 77

(3) In all schools above-mentioned,-all-pupils in the lowestthíee primary, not kindergarten, sch-ool -years or in corre-spondiïg claiÁes in ungraãed schools shall each Ygar beiåstructãd in this subject-orally for not less than two lessonsa week for ten weeks, or the equivalent of the same in eachyear, by/lsachers uéing textbooks-adaPted for such oralínstructíon as a guide ãnd standard, agd such plpils mlstpass such tests iñ this as may be required in other studiesbefore promotion to the next succeeding year's work. Noth-ing in this article shall be construed as prohibiting -or requir-in! the teaching of this subject in kindergarten schools.

(4) The local school authorities shall provide needed facil-iìiós and deûnite time and place for this branch in theregular courses of study.

(5) The texibooks in the pupils' hands shall be graded tothe capacities of fourth yéaf, intermediate, grammar andhigh sôhool pupils, or to õorresponding classesin un-gradedscñooh. Fof student^s below high school grade, such text-books shall give at least one-fifth their -space' and forstudents of high school grade, shall give not less tþa¡-twent¡

"aEòs to the"nature aid eiTects õf alcoholic drinks and

äth"er narcotics. This subject must be treated in the text-books in connection with the various divisions of physiologyand hvsiene, and pages on this subjecü in a separate chapterat, the õn¿ of the'boõks shall not be counted in determiningthe minimum. No textbook on physiology not conforrning tothis arbicle shall be used in the public schools.

(6) All Regents' examinations in physiology and hygieneùáll inctudõ a due proportion of questions on the natureof alcoholic drinks ãncI other narcotics and their effeotson the human system.

Section 691. (1) In all normal schools, teachers' trainingclasses and teachers'institutes, adequate time and attentionshall be given to instruction in the best methods of t-eachingthis bran-=ch, and no teacher shall be licensed who has notnassed a sátisfactory examination in the subject and thebest methods of teaðhing it. On satisfactory evidence thatany teacher has wilfutty refused to teach this-subject,.asp"õnided in this arbiclè, the Commissioner of EducationÊhall revoke the license of such teacher.

(2) No public money of the State shall b-e apporbio".^d b{tié Cominissioner of Education or paid for the benefrt ofany city until the superintendent oJ schools therein shallhaie filöd with the treãsurer or chamberlain of such city an

affidavit, aqd with the Oommissioner of Education a dupli-


cate of such affidavit, that he has made thoroush investisa-tion as to the facts, and-that to the best of tiË Loo*iðã-æ,information and belief, alr the provisions of this u"iiót. nãiJbeen complied with in all the ichools under his .*;;uñi";rn such city during the last preceding legal school year.

J3) No"jshalt any public money of the State be apportionedb.y the Uommissioner of Education or by schooi-commis_sioners, 9" qa¡.d for the be-nefit of any sehooi district,

";iil ih,president of the board of trustees, ór in the .u.u oi ão**ãoschool districts the trustee o" somó one member

"f td ú;;ãof trustees, shall have ûled with the school ,o-*i..ió"ã,

having jurisdiction an affidavit that he has made thoroushinvestig-ation as to the facts and that to the best of h'i.knowledge, information ald belief, all the p"o"i.io". Jtniãarticle have been crlmplied_with iú such diitrict, which affi_davit shall be included in the trustees, annual ,uþo"U.

{+) It shall be the duty of every school commissioner,tofile with the Commissioner of Education an affi¿avit inconnection with his -annual reporb, showing all districts inhis.jurisdiction that have and thosô that hãve not co*piiãàwjtþ.all.the provisions of this article, according to thã^besio{ his Fnowledge, .information and

'belief, ba-sed upon â

thorough investigation by him as to the fa'cts.(5) ryo{ shall any public money of the State be apportionedor paid for thebenefit of-any teachers, training claËs, teachersinstitute or other school mentioned herein uitit túe offiãã;having jurisdiction or supervision thereof shan hÀve filedwith the Commissioner of Education an affidavit thai hoháspade thorough investigation as to the facts and that to thebest of his knowledge, information ¿nd belief, all the nro_visions of this arbicle relative thereto have b'een .ô-piiøwith.(6) The principal of each normal school in the State shallat the close of each school year ûle with the Commissiãnerof Education an affidavit that all the provisions of thisarticle applicable thereto have been combüed with durinËthe school year just terminated and until süch afrdavid st àibe ûled no warrant shall be issued by the Commissioner oiEducation for the payrye-nt by _the triasurer of any parb oithe money appropriated for such school.

(7) Ii shall be the duty of the Commissioner of Educationto provide blank forms of affidavit required herein for useby thg local school offi.cers, and he 3hall include in hisannual.report a stater_nent showing every school, city or dis_trict which has failed to comply with âil the frovisions oftbis arüicle during the preceding school year.

Health anil Prohibi'tion 79

(8) On complaint by appeal to the Commissioner of Educa-tion by any patron of the schools mentioned in the last pre-ceding section or by any citizen that any provision of thisarticle has not been complied with in any city or district, theCommiçsioner of Education shall make immediate investiga-tion, ald on satisfactory evidence of the truth of such com-plaint shall thereupon and thereafter, withhold all publicmoney of the State to which such city or district wouldotherwise be entitled, until all the provisions of this articleshall be complied ¡vith in said city or district, and shall exer-cise his power of reclamation and deduction under section491 of this chapter.

**"r*¿xct oli

A day of special observarice has developed within the lastdecade which in five states is known as Temperance Day(Georgia, Kentucky, Maine, North Dakota, and Ohio); in ûvestates as Frances Willard Day (Kansas, Missouri, Nevada, SouthCarolina, and South Dakota); in two as Frances E. Willard Day(Oregon and Tennessee); in Florida as Temperance and HealthDay; in'Washington as Temperance and Good Citizenship Day;and in North Carolina as Temperance or Law and Order Day.Of these ûfteen laws, two were enacted in 1915, four in 1917,

two in 1918, one in 1919, two in 1921, one in 7922, and three in1923. The law in Kansas was approved March 8, 1915; that inTennessee, May L7, 1915. The day set apart varies in the differ-ent states; it comes in January in four, in March in two, inSeptember in four, and in October in five. January 16 is namedin one state, September 28 in four. In the other ten states tr'ridayis named; for example, in four states it is the fourth Friday ofOctober. In nine states there is a time speciflcation; "one-halfof the school day" in Nevada; "one-quarter of the school day"in Kansas, Missouri, and South Dakota; "at least two hours" inFlorida, Georgia, and Ohio; "not less than one hour" in NorthDakota; "not less than forby-ûve minutes" in Maine. In Oregon,

such portion of the aftemoon of the fourth Friday in Octoberof each year as may be deemed proper by the teacher incharge.

In eight of the states the duty is placed upon the state chiefschool e¡recutive to prepare a suitable program or suitablematerial; for example, in North Carolina

80 Control of the Elementarg Currí,culum

The state superintendenr of pubric rnstruction shal haveprepared and furnished in due time to every teacher--ofsaid public and high school for the state a suitä¡le prãcra*to be used on said-Temperance or Law ,;d O;ã;-d;;:^-^

In Maine,

It shall be the duty of the state superintendent of schoorsto prepare suitable material for the -o¡s"*r"r" ;i Täñ;_

ance Day.

Seven states have a clause similar to the following:

It shall be the duty -of-all state, county, city and school_district officers, and-of alt pubric-écttoòt ti"äcrté"r, ilih. ;ï;"to carry out the provisionÀ of this act.The purpose of the requi¡ed observance is variously expressedalthough several of the states foilow å common pattem, at leastin parü.

In Kansas,

for instrucrion and appropriate exercises rerative to thehistory and benefits oÎ-tné prohibitory amendment to theconst'itution and the prohibitory raws of the state of Kansas.

In Missouri,

for instruction and appropriate exercises relative to thehistory and benefits of ttre prohibition of the manufactuiàand sale of intoxicating liquors in the United States.

In Nevada,

for instruction and appropriate exercises relative to thehistory and benefits of-prôhibition of the manutã.t*u-ãinarcotics and sale of intoxicating riquors in the úniteaStates.

In North Dakota,

for instruction and appropriate exercises rerative to thehistgv_ and benefits_of piohibition and prohibitãry-lawsof the State of North Dakóta.

In Maine,

for instruction and appropriate exercises relative to thehistory and beneûts of prbnibition aqd proninito"¡-taws.

Health ond Prohibi,tion 81

In Oregon,

for instruction and appropriate exercises in commemorationof the iife, history and achievements of Frances E. 'Willard.

In South Dákota,

for instruction and appropriate exercises in patriotism, civicimprovement and the history and beneûts of the prohibitoryamendment to the constitution and the prohibitory laws ofthe state.

In Ohio,

information relative to the history of the temperance move-ment and of the physiological value of temperance shall begiven the pupils.

Iu Florida and Georgia,

a program which shall be educational in nature, teachingthe good of Temperance and prohibition, and the evils ofintemperance and disobedience to law.

In South Carolina and Tennessee,

to the end that the children of the State may be taught theevils of intemperance.

In'Washington,

The state superintendent of public instruction shall haveprepared and published in due time in one or more educa-tional journals or publications of general circulation amongthe teachers of the state, a suitable progra,m to be used on"Temperance and Good Citizenship Day" presenting the ad-vantages of temperance to the individual and to the nation,the biãgraphies-of great leaders in temperance and goodcitizenship, the effect of alcoholic and narcotic poisons anddrugs upon the human system, and the necessity for, the dutyof obedience to, and respect for the laws of our state andnation on the part of all citizens. The superintendent ofpublic instruction may from year to year designate impor-tant laws for special observance.

PHYSICAI, EDUCATION

Some sort of legislative requirement falling within the fieldof Physibal Education was found in fi.ve states in 1903, in sevenstates in 1913, and in twenty-ûve states in 1923. The remarkable

82 Control ol the Elem,entarg Curriculumincrease shown within the rast few years is undoubtedly due inlarge measure to the special interest aroused during the periodof the World War. The following law, in force in Nãrth nukotuin 1903, was also in force there in 1g1B and 1g23.

Physical éducation, which shall aim to develop and dis_cipline the body - and promote treatttr ih"""eñ'.u.tr'-äii.

exercise, shau bè includôd in rhe ¡ráncrres ãiì't aiiåäîìilaby taw to be taught in the common schools, an¿ srtäii-¡eiltroduced and raughr us , "ugolr"

dr;;È;å äìî*"il. i"alr deparímenrs. of -the pubricîchã"t. "t-itã Jå,ãää i"all educational institutioirs.supportèd *ioliv-or"To näit n,m.oney.from the state. It shaûbe the dutväf-"d¡JarArãf

education and boards of educatio"at i"sl"it"U*¡ ;;;i;;gponey.fron? the state, to make provision fo; d;ilv;;;*;ii;"in alt the schools and insritutioris under lh;i"ä;.;iüì;;ï_diction, and to a.dopt such method

"" -ãtt ã¿.-ã; *ili åä;;,progressive physical exercise to the deveropmàni, t rã]it äiadiscip]ine of the pupils in the various g"uä". ãía ãU..., "tschools and instituti-ons receiving âid frãm ihe ,îutu.-*"* t

California in 1908 provided thatattention must be given to such physical exercises for thepupjls as may be conducive to heáltñ and vigor õi-¡åáu."ä.yg]l 3. mind, and to the ventilation and ãemperatuie' ótscnoolrooms.

Oregon had this provision in force in 1g08, 1gl3, and 1g2B;

In all schools tqq exercises in free gymnastics and suitabrevoice and breathing exercises shalt""be-ãive; d;il).**"'In

-addition to the provisions just given, Oregon in 1928 andCalifornia in 1913 and 1928 had other laws also operative.Ohio in 1903 provided that

physical .culture which shall include calisthenics shail beincluded in the branches to be taught i" ih;;;*";;;i;"1;in cities of the first and second cläss and i" ;il;ú;i;äinstitutions supported wholty or in part by ;ilt-ä;#.äfrom the state.

Pennsylvania in 1g0B provided for

physi-cal - culture by a regular and progressive course of

ealisthenics.

to be given daily in citiss of the first and second class. rn lgr3California required

Health and Prohíbi'tion 83

physical culture including the necessary elements of physi-õlogy and hygiene with special reference to the injuriouseffe-Cts of tobãcco, atcohol and narcotics on the humansystem.

/Michigan reqûired that

physical training shall be included in the branches to beiegularly taught in public schools in city schooi districtshaving â population of more than 10,000 and in the statenormal schools.

Ohio in 1913 required that

physical training shall be included in the branches regularlyto be taught in public schools in city school districts andin all educational institutions supported wholly or in partby money received from the state.

Pennsylvania in 1913 required physical training in cities of thefirst class. Wisconsin in 1903 had physical education in schooldistricts embracing in whole or in part an incorporated city.

The provisions in 1923 are, on the whole, more comprehensivein scope than those which we have just presented for 1903 and

1913. California, by a law enacted in 19L7, prescribes "suitablecourses of physical education" for all pupils enrolled in the dayelementary schools.

The aims and purposes of the coume of physical educationestablished under the provisions of this act shall be asfollows: (1) To develop organic vigor, provide neuro-muscu-lar training, promote bodily and mental poise, correctpostural defects, secure the more advanced forms of co-ordination, strength and endurance, and to promote suchdesirable moral and social qualities as appreciation of thevalue of co-operation, self-subordination and obedience toauthority, and higher ideals, courage and wholesome interestin truly recreational activities; (2) to promote a hygienicschool and home life, secure scientific supervision of thesanitation of school buildings, playgrounds and athleticfields, and the equipment thereof.

In Maryland,

there shall be established and provided in all the publicschooJs of this state, and in all schools maintained oraided by this state, physical education and training forpupils of both sexes.

84 Control ol the Elementarg Curcí.atlum

A minimum amount of directed play is also provided.

In Connecticut a course in

health instruction and physical education . shall beadapted to the ages, capabililies and state of health of thepupils in the several grades and deparbments and shallinclude exercises, calisthenics, formation drills, instmctionin personal and community health and safety and in prevent-ing and correcting bodily defrciency.

In New Jersey,

A Course in Physical Training . . . shall be adapted to theages and capabilities of the pupils in the several grades anddepartments, and shall include exercises, calisthenics, forma-tion drills, instruction in personal and community healthand safety and in correcting and preventing bodily defr-ciency, and such other features and details as may aid incarrying out these purposes, together with instruction asto the privileges and responsibilities of citizenship, as theyrelate to community and national welfare, with specialreference to developing bodily strength and vigor, and pro-ducing the highest type of patriotic citizenship; and in addi-tion, for female pupils, instmction in domestic hygiene,ûrst aid and nursing. To further promote the aims of thiscourse any additional requirements or regulations as tomedical inspection of school children may be imposed.

Georgia and Kentucky adopted in 1920laws which are essentiallyiclentical. In each case the

State Board of Education shall prescribe a course of studyin physical education for all common schools of the stateand shall fix the time when said course shall go into effect.This course shall occupy not less than 30 minutes each schoolday which shall be devoted to instruction in health andsafety,.to physical exercises, and to recess play under propersupervrslon.

Missouri had

To promote the physical development of boys and girlsin our public schools, and the correction of their physicaldefects and impairments, to secure proper health habitsand to seeure scientific sanitation in the schools, the statesuperintendent of public schools is hereby authorized anddirected to adopt and promulgate such mles and regulationsas he may deem necessary to secure courses in physicaleducation to all pupils and students in all public schools

Health ond, Prohíbitían 85

and in all educational institutions supported in whole or inpart by the, state.

Oregon in 1919 enacted a law which required,

All malg and female pupils in all elementary and secondaryschools'shall receive äs-part of the prescribäd course of in'-st¡uction therein such physical training as detemined by thestale_ sgpglrntendent of public instruction during pei.-iodswhich shall average at leást twenty minutes in each-schoolday, exclusive of recess periods . . . This course of instruc-tion shall consist of such activities as will promote correctph.ysical pgstqle and bearing, mental and physical alertness,self-control, disciplined initìative, sense bf

- patriotic dutyand spirit of co-oieration under léadership.

In Minnesota,

There shall be established and provided in the public schoolsof this state physical and health education, tráining and in-structio! of þupils of both sexes and every pupil ãttendingar'ìy such school, in so far as he or she is physiéally fit, anäatiie to do so, shall take the course or ôorirses tLereín asprovided.

In Alabama,

every public school and private or parochial school shallcarry out a system of physical education the character ofwhich shall conform to the program or course outlined bythe State Department of Education.

Ohio had

such-physical education as may be prescribed or approvedby the Director of Education;

Tennessee,

. quch physical education as may be prescribed by the StateBoard of Education.

IVashington had

such courses in physical education as shall be prescribedby the State Boaid ôf Education;

Maine,physical education including recreational exercises;

Wisconsin,

instrtrction in the theory and practice of the art of physi-cal exercise and instruction in hygiene;

86 Control of the Elementary Currî,sulum

Virginia,

such examination, health instruction and physical trainingas shall be prescribed by the State Board of Education andapproved by the State Board of Health.

Illinois provided forphysical education and training;

New York, forsuch physical training, under the direction of the Commis-;it*"';i ÈJ"cation, ä's ttre Regents may determine, for allmale and female pufils above the age of eight years'

Michigan preseribed a course in physical training for pupils of

both sexes.

Rhode Island prescribed

instruction and practice in physical training under such

"ãgotÀtio". us thä State boarã óf education may prescribe

or approve;

Pennsylvania,

health, including physical training and physiology'

New Mexico includes "physical exercise" among the prescribed

branches of the course of study. In Idaho t'he state board of

education and the board of regents of the university of ldaho

shall provide for an efficient system of health supervision,;;diói -inspection,

and physicãl development work in allpublic schools.

Massachusetts includes

indoor and out'door games and athletic exercise

among the branches in which instruction and training are to be

given.

In 1923 thirteen states had specifrc time requirements rang-

ing from one hour per week to two and one-half hours per week'

In lllinois,not less than one hour of each week during the whole ofthe school Year

shall be devoted to physical education and training. california,

New York, Oregon, Rhode Island, and Washington require

neriods which shall average at least twenty minutes inäach school daY.

Health ond Prohibi,tion 8Z

In Ohio, the physical education provided shall occupynot less than 100 minutes per school week.

In Georgia and Kentucky the course shall occupy

periodé totaling not less than thirty minutes each schoolday.

The time devoted to such courses in Connecticut, New Jerseyand Wisconsin shall aggregate

at least two and one-half hours in each school week.

In Connecticuü,

four-fifths of such tiTe shatl be given to physical educa-tion and one-fifth to the teaching of health.' -

Maryland provided in the elementary public schools a minimumperiod of

at least fifteen minutes each school day and also at leastone hour of directed play outside of regúlar classroom workin each school week. -

North Dakota has the less definite provision for ,,daily" instruc-tion.

Tennessee directs that the

ploårg,m of physical education provided by the State Boardof Education shall occupy peribds totalliig as many min-utes each day and a¡ many hours each ñeek throïghouteach .?nd every_s-chool term as may be determined upõn bysaid Board of Education.

In seven states a state director or supervisor of physical ed.uca-tion is required: California, Maryland, Michigan, Minnesota,Missouri, Virginia, Wisconsin. In Virginia the supervisor is ap-pointed by the state board of education with the approval of thestate board of health. In Michigan and Minnesota the salaryof the state director is limited to $8000.

In New iersey and Tennessee,

the conduct and attainment of the pupils shall be markedas in other courses or subjects and ìhãtt form part of therequirements for promotion or graduation.

In Connecticuü,

such course shall be a part of the curriculum prescribed forthe several grades. The standing of the pudit i" óon"eã_

Control of the Elemento,rE Currícu\um

tion therewith shall form a part of the requirements forpromotion or graduation.

In Ohio credits and penalties are to be applied for success orfailure in physical education courses as in other school subjects.

In the following fourteen states special work in physicaleducation is required to be given in all state teacher-traininginstitutions:

CaliforniaConnecticutGeorgiaIllinoisKentucky

Minnesota had

suitable modiûed courses shall be provided for studentsphysically or mentaìly unable pr uq$t to take the courseor courses prescribed for normal pupils.

Similar modified courses are required in Ohio and Tennessee.

In Ohio,

It is provided that this act shall not be construed to re-quire ãny school child to receive a medical examination orrèceive medical treatment whose parent or guardian objectsthereto.

In Minnesota it isprovided that nothing in this act shall be held or construedto require any pupil to undergo a physical or medical exam-ination or treatmenö if the parent or legal guardian of theperson of such pupil shall in writing notify the teacher orþrincipal or other person in charge of such pupil that heobjects to such physical or medical examination or treatment.

In Michigan it isprovided that nothing in this act shall be construed or op-erated to authorize compulsory physical examination orcompulsory medical t¡eatment of school children nor toallow the teaching of sex hygiene and kindred subjects inthe public schools of this state.

In Washington it is provided

that individual pupils or students may be excused on ac-count of physical disability or religious belief.

MichiganMin:resotaMissouriNew JerseyOhio

TennesseeVirginia'Washington

\üisconsin

H ealth ond, Prohíbi,ti.on

In Ohio,

At the close of each school month a report of the amount oftime devoted to physical education shall be included in thereport of every school.

/Tennessee has this concluding provision:

Nothing in this act shall require the said school officials tomake any expenditures for said physical training in theelementary or secondary schools.

Mississippi in 1920 enacted a law making instruction in physicaleducation mandatory and extending to the state board of educa-tion authority to prescribe a fairly comprehensive program ofhealth education; the law, however, to become effective

only upon condition that the federal government providefunds dollar for dollar with the state of Mississippi forcarrying out the provisions.s

PHYSICAI, EXÁ.MINATION

One state in 1903 made provision for the physical examinationof pupils in the public schools, thirteen states in 1gIB, andtwenty-one in 1923. The provision in most cases was not com-prehensive. Sometimes it applied only to the larger cities;sometimes it required an examination only every second or thirdyear; frequently the examination was limited to tests of sightand hearing but several states included an examination forphysical defects; usually the examination was to be made an-nually. Probably the requirements would not, in a single state,meet standards which would be regarded as adequate by expertsin school health work. Nevertheless, the showing is remarkable.An, increase of twenty states was exceeded in only three items:ttflag display," t(days of special observance,r, and ,rfire drill.,,Quite obviously there has been a wide-spread interest in this fielddue, doubtless, to a growing realization Lhat a child,s mental needcannot be met while his physical need is ignored. There are anumber of provisions which are common to several states andthere is evidence that the law-makers have, to some extent, cop-ied from one another or from a common pattern; and yet the

El¡awg of 1920, p. 225, Cb,.L6l.

90 Control of the Elementary Curricul'um

law in each state is unique. We need not consider all the de-

tails of the variations but a few may prove of interest.

TV'est Virginia in 1913 required each independent, school dis-trict to appoint medical inspectors to test each child separatelyand carefully once during each school year

to ascertain if the pupil is suffering from any defect ordisability that would prevent the pupil receiving the fullbenefrt of the school work or if some modiûcation of theschool work should be made that the pupil might receive thebest educational results.

A similar provision was in force in 1913 and 1923 in Conneeti-cut, Maine, I\4assachusetts, and New York. A few states in-cluded diseases of nose and throat; for example, Wyoming and

South Carolina; a few "diseased teeth" and breathing "throughthe mouth," as Utah and Nebraska. Vermont required a testof the sight and heaiing of every pupil "seven years of age andolder" to be made in'"september of every even yeat.t' NorbhCarolina required that every child should be examined "at leastonce in three years." South Carolina required annually a

"medical and dental inspection" of all pupils attending thepublic schools

during the first three months of attendance, to ascertain thepresence of any contagious or infectious disease or â,nydisease or defect of the eye, nose, mouth, throat, lungs orskin, detrimental to the welfare of any child,

and provided that "not over ten cents per child" should be used

for the purpose. Massachusetts, New Jersey, and New York re-quire that competent physicians be employed as medical in-spectors. Several states specify that suitable

test cards, blanks, record books and other useful appliances

are to be furnished each school district. Idaho requires

an effi.cient system of health supervision, medical inspectionand physical development work in all public schools.

Montana directs every school board to

employ a physician to make an examination into the sani-tary conditions of the school and the general health condi-tions of each pupil.

Health and Prohì,bítion 91

tr'lorida provides that

all school children shall be examined as to their physicalcondition at least once during each school year.

In Ohio, /Boards of education shall, in the institution and conductof physical education, take due knowledge of the healthsupèrvision of school children maintained by boards ofheãlth or by boards of education and shall provide for theproper co-ordination of such work with the work in physicaléducation. Where the board of education has not employeda school physician, the board of health shall conduct thehealth exãmination of all school children in the healthdistrict.

In North Dakota,

Upon being petitioned in writing by a majority of the schooldirectors oi the County the Board of County Commissionersshall employ one or more licensed physicians or graduatenurses, duly registered and licensed to practice nursiqg un-der the laws of this state, whose duty it shall be to visit theschools in the county and to inspect and examine the pupilsattending said schools.a

The law in Alabama is given in full. .Sectínn 1. The State Department of Education and theState Board of Health shall in conjunction arrange for theexamination of each and every child attending the publicschools of this State, both male and female, for any phys-ical defects of any kind embracing mental defrciency,diseases of the ear, eye, nose and throat, mouth and teeth,and any deformity or dislocation of the hip-joints or spinaldisease, phymosis, hook-worm disease, and any other diseaserequiring medical or surgical aid in developing the childinto a strong and healthy individual. The several countyboards of education and county boards of health shall co-operate fully with the State Board of Education and StateBbard of Health in the promotion of this work. The CountySuperintendent of Education shall anange with the countyheÀlth officer a schedule of dates for this examination of thechildren in the public schools under his supervision and thecity superintendent of schools shall make like schedule forthe schools under his supervision.

Section Ø. Each and every child shall be examined beforeOctober 1st in each and every year by the county health

'Laws of 1919, p.391, Ch.200.

92 Control of the Elementary Curriculum

officer, and the State Superintendent of Education is herebyrequired to have bianks printed to be furnished by thecounty superintendent of èducation to the various schooldistricts. The county health officer of each county shallmake such physical examinations of the school childrenand he shall secure such assistance from the county boardof health as is necessary. All examinations held under thisAct shall be without charge to the child or its parents.

Section 9. Every public school and private or parochialschool shall carry out a system of physical education, thecharacter of which shall conform to the program or courseoutlined by the State Department of Education.

Sectíon I¡. Each child shall be furnished with a certificateof examination, which shall be recorded by the teacher ina record kept for that purpose, the certifrcate to be returnedto the parent or guardian of the child.

Section 5. The State Board of Health shall supply thecounty health officers with glass slides and tubes, if neces-sary, for the taking of specimens, for making blood testsand hook-worm tests.

Sectíon 6. The State Board of Health shall have all nec-essary tests made at the State Laboratory upon the re-quest of the county health officer.

Section 7. To the end that the objects and purposes ofthis Act may be fully carried into effect, and the healthof the school children of Alabama may be materially im-proved, the co-operatioq-o-f the county. board of.þea\thin various counties of Alabama, in conjunction with thecounty health officers, is expected without charge to theparent or the child.

In Colorado and Wyoming the examination must be made by ob-servation "without using drugs or instruments and withoutcoming in contact with" the child. Ohio provides that the law

shall not be construed to require any school child to re-ceive a medical examination or receive medical treatmentwhose parent or guardian objects.

In North Carolina no pupil

shall be compelled to submit to medical examination ortreatment whose parent or guardian objects.

Nebraska provides that

no child shall be compelled to submit to a physical ex-amination by other thau the teacher, over the written

Health and Prohi,bi,tion 93

objection of his parent or guardian, delivered to the child'steacher, provided, however, that such objection shall notexempt the child from the quarantine laws of the statenor prohibit an examination for infectious or contagiousdiseases.

/One can but wonder at the solicitude shown for the wishes ofthe parent regarding the body of his child; we find no suchtender consideration regarding the child's mind except in con-nection with Bible reading and morals.

PERSONÂI, ÏÍYGIENE

No hard and fast,line can be drawn between what is here calledpersonal hygiene and the hygiene which is included with, andhas been considered as a part of, physiology and hygiene. Thatsomething substantially different was in the minds of the law-makers is indicated by the fact that, in the majority of 'cases,

that which rve are here considering is in addition to the hygienewhich is joined with the provision {or stimulants and narcotics.Personal hygiene was required in one state in 1903, in two in1913, and in twelve in 1923. Maryland in 1903 and 1919included "the laws of health" among the required branches. In1923 the subjects to be taught in Marfland included "hygieneand sanitation."

In 1913 and also in 1923 Indiana had

there shall be taught in each year in the ûfth grade ofevery public school in Indiana the primary principles ofhygiene and sanitary science.

Alabama in 1923 included "hygiene and sanitation" in its course

of study ¿nd New Mexico included "the laws of health." Penn-sylvania required the teaching of "health including physicaltraining and physiology." Wisconsin, in connection with phys-iology and hygiene, required specifrcally that attention begiven to health, sanitation and "the proper care of the body."The provision for personal hygiene in the frve states, Virginia,New Jersey, Minnesota, Maine, and Connecticut is included ina law providing for physical education. In Virginia it is stipu-lated that all pupils in the public elementary schools shall re-ceive such health instruction

94 Control of the Elementary Cwrisulum

as shall be prescribed by the state board of education andapproved by the state board of health.

{n New Jersey,

instruction in personal and community health and safe-ty shall be given in connection with the course in physicaltraining.

fn Minnesota, provision shall be made in all the public schoolsof the state for

health education, training and instruction of pupils of bothsexes.

In Maine, instruction must be given

to pupils in all public schools in personal hygiene, com-munity sanitation and physical education.

In Connecticut, a course in health instruction and physicaleducation shall include "instruction in personal and communityhealth and safety." At least two and one-half hours are to begiven to the course each week, and "one-fifth to the teaching ofhealth." Missouri provides

Lhat a chapter or chapters on dental hygiene be requiredin all textbooks on physiology used in the public schools ofthe state of Missouri. That said chapter õr chapters shallconvey the proper knowledge to thè pupil on- the care,function, and relation of the teeth to the general health.The aforesaid chapter or chapters in said textbooks shallbe edited or approved by a competent committee composedas follows: It shall consist of five members, three of whomshall be selected by the state dental society, one by thestate board of health, and one by the state superintendentof schools, and they shall serve without compensation.For the purpose of carrying out the intænt of this act, itshall be unlawful to sell in this state for use in the publicschools, any textbook on physiology which does not containthe aforesaid chapter or chapters; and the offering for saleof any textbook on physiology in violation of the abovesections shall be a misdemeanor.

The following five states have provisions which have not beentabulated under the head of Personal l{ygiene. New York andOhio include "hygiene" among the subjects in which childrenmust be instructed, apart from the physiology and hygiene whichis in another section. It may or it may not be intended as an

Health onil Prohi,bition 95

additional requirement. Louisiana had "health" and NorthCarolina "health education" in connection with the provision forstimulants and narcotics. They have been there tabulated andare accordingly omitted here. W'ashington includes "laws ofhealth" alon$ with a number of other topics in a section whichhas been tabulated and will be presented in the discussion ofSocial and Ethical Outcomes.

COMMTINICASIJE DISEASES

One state in 1903 required that instruction be given in thepublic schools regarding communicable diseases. Such instruc-tion was required in eight states in 1913 and nine in 1923. Thefollowing law was in force in Montana in 1913 and also in 1923:

There shall be taught in every year in every public schoolof eiementary grade in lVlontana, the principal modes bywhich each of the dangerous communicable diseases spreads,and the method for the restriction and prevention of eachsuch diseases as smallpox, diphtheria, scarlet fever, measles,tuberculosis, chickenpox and such other diseases as maybe named, and attention called to the same by the boardof health of this State. School boards shall annually sendto the public school superintendents and teachers throughoutthe state printed data and statements which will enablethem to comply with the provisions of this chapter. Schoolboards are hereby required to direct superintendents andteachers to give oral and blackboard instructions, using thedata and statements supplied by the state board of health.Neglect or refusal on the part of any superintendent orteacher to comply with the provisions of this chapter shallbe considered a sufficient cause for dismissal from the schoolby the school board. Any member of any school board whoshall wilfully neglect or refuse to comply with any pro-visions of this chapter shall be deemed guilty of a mis-demeanor and shall be subject to punishment by a ûne not

- exceeding one hundred dollars.

Michigan had a somewhat similar law which was originallypassed in 1895 and a¡nended in 1909 which required that

such instruction shall be given by the aid of textbookson physioiogy supplemented by oral and blackboard in-struction;

no textbook on physiology to be adopted unless it gives "atleast one-eighth of its space" to the causes and prevention of

96 Control of the Elementarg Currí,cu\um

dangerous communicable diseases. This portion of the textbookmust have the approval of the state board of health.

The Indiana law, in force in 1913 and 1923, followed a patternsimilar to that of Montana and Michigan. It provided thatthere should be taught

in each year in the ûfth grade of every public school inIndiana the primary principles of hygiene and sanitarysclence

and the

best sanitary methods for the restriction and preventionof each such disease.

The state health commissioner and the state superintendent ofpublic instruction were directed to prepare and furnish printedleaflets to be used by the teachers. Another section of theIndiana law requires instruction to be given regarding "thecause and course of consumption." Missouri in 1913 and 1923required special instruction to be given regarding "tubercu-losis, its nature, causes and prevention." Massachusetts andPennsylvania in L913 and 1923 required special reference to"tuberculosis and its prevention." In each of the three lastnamed states the provision is made along with the mandate re-garding teaching physiology and hygiene. North Dakota, inconnection with the teaching of physiology and hygiene, requiredinstruction in the "nature, treatment and prevention of tubercu-Iosis and other contagious and infectious diseases." The requiredinstruction in hygiene must be given to all pupils above thethird year for "not less than four lessons per week for tenweeks of each school yeâr." Iltah in 1913 and 1923 required acourse of instruction beginning with the eighth grade in "sani-tation and the cause and prevention of disease." Wisconsinin 1923 required

physiology and hygiene with special reference to health,sanitation, the effects of stimulants and narcotics upon théhuman system, syrnptoms of disease including the takingof teqperature and pulse, and the proper care of the body-.Regular class instruction, in the foregoing, equivalent toat least five periods per week for one-half of a school yearshall be given in either the sixth, seventh or eighth grade.If the school board or board of education of any districtstrall refuse or wilfully neglect to comply with the provisions

of this $ub-section the district shall forfeit its -right toÀhare in the distribution of the common school fund derivedi"o* tftu tax provided for in section 2025 of the statutes'ptÑi¿"¿, ittri"o pupil shall b-e-required to take the instruc-tion heréin ptoniäe.i for, if his ór her parent or general

sualdiair strált nle with the principal or teacher a wrrttenõbjection to the taking of the same'

SANITATION

Instruction in sanitation was required in the two states of

Indiana and utah in 1913 and in five additional states in 1'923-

The provisions for Utah and Wisconsin have just been quoted

in coinection with ,,communicable diseases," and the provision

in Indiana has been given in part. Indiana also required in-

stmction regarding

the dissemination of disease by rats, flies and mosquitoes

à"ã if* ãff""t. ii*r*f and the þrevention of disease by thepiop." selection and consumption of food'

Alabama and Maryland required instruction in "hygiene and

sanitation"; Maine, in "community sanitation"; Mississippi, in

"home and communitY sanitation."

ACCIDENT PREVENTION

Three states in 1913 and two additional states in 1923 required

instruction regarding accident prevention' The provision in

Wisconsin was as follows:

It shall be the dutv of each teacher in .a public l9þo,olin the state of 'wisconsin to devote not less than tnrrtJ

-i""t"t i" each month during which such schooi is inõÃ.io"- to instructinf the pupi"ls t'hereof as to ways 3nd;ñ; of pr"rruoiiÇ accidönts. The state .superintendent,

"i- pt¡fã ii.t*.tioã sh-all prepare,and Oubfisit,li ^ll"-f:-

oense of the state a book conveniently arrangect rn cnaprers

ã" Iu..oo. for the purpose of the intstruct^ion provrded, rn

this section and shall furnish a copy thereof to each teacn-er

;;"it"d to sivð--such- instructioir' The members of the

i,iäiäîär ;ä"ã;li";;Jnoot-¿i'ectors, trustees, or other uo$i9s

ã" pet.oo. having c-ontrol of the schools oi a townsmp'

"iilããå-"î.itv, ìiuif cause-a c-opv of this section -tp be

;;inËd ñ the óanu;î or-iiandbook'trirepared for the guidance

ãi t*ãtt.t., where such manuâl is il use'

Health and, Prohibítion 97

The law in Ohio and New Jersey was similar to that of Wis-consin. In New Jersey the obligation is placed upon teachers inprivate and parochial as well as public schools and the timedevoted shall be "not less than thirty minutes in each two weeks."The manual to be used is to be prepared by

the State Commissioner of Education acting in conjunc-tion with the Employers, Liability Commission and theDirector of the American Museum oi Safety.,,

New Jersey provides also,

At least once during each school term arrangements shallbe made- by the prilcipals of all schools foithe deliveryby a duly authorized representative of the American Mu-s-eum of Safety of a lecture on accident prevention and in--dustrial, home and school hygiene, the- cost of which tobe paid by the State.

Pennsylvania in 1923 included among the subjects required tobe taught "training in safety ûrst methods." In Virginia,

each teacher shall devote not less than thirty minutes ineach month of the school session in instructiñs the puoilstherein as to ways and means of proper o¡sõrvâtións inconnection with the course of civics and citizenship so asto prevent accidents.

TOBACCO

Specifrc instruction regarding tobacco, vyhenever required, isin connection with "stimulants and narcotics" ånd is isolatedhere merely as a matter of interest. Tennessee provided forinstruction regarding "smoking cigarettes" in 1903, 1913 and1923. In 1913 and 1923 Indiana required instruction concerning"nicotine," and Alabama and California, concerning "tobacco.,'

PI]ACABDS

The use of placards for a specifrc educational purpose wasrequired in Alabama and Mississippi in L913 and in Kentuckyand Mississippi in 1923. In each case the placards are to dealwith stimulants and narcotics, and to these Kentucky addscigarettes and also uses placards to teach thrift and industry,and Mississippi, the prevention and cure of tuberculosis. The

Control ol the Elernentary Currí,atlum

provisions in Alabama regarding the use of placards were givenabove under "stimulants and narcotics." Mississippi had

The state board of education shall procure placards, tobe hung on the walls of public school-rooms, setting forththe effécts of alcohol on the human system and means forthe prevention and cure of tuberculosis. It shall be theduty of the county superintendent of education in eachcounty to secure from the state board of education suchplacards and have them placed on the walls of the publicschool-rooms in the various counties.

Kentucky provided that

It shall be the duty of the State Superintendent of PublicInstruction to have prepared and furnished to the teachers inthe public and high schools, placards printed in large typewhich shall set forth in altractive style statistics, epigrams,mottoes and up-to-date scientific truths showing the evilsof intemperande and especially from the use of alcoholicand intoxicating beverages of all kinds and from cigarettes.

It is also made the duty of the State Superintendent to prepare

and furnish similar placards "showing the advantages of thriftand industry." It is made the duty of the teachers to keep

these placards posted in a conspicuous place in the schoolroom.

SUMMARY

The results are summarized in Table V. W'e frnd a remarkablegrowth in the legislation which is intended to improve individualand community health conditions; this growbh is especiallynoticeable in the last decade. 'We find, however, in severalinstances, a peculiar sensitiveness to the wish of the parent.Lawmakers seem somewhat less willing to assert, their authoútyregarding the body of the child than regarding his mind.

We find greatest stress put upon the teaching of the effeckof stimulants and narcotics. Regarding this prescription thelaw is outspoken and mandatory. It is fortified by numerousprovisions to insure its enforcement; the apparent aim beingthat it should be "taught to and studied by" every pupil inevery grade. There has been a slight falling off in the numberof states requiring the teaching of this subject; and the par-ticular states where the decrease has taken place have not,as a rule, enacted laws calling for a broader health program.

H ealth ond Prohibi,tion

100 Control of the Elementarg Curriculum

Still, for the country as a whole the balance shows a decidedgain for general hygiene. It would seem probable that, morefrequently than formerly, the effects of stimulants and narcoticsare considered as a minor topic in a large and important sub-ject rather than as something special and isolated. It wouldseem probable, also, as a consequence, that the teaching hasbecome more truthful and effective. Moreover, there is noreâson to assume that actual instruction regarding stimulantsand narcotics is any less effective in those states where it isnot now required by law than it was formerly when so required,or than it is in other states where now required..

TABLE VSr¡¡¿u¡ny or Cunnrcur,¡n Pnpscnrprrous rN TÍna¡lrg .a.ND r.pnogrBrmoN,

Ssow¡¡rc fucnp¿sn 1908-1929

Stimr¡lants and NarcoPhysiology and IfvsiePhysical Education..Phvsical Examination

Stimulants and Narcotics.PhysioloÇ ñã ÈùËñ... : : : :Physical Education.Physical Examination.Personal lfygiene.Conmunicable Diseases... . ...Sanitation.Accident PreventionTobacco.Placards.

lotal Number of Prescriptions.

Item

SanitatioAccidentTobacco.

Total

Number of Statesin Which

Prescribed

Tbis table is based upon Table IV.,Tàe

items aro arranled according to the numbe¡ of states which bad the prqsüiption in

1903

4746

511

i-i

19r3

4545

I13282ô42

1923

1903to

1913

Inc¡ease

4343252lt2II54I

r913to

1923

(-2)(-1)

ot2

1I233I

LOz

/ CHAPTER IYLEGISLATIVE PROVISIONS CONCERNING THE

TEACHING OF CONSERVATION OT'LIT'E AND PROPERTY

The group of subjects which is here called Conservationof Life and Property, including fire drill, fire prevention, andthrift, has grown from one prescription in 1908 to twenty in1913, and to forty-three in 1923. See Table VI. If Arbor Dayand other consen¡ation days had been tabulated with this group,instead of with the Days of Special Observance, the group wouidhave been seventeen in 1903, forty-two in 1g18, and seventyin 1923.

FIBE DBII]I/

Regular fire drills were required in New york in 1g0B; infourteen states in 1913, and in twenty-two states in 1928. Thelaws are of two types: In one type the obligation is plaeedupon the State Fire Marshal to require the fire drills to be given.In the other type the obligation is placed direcily upon someeducational authority. alabama will serve to illustrate thefirst type.

It shall be the duty of the State Fire Marshal, his deputiesand assistants, to require officials and teachérs of åublicand private schools, and educational institutions to haveat least one f.re drill each month.

Kansas, Michigan, Pennsylvania, and. Tennessee have a similarprovision. In Kansas there is an additional provision that a sum-mary dismissal from the building shall be practised each month

at some time during school hours aside from the regulardismissal at the close of the day,s session.

The second type of law may be illustrated by Iüashington.It shall be the duty of the principal or other person in charge

101

1903to

1923

(-2)(-2)

188

1015.>

131

(-4)(-3)

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of every publie or private school or-educational institutionwithin ihe state, to instruct and train the pupils by meansof drills, so that they may in a sudde¡ emergency be ableio leavó the school buildine in the shortest possible- time,"¿ without confusion or pãnic- Such drills or rapid dis-missal shall be held at least twice in each mont'h'

a law similar to this is found in a number of states all of which

show individual variations. In Rhode Island the law applies to

all schools having "more than twenty-five pupils"; in Montana,

to schools with "thirty or more children"; in Nevada, "forty or

more pupils"; in Ohio and Oregon, flfty or more; in New York,in schoois "having more than one hundred pupils or maintained

in a building two or more stories high"; in Indiana and Norbh

Dakota, in a school having "more than one room"; in Wisconsin

it applies to school buildings "exceeding one story in height'"

In New Jersey it applies to a two-or-more-room school or "aone-room school when located above the first story of a building'"I\4ost of the laws require at least one ûre drill each month'

Nevada, New Jersey, North Dakota, and'Washington require at

least two fire drills each month. Montana requires one "eachweek." In New York,

Such drills or rapid dismissals shall be held at least twelvetimes in each schäol vear, eight of which required drills shallbe held between Sepiember ãrst and December first of each

.".n y.u". At leást one-third of all such- required drillsshall i,e through use of the frre escapes, on build'-¡Ss wþerpfir" e.cup.t aö provided, and signals for such drills shall¡À s.pu"åt. and distinct fiom signãls used for drills throughcor¡idors and stairwaYs.

Pennsylvania requires that the scholars and teachers be made

thoroughly familiar with the use of frre escapes. of the states

which iequire frre drills, Florida is the only one which does not

definitely indicate a minimum frequency for them.

The Superintendent of Public Instruction of the State of¡'to¡¿a^snall formulate and prescribe tactics of instructionioi n"" drills for all the pubhCschools of the State of Florida;;d ãÃ.h teacher teaching in such school shall be provided;ith ;õpt of such tactiõ,s, and it shall be th-e dytv of .eachä"¿ u"."y" (one) of such ieachers to instruct the studentsãl t¡ãi*-i..iectíve schools in snch_.ûre drills.as prescribedby the State Superintendent of Public Instruction'

Control of the Elementarg Cu'níøt\um

T-

North Dakota has aû additional prescription regarding one room

rural schools "with special reference to prairie fires" which

authorizes the county superintendent to require one ûre drilleach month in such schools. In a few states the law applies

only to puúlic schools but usually it applies to all educational

institutions.

FIRE PBEVENÎION

Six states required instruction in fire prevention in L913;

seventeen states in 1923. The six states in 1913 were lowa,

Kansas, Montana, Nebraska, Ohio, Oregon. All of these had

laws somewhat similar in type. They all required the prepara-

tion of a book or bulletin which was to be used in giving the

instruction. Responsibility for the preparation of this required

text was placed upon different state officials in the various states.

In Iowa, Kansas, and Ohio it was to be prepared by the State

Fire Marshal; in Montana, by the Commissioner of Insurance;

in Nebraska, by the Chief Deputy Fire Commissioner and the

Superintendent of Public Instruction; in Oregon, by the Superin-

tendent of Public Instruction. In Iowa and Kansas the required

bulletin dealt with "the causes and dangers of fires" and was

to be arranged in not less than four divisions or chapters, and

the teachers were required to "instruct their pupils in at least

one lesson each quarter of the school year." In Montana, Ohio,

and Oregon the book was to deal with "ûre dangers" and was

to be conveniently arranged in ehapters or lessons sufficient in

number "to provide a different chapter or lesson for each week

of the maximum school year, one of such lessons to be read by

the teachers" each week.

In 1923 the law in lowa, Montana, Nebraska, and Oregon was

the same as in 1913. In Kansas the specification as to the divi-sions of the bulletin and the time requirement were omitted'

Ohio in 1923 had a law similar in type to that which was in force

in California, New Jersey, New York, Rhbde Island, and West

virginia. In these states certain state officials were directed and

empowered to provide a course in ûre prevention

dealing with the protection of lives and p:roperty againstloss and damage as result of preventable ûre.

Conseruatí,on 105

106 Control ol the Elementary Curriculum

In California the responsibility for prescribing the course isplaced upon the local board of education; in New Jersey, uponthe Commissioner of Banking and Insurance and the Commis-sioner of Education; in New York and Rhode Island, upon theCommissioner of Education; in West Virginia, upon the StateSuperintendent of Schools; and in Ohio upon the State FireMarshal and the State Superintendent of Public Instruction. InNew Jersey and Rhode Island "not less than one hour in eachmonth" shall be devoted to this subject; in New York and Ohio,at least "fifteen minutes in each week"; in California, "a reason-able time in each month." California also specifies,

The aims and purposes of the courses of fire preventionestablished under the provisions of this act shall be asfollows: (1) To create an understanding of the cause andorigin of fires; (2) to emphasize the dangers of carelessnessand neglect in homes and public buildings and the necessityof care in the use of fires; (3) to promote an interest inpreventing fires and the protection of lives and property.

Virginia and Wisconsin have similar laws which require instruc-tion in

ways and means of preventing loss and damage to lives andproperüy through preventable fires.

Virginia provides that the teacher "may devote noü less thanone hour in each month" to this subject and Wisconsin requires"not less than one-half hour in each month." In Pennslyvania,the Department of State Police in consultation with the Super-intendent of Fublic Instruction shall prepare books of instructionwith regard to "the dangers of fire and the prevention of firewaster" and

The curriculum of such schools shall include some regularand continuous study of such subjects during the entireschool year.

Kentucky, North Carolina, a¡d South Carolina require thatinstruction in fire prevention shall be given. In Kentucky itmust be given "at least once each week." California, Kansas,North Carolina, Pennsylvania, South Carolina, and West Vir-ginia in 1923 did not specify a time requirement in this subject.

T-Conseraat'íon 107

TIIRIFT

Thrift is a recent additiou to the curriculum. The teaching ofit was required in four states in 1923. Nevada had this provision:

It is hêreby made the duty of all teachers in the publicschools of the State of Nevada to teach in their respectivcschools lessons on the subject of thrift. These lessons shallemphasize the imporbance of industry, production, earning,wise spending, regular saving and safe investment; also theimporbance of thrift in time and material.

It is made the duty of the state board of education to preparecourses of study in the subject of thrift for use in the elementaryand high schools. California included "thrift" among thebranches in the required course of study. In Ohio,

as an additional study the subject of thrift shall be taughtat least thirty minutes in each week in each grade of theelementary and high schools of the state.

Kentucky required that

there shall be taught in the public and high schools of theState a course of lessons to inculcate habits of thrift andindustry. It shall be the duty of the State superintendentto have prepared and furnished to every teacher in saidpublic and high schools of the State a bulletin coveringlhrift and industry. Also it shall be the duty of the StateSuperintendent of Public Instruction to have prepar-ed andfumished to the teachers of public and high schools placardsprinted in large type, which shall set forth in an attractiveÁtyle, epigrams and mottoes showing the advantages. ofthrift anù industry. It shâlI be the duty of every teacherin the State paid entirely or in part by the State, to observeat least one fifteen-minute period each week to the teaching' of thrift and industry and to keep placards on thrift andindustry posted in the schoolroom.

ARBOR D.{Y

Special observance of Arbor Day by the public schools was

required in sixteen states in 1903, eighteen in 1913, and twenty-one in 1923. It was required in the following fifteen states in

all three years:

108 Control of the Elementarg Cumi.culum

Arizona Nevada OklahomaColorado \ew {e¡sey O"eÀòn--Connecticut New Mexico Souih CarolinaIdaho New york Tennessèé- ----

Montana Ohio WyãmìneIt was required in Georgia in 1g0B and 1g1B; in Indiana andLouisiana in 1913 and 1g2B; and in California, Maryland, NorbhCarolina, and Rhode Island in 1928. Aside from the slight in_crease in the number of states making the prescription, therehas been very little change during the twenty yeâîs; in mostof the states the provisions in force in 1g0B were still in forcein 1923.

The day observed varies in different states; sometimes it is inthe spring, sometimes in the fall; sometimes a day is definitelyûxed by the law, sometimes it is to be proclaimed by thegovernor, sometimes it is to be named by an educational author-ity. The purpose of the observance is variously expressed:

_For -th9 purpose. of encouraging the planting of shade and

forest trees, shrubs and vines.For the benefit and adornment of public and private grounds,places and ways.In order to show the value and beauty of forestry.To encourage the planting, protection änd preseniation oftrees and shrubs.So thal .3 -

greater understanding^ of nature may be givento the children and people of thisßtate.

The day must be observed ,,by planting of trees or other ap_propriate exercises" or ttwith appropriate exercises,, or,,in suãhmanner as the state board of education may direct,,; frequentlythe educational authorities âre directed to prepare a program ofexercises for the day.

fn Ohio,

The superintendent of public instmction shall issue eachyear g, manual for- arbor day exercises. The manuat snalcontain matters relating to iorestry and birds, inct"¿i"* ä.copy .of such laws relating to the protection'of songãnãinsectivorous birds as he diems proper. He shall {ra-nsmiicopies of- the manual to the supôrinlendent of àitv. ;ljËn;and rural schools and to the clêrks of boards of educatiãi.who shall cause them to be distributed among the teachðrs õíthe schools under their charge. On arborïuv, u"¿ ôttõ"days when convenient, the tõachers shall cause .uct lâ*Ã

I

I

I

I

t,

*

Conseruatí,on 109

to be read to the scholars of their respective schools and.shall encourage them to aid in the protdction of such birds.

Also,

those þ charge of the public schools and institutions ofleaming under state contiol, or state patronage, for at leasttwo hours must give information to tlie pupilã ând studentsc-oncernlng the value and interest, of fõrests, the duty ofthe public to protect the birds therof, and alsô for plantingforest trees.

In South Carolina,

The free public schools of this state shall observe the thirdFriday in N-ovember of each year å,s Arbor Day, and on thatday the school officers and teachers shall

-ónduct such

exercises and elgage in the planting of such shrubs, plantsand trees as will impress on the minds of the pupils theproper- value -and appreciation to be placed on flo*ers, orna-mental shrubbery and shade trees. -

In Arizona, Idaho, Montana, New York, Oklahoma, and Oregonthe language of the law, in the main, follows a common pattern,that in Arizona being somewhat longer and more comprehensive.

In order that the children in the public schools shall assistin the work of adorning the school ground with trees, andto stimulate the minds of children towards the benefits ofthe qreservatiog and perpetuation of the forests, and thegrowing of timber, it shall be the duty of the authoritiesin every public school in the State of Arizona to assemblethe pupils in their charge on the above day in the schoolbuilding -or elsewhere, as they may deem proper, and toprovlde for and conduct, under the general suþervision ofthe State Sgperintendent of Public Instruction, such exer-cises as shall tend to encourage the planting, protection andpreservation of trees and shrubs, and an adquaintance with- the best methods to be adopted to accompliÀh such results;and that the trees may be planted around the school build-ings, and that the grounds around such buildings may beimproved and beautified; sueh planting to be attended withappropriate and attractive ceremonies, that the day maybe one of pleasure as well as one of instruction for theyoung; ¿ll to be under the supervision and direction of theteacher, who shall see that the trees and shrubs are properlyselected and set.The State Superintendent of Public Instruction shall fromyear to year prescribe a course of exercises and instructiOns

||

ll¡

{'

I

in subjects hereinbefore ¡qentioned, which shail be adoptedand observed bv said pubric school árih"¡uõ. ã" Ã"¡äröåv.

california in 1g2B and Indiana in 1g1B and 1g2B have lawswhich introduce a moïe personal and local coloration.In California,

March seventh ,of e¿ch. year,.being-the anniversary of thebirthclay of Luther Rurbänk,'is heñby set aparf uía ãu.in-nated conse^'ation, bird and arbor day. eìi p""¡liãì.;;;i.and educational institutions are dire;ted to

-;b;;;';;_::ïiJi:i,,bil9 un4 arbor day,. nor as a horiaäy, ¡ii Wrncluctrng m. the school work of the day suitabré'exercisesn?yt-ng for their objec_t instruction as to-the

".ono*ic .,rãlr"

of birds and trees, and the promorion ot u Ãþrìiïi";;;;r;ü;"towards them,-and as to the economic out.r" of "ãil;i";;_sources, and the desirability of their conservation.

In fndiana,

appropriate exercises shalr be introduced. in ail the schoolsof lhg state; and it shail be the duty of thé ;;"";;l ;;;;;;and city superintendents to prepare a program of exerciseîfor that day to be observed in- ail the scñook

""¿u, tr,ãi"

respective jurisdictions. The exercises on arbor d;t ;i;;úgive due honor to the conservors of forestry, ao¿ tt s iãrrnå;,of the-gtudy and conservation of rndiana ro"..ito.--Ànàespecially _to th1 readin-g spirit of forestry .onrã*ution-,Charles Warren I'airbanks.

-

In Georgia in 1g28,

The-county and Local Boards of Education shail see'that![e fgttowing days are observed eirher by t óii¿äv à" ãooTä_pnate exercises and it shail be the duty of the siate sirþer-intendent of Schools to arrange programs for the oräïã"observance of these occasions-a"ä Jt ih. úp*i;d;ãil;and teachers to direct the attention of the p"öil. ã ¿h;;9.?tes jrnd lopics b¡' practical exercises: . .-. . .q."bo, urr,lBird Day, first Friday in December.l

fn Maine,

Arbor day shall not be recogni?ed as a school holiday unlessobserved by teacher. and pupils for the purpose foî whichit is designated by the governor and council.ä

r supplement r92B to park's -A,nnotated code, vol. vrrr, p. B5g, sec. 1441ø.2Revised Statr¡tes 1916, p. BZ9, Ch. t6, Sec. iOS. '

Control of the Elementarg Curriculum

I

I

Il

':ìr

{

I

!I

Louisiana and Utah provided for the observance of bird dayin 1913 and 1923; Iowa and Pennsylvania, in 1923. In Louisiana,

The S/ate and Parish Boards of public Ed.ucation aredir9.g!gd-igpro.vide for the celebration, by all public schools,of "Bird Puyi' -o1 May fifth of each'yõar, b'eing the anni-ve1ìs.ary of the birth of John James Audubon, the distin-guished so! of Louisiana. On the recurring'anniversarvdays, suitable exercises are to be engaged iñ, and lessonson the economic and esthetic value-of the

'resident and

mig:atory birds of the State are to be taught by the teachérs,to their pupils.

In Utah,

It shall be the duty of the board of education or schoolboard of every school district within this State to causeto be observed in the schools the last Fridaf in April ofeach year as Bird Day, with appropriate lessôns and exer-clqes relating to the observation, the study, and the valueof birds and other forms of animal life, 'particularly

asaids in the extermination of insects, weeds'and other pests.

Iu lowa,

The twenty-first day of \4arch of each year is hereby setapart and designated as Bird Day. It shall be the âutvo_f all public schools to observe said day by devoting a partthereof t-o a special study of birds, their habits, usãfulàessand the best means of protection. Should such date fall onother than a school day, such day shall be observed on thenexb regular school day.

In Pennsylvania,

The governor of this commonwealth be requested to appointa day to be designated as "Arbor Day,',-in Pennsvivãnia,and to recommend, by proclamation to the peoplei on théday qamed, the planting of tr-ees and shrubbery in publicschool grounds and along public highways throughoút thestate.

Also,

From and after the passage of this act, those several davsof each year that may be set apart by the Governor äsArbqr Days shall also be known as "Bird Day" in Pennsyl-vania, and it shall be the duty of every teacher in the publicschools of this Commonwealth, under penalty of reprimand

Conseruat'í,on

BIAD DÀY

.:çì.\1

.i' rÊ:

,..ia,

rÍ'112,'

or dismissal, as the case may require, to devote, togetherwith their pupils, at least two hours of such school day to

.r the study of wild birds, and espeoiâlll¡ to conêider the value', of .the life-work of such birds to the peoplè; and the best,;im,bthods through which the conservationiãúd increase of,i useful birds may be secured; and it shall-'þe the duty of,,all ,school superintendents within this commónwealth, either

county, city or otherwise, to see to it that lhe requirements,- of this act are complied with. r.i;*S1r

In.Csn¡ecticut, in all three ïØß, bird dai:rffás observed inconjunction with arbor day. In Californi¿i,ii''tgzg the dayobserved was designated "e,onsen¡ation, bird iand arbor d.ay,"while in Tennessee it was "Arbor, Bird and,Tlgú* Day."

,,ü+i",::" ''i. ,'' FIRE ?REYENTION DAY,-"!iSB,,'l

', ,':'

In:,Có¡¡ecticut.in i923, :,, , l. -IH,,The governor shall, by proclamation, anniially designate a

,, day on or about October ninth, to be knqivn as Fire Prc-i'oèåiioo Day, which day shall be observeti'rin the schools.'ahd in suih manner as shall be indicated-rin such procla-mation'

srar' FInÐ DAY *$ì',i::;i;

In Nebraska in 1913 and 1923, '. i1.'i'*iä..,

... For the purpose of creating a public sentiúèiit, and in order,tthät the people of this statê shall have Cal!.e"d.to their atten-.,.tion the lreat damage caused both,tÆ.life$å,û property by,:fire,'there is hereby.set apart and established.,the frrst Fridayin November which shall be designated'-and known as

:.r'State Fire Day." This day sha[ bõ obÈéded by the pub-

er

.-,I:..;ii!. ,,,::

,.:i:'¡;::l.l

.;:iii,'

:a:,::i,,:

-,:ì.,::,]r.r,

i -iiv''::::,?.i

'-.::*.,t.' ..t ',jiìrrij

'.,:¿;.iîiiïiì: ii1;li;::i::iiir¡:

lrrì-ir'

"State Fire Day." This day shall bõ observed by the pub-lic, púvate and parochial schools of the statê with exercisesapþiopriate to tËe sublecL'and the day-";;:;$:;;

rl: l:. t.

.i; | . GOOD AOAj)S DAY.l.ar, _:,, :.t

In Oolorado in 1913 and 1923;1ii: "'

, , ,l ','i¡ i;,-,: -

Tabte VII gives a .ú--ury of tlisrgp* of subiects' Iü isperhaps .o*uõhur .ó;ü;'tr.yi"ç¡¡ igJ"dl."""dr ratdiilschooi fires which have'occurred,'to frnd.Èat Fire Drills are not

by law required in all, of the states'-: l'Cnè increase in such re-

quirements was more marked iin ,tË.9ilnrstl':aecade t'han in tþ.ilt

second. They are oo*'ruqoired in sJightly less than half of the

states. Fire Preventioå nas shown a môre rapid increase during

the second decade. Time requirementÁ rq this zubiect are very '

common. It is a frequent practice tþ:iilacle the responsibility forplanning the course upon state roffi;i.als: entirety outside of the

.

èducation department. Sometimes;the,;preparation of a boo\

which is "to be read by the teaihem:i1i$lta;lso made the. d-uty d;irthose who are not educators.

i '.

, iî I1 raBr,E EliiiiSu¡r¡r¡¡v o¡' Csnmcur,¡¡iPnpsc

Pnopnnri, Sgowr¡rG

Tbiti... .t.....Total Number oI Prescriptions. .

TLi¡ table is based uponThe iteos aæ ananged

1923.

Tablei VI.acco¡ding to]::

)i'

:;:lj l,tl

:''i

i:'' '

..1. :i:'

'j':ll .

r:.

1913to

1923

1903:i''to:r;:.:L923:-.

reLieb had the p¡escùPtior

iìj:lit i,t:l'i"t;

Ïrrl*;a

ii ÌiClilÌ..¡{iìri i

2IL74

,:3

LEGISLATIYE PROìrISIONS CONOERNIN.ôfu E TEACH-ING OF PRACTTCAL AND CULTURAL¡SUs¡pcrs

The subjects considered in this chapter ,t"ijiË1. Agriculture 6. Bookkéeping,, 2., Drawinc 7. Exhibiiions"

, 3. Music : 'Ì 8. Cottäh;Gladins4. Household Arts é. ¡*:.i;':-----o5. Industrial Ark , ,i tå,, ,'"

'';å!'::They have been called Practical and Culturai i'Ëecuu.e anv ofthem may be taught for either purpose. egriôüttrre, for ex-ample, may be taught in the elementary school ai ä pre-vocationalsubject or for general information and apprecation. As will beseen from Table VIII, (pp. L1G-1?) they shoriìàore of an in-crease during the ûrst decade than during the seiond. There wasa totäl of twent¡r-four prescriptions in 1903; fo$¡¡;our in 1913,and fifty-nine in 1923.

,, :gii,,

, I , acnrcur,rsnn .- å¡*:: ì ' :ï'iÈ

Thc teaching of agriculture was required i¡ filt.llltates in 1g08,in seventeen states in Ig1B, and in nineteen statps in tgZg. Inmany instances agriculture is regarded as a rqjþ¡¡,and qrdinarysubject of the òurriculum. It,*, include¿ alon'ál;fiùth the otheibranches required to be taught, without any elabãiiition or .p*i*rcomment. sometimes the subject is refered ø,:-i¿Ér,l:tne elerirentsof agriculture"; sometimes as ,,elementary agricúlture',; againas "the elementary principles of agriculture,,;, qt other times,simply as"'agriculture.,' Alabamá i¡-fOOe proviàgh

In addition to the branches now taushüi:in the nublicschools instruction shau be give"ã in"

"ì"'.ä¿t"*'i,iií.iãiå.of agriculture and said subJect shall be tuirsht å -";*ü;;Ëas other branches are taughi in said schoold"bv theü;oi ätextbook in the hands ã¡" tt'" püpilJ-äiä="üðn"ñ.#;.;i";---

; l:-,, . 114

,. ,,, : ti , tÏiÍ:::ir '

r.r:ìì: . ',.::ji,i:!.:,,,:i: 'tr)

.t...;

'

CIIAPTER V

shall be given in all the public schools of the state exceptin public schools in cities of ûve;huadr,9{,inhabitauts or.over.

In 1913 the same law, without the éxception;bas found; and in1923 "agricÇture" without further qualiûcation was includedin the requiíed courses of study. In Georgia in 1903 the "ele-mentaryprinciplesofagrÍculture'1.wasiøffii..::

included in the branches of study :taught in the commonor public schools in the State c,f Georgia and shall be studiedand taught as thoroughly and in the,same manner as otherlikã réqrÏired branches"arä studied an{,þ,¡¡eht in said schools.

The same law was in force in 1913 and essentially the same in1923, when it is called "the elements aàdlprinciples of agri-culture." In Tennessee in 1903 "the

jelémé-ntary principles of

agriculture" 'was among the subjécts {ql.Þ,i ügtt in the:"sec-ondary school." At that,rime the layi{:ltlli:. " -

the course of study,'in the .plimäúji's¡r,bools shall consistof frve grades and the cour$e of; study in the secondaryschools Àhall consist of eight gra{þs,..the first ûve gradesin each being identical. ' :. ì: ,..',,-

The same law prevailed in 1913 but,wæ inot found in 1923.

Arkansas in 1913 required the teachirg,.Q'fi'{g-l.9,mentary agricul-ture and horticulture," which in 1923lh4$:tftcome "elementary

' | ì ì)i :i :''l

Practico,I and Cultu,ral Subiects 115

agriculture." In Florida, in 1913 and,.19?3, the elementaryprinciples of agriculture' .,;1,1i*=

shall be studied. ¿a¿,¿aught -J trrå¡ãüåËly and in the s¿pu'Ì,' ,, i'manner as other like requüed blancþes are studied and :

taught.. :' í .l1lj_:,

In Indiana in 1913 and 1923, ; il i,ir,1t,i :"; ': "c":- . ..

elementaryagricultureshall'bet"üg]'ï'"inthegradesin:'all town and township schools, I i,iÌ1,

'!i'. :

and the State Board of .Educatioú i;',i ¡Iri'. i t, 'i:;:.'. .

shall outline a course of stutly to¡ åacii'of zuch grades asthey may deiærmine which shãll be followed as a minimumreqirirement . ; r,.l,rî:.t:

In Iowa in 1913 and 1923, i ì I i;;i'.;:i ri,. $:1,.þ,"---"

Ther teachinE of elementary agriculdrä, domestic science :

and manual iraining shall bl reäuire¿ in'the public schools .

of the state; and the state çuperinteiidcnt of public in- ,,' 1 ': --'ì,:l'i:¡ar. . , , '..-.t-i;..'ii

., ì't-;,. . .; . :- ï:r.,1:-:1 ,' i':-:'

116 Control of the Elementary Cu:rí,ca.[um

TABLE Vüf Cuenrcur,-*n pnæsc*rpr¡oNs rN p¡¿crrc¿r, ¡,¡¡o Cur,rsn*¡,DIGEî

. , 1903, 1913,

lrY"""1 Subiect or activitw I .

' - IEttå_l_l<

I

t-tã

ËlËÔI ÔOIO

ño :

M

M

o

È

6l-t

6g

ooslslËl-lålËdt.=tõtÈtìtxÈ ti.'tÈ tù ¡M ti¿

M

M

M

M

d I ttdl ld:gl.g¡ãõt€teÈtÊtÊ

M = Mandatory.

M

Practical and Cultu,ral, &ubieets 11?

Su¡¡¡crs FoR TEE PusL¡c E¡,n¡æ¡.¡t¡nv Scsoor,S r¡¡ E¡.cn oF TEE Fonw-Srarnstg23

lll-

:1,

M

M M M

'l,l*l'lålË

118 Control of the Elementary Cwtíc.u,furn

struction shall prescribe the extenú of such instruction inthe public schools. Elementary agriculture and domesticscience or manual training shâll Ée included among thesubjects_ required in the examination of those applicantsfor teachers'certificates who are required by the piônisionsof this section to teach agriculture and dómestiä science.p-rovided,_ ho-wever, it àt oãtïi"g i"-ttti. *.Uó" .frJf ;;-;;;¿the board of directors from dispensing with the teachinE ofsaid subjects in rural schools ãt its ãiscretion.

In Louisiana, in 1913 and 1923, instruction is required in allthe elementary and secondary schools of the state

in the principles of agriculture or horticulture and in homeand farm economy.

In North Dakota, in 1913 and 1923, instruction is required inthe "elements of agriculture." In 1923 it is further providedthat

The county commissioners of each county in this stateshali provide and purchase one or more-standard graingrading and cream testing outfits and any other neceJsaryequipment- which is ordinarily used for grading, testinþand classifying agricultural products. Said équipment shal'iat all times be liept in good repair and shall lemain theproperty of the county, to be replaced or added to as cir-cumstances require, and the same shall be placed in thecustody of the county superintendent of schools as a part ofthe educational equipment of that office. It shall be theduty of the county superintendent of schools to arrangea plan so that such equipment shall be in continuous usein the schools of the county which are not consolidated, andto arrange for the instruction of teachers therein in theuse of such equipment.

Ohio in 1913 required that agriculture be added to, and made oneoÍ the branches of education to be taught in all of the commonschools of the state with the exception of those in city schooldistricts. The state was to be divided into four 'agricultural

districts, each to have a district supervisor of agriculture ap-pointed by the Commissioner of Common Schools at a salary of$2000 a year. In 1923 agriculture

shall hereafter be taught in all the common schools of allthe village and r¡rral school districts . . . and may be taughtin city school districts at the option of the board of eilu-cation.

Practical and Cultural Subjects 119

The constitution of Oklahoma in 1913 and 1923 required that

the legislature shall provide fol the teaching of the elementsof agriculture, horbiculture, stock-raising, and domestic sci-ence in the common schools of the state.

/The statute lâw provided

The elementary principles of agriculture, horticulture, an-imal husbandry, stock-feeding, forestry, building countryroads, and domestic science, irrcluding the elements of eco-nomics, shall be embraced in all the branches taught in allpublic schools of this state receiving any part of theirsupport from this state, and these branches shall be asthoroughly studied and taught by observation, practicalexercises, and the use of text and reference books, and inthe same manner as are other like required branches insaid public schools. . . . There is hereby created a chairof agriculture for schools, the occupant of which shall bea member of the faculty of the Agricultural and MechanicalCollege, whose duty shall be to direct and advise in allmatters relating to the teaching of agriculture and alliedsubjects in the common schools. . . . The State Commission-ers of Agricultural and Industrial Education, with the as-sistance õf such experts in agricultural education as may besecured from the State and National Department of Agri-culture, shall have the authority, and it shall be their dutyto prepare a detailed course of study in the elements ofagriculture and allied subjects, domest'ic science and ec-onomics, adapted to the needs of instruction in the ele-mentary and iecondary schools of the state. The commis-sion shall prepare a syllabus of the course of study in eachsubject, in such detail and with such elaboration of thebody of knowledge to be considered as may be necessaryfor the organization and administration of the proper coursesof instruction in said branches. The Commission shall withthe assistance of members of the faculty of the Agriculturaland Mechanical College prepare and have published a text-book on agriculture and allied subiects.

Annual school podltry and egg shows are to be held to promote

the study of agriculture. In Texas in 19L3 and 1923 elementary

agriculture is included in the prescribed course of study but itis provided that it

shall not be required to be taught in independent scþooldistricts having a scholastic population of three hundredor more unless Èo ordered by the school boards.

720 Control of the Elementarg Curci,cu\um

In L923 practical field studies and laboratory experiments wereincluded in the course. fn Kentucky in 1g28,

Elementary- agriculture shall be taught in the commonschools of this state except in cities of the lst, 2nd, Brd and4th classes.

All school officers are required to enforce the teaching of thissubject in the same manner as the other branches of the cur-riculum.

DRAWING

Drawing was included among the subjects in the requiredcourse of study in nine states in lg03, nine in 1g1B and ten in1923. California, Louisiana, Massachusetts, North Carolina,Vermont, Virginia, and Nevada required it in all three years.There is some question as to the intent of the law in Nevada."Industrial drawing" was prescribed in Arizona in 1g0B; ,,draw-ing," in Maryland in 1903 and 1g18, South Dakota in lgl3 and1923, and Nebraska and New Mexico in 1928. In Vermont therequirement in all three yeaïs was for instruction in ,,free handdrawing." The law in California in lg03 anã tgtg apparentlypermitted county boards of education in districts having lessthan one hundred census children to omit instruction in draw-ing "until they have a practical knowledge of,, certain othernamed subjects. In Nebraska drawing is included in the re_quired course of study for rural schools; it is also includedamong the subjects from which ,,the course of study for thefirst eight grades in common schools shall be composed.,, Draw_ing in Nevada is not directly and specifically prescribed, butit is included among the subjects for which a series of textbooksmust be adopted. In 1g0B the series of textbooks, includingdrawing, was directly adopted by an act of the legislature tõ

be used in all the public schools of the state and.no schoolshall receive its pio rata of public school moneys u"léÀ,such textbooks are used.

In 1913 and 1923 the language of the law is iess explicit. Theadopted texübooks are to

be used in ali the public schools of the state to the ex-clusion of all others,

but the use of supplemental or reference books is permitted.

Practical and Cultural Subiects l,2l

MI]SIC

Music was included among the required subjects in threestates in 1903, five in 1913, and eight in 1923. California and

Iowa prescribéd it in all three years; Maryland in L903 and 1913;

Nevada and South Dakota in L913 and 1923; North Carolina,Pennsylvania and Tennessee in 1923. In California in 1903 and

1913 it could be omitted in districts having less than one hundredcensus childien. In Nevada the textbooks adopted in music,

as in the case of drawing, must be "used in all the public schools

of the state to the exclusion of all others." Iowa, in all threeyears, required that

The elements of vocal music, including when practical thesinging of simple music by note, shall be taught in all ofthe public schools of lowa, and all teachers teaching inschoòls where such inst'ruction is not given by specialteachers shall be required to satisfy the county superin-tendent of their ability to teach the elements of vocalmusic in a proper manner; provided, however, thai; noteacher shall be refused a certiûcate or the grade of hisor her certificate lowered on account of lack of ability tosing.

In South Dakota,

The elements of vocal music including, when practicable,the singing of simple music by note, shall be taught inall the þublic schoòls of the state. Music shall be taughtin all tlie state normal schools, and the minimum require-ment of graduates from such schools must be at least twohours peiweek for one school year. In all schools havi¡gtwo or more grades, instruction in music shall be given byan instructor-qualified to teach the rudiments of music,who may be a teacher of one of the departments, if qualifiedto teacñ this subject. In the country schools conductedby a single teachei, the elements of music notation by vocaluä¿ btuú¡oard drill, in connection with simple so-ngs, shallbe taught. But no teacher shall be refused a- certificate, norshall tie grade of this ceröificate be lowered on account, ofhis lack oT abilitv to instmct or sing. It shall be the dutyof the county superintendent to have taughf ¿nn}ally inf,he normal iñstitrites the elements of vocal music, by somecompetent person, for at least twenty minutes of each day.

In North Carolina it is the duty of all teachers

to provide foi singing in school and so far as possible togivõ instruction in public school music.

722 Control of the Elementary Curri,culurn

}IOTISEIIOIJD ARTS

Of the subjects falling under this head there was one in 1g08,there were four in 1913, and seven in 1g28. Arkansas and Cali-fornia required instruction in ',household economics', in 1g28.Indiana in 1913 and 1g2B required that

elementary domestic science shall be tausht in the srad.esof all city, town and township schools.

Iowa in 1913 and L923 required that ,,domestic science,, be taughtexcept in rural schools. Maryland required the teaching of"domestic economy" in 1g0B and 1g1B; no such requirementiasfound in 1923. Massachusetts in Lg23 required that

pvery town of twenty thousand inhabitants shall maintainthe teaching of manual training and household arts Àspart- of both its elementary and ih high school program ofstudies.

New Mexico in 1923 included ,'household. economics,' among therequired branches of learning. In Okiahoma in LglB and 1g2B"domestic science including the elements of economics', .was tobe taught in all the public schools.

INDUSTRIÁ,IJ ARTS

The subjects under this head include manual training andother forms of industrial work. One state had such a prescriptionin 1903, four states in 1913, and six in 1g28. California in 1g2Brequired that

in school districts employing six or nqore elementary schoolteachers in any one school, whether housed in one ïr morebuildings, manual training and household economics must betaught.

Indiana in L913 and 1923 provided that

elementary industrial work shall be taught in the gradesin all city and town schools.

I\{anual training was required in Iowa in 1g1B and 1g28. Thestatutory requirement was quoted above under ,,agriculture.,,

Massachusetts, in all three years, prescribed the teaching ofmanuâl training as part of both its elementary and its high schoolprogram of studies in every town of twenty thousand inhabitants.

Practícal ond' Cultural Subiects 723

In Nevada the powers and duties of the state board of education,

in 1913 and 1923, included

to prescribe and cause to be enforced the courses of studyfor'the nublic schools. such courses to contain in the sevent'hand eighth grades, among other things, business forTs andelementary book-keeping or some leatures of rndustrlal*ott ; . .

". provided ihaf, schools of the first class may havemodiâed coütses of study subject to the approval of thestate board of education.

New Mexico in 1923 included among the prescribed subjects

"manual training and other vocational subjects." In Vermontin 1923

Junior high schools shall have a four-year cou-rse'.flexiblein charact=er, designed for the instructio! of pupil,q who havecompleted tÍle ruial school course or !,hq first six years. ofthe 'elementary school course' and suitable to the numberand needs of iocal pupils; and the state board of educationshall arrange for â ôourse of study, including v.ocatiolalãooortunitie"s. appropriate to the needs of the pupils in thesåveral com*unidies. In a town district where a junior highschool is established, said board shall make the necessaryreadjustment of thé couïse of study jn the- elementaryschoöls. . . Junior and senior high schools shall includevocational courses in one or more ol the following subiects;agriculture, manual arts,- commercial-subjects or domestic

"c"i"rrc", appropriate to the needs and environment of the

párticuiar schôol and for pupils between the ages of twelveànd sixteen years.t

BOOKKEEPING

Bookkeeping was a required subject in five states in 1903, infour states in 1913, and four in 1923. California is the only

state in which it was required in alt three years. It is included

in Nebraska's course of study for the rural schools in 1923. InNevada, in 1913 and 1923,

business forms and elementary bookkeeping or some featuresof industrial work,

must be ofrered in the seventh and eighth grades. In Tennessee,

in 1903 and 1913, "bookkeeping" was required in the sixth,

seventh, or eighth grade. 'West Vilginia required "single entry

bookkeepiug" in 1903 and "bookkeeping" in 1913.

¡ Genersl Laws 1917, p. 305, Sec. 1294.

724 Control of the Elementarg Curricul,um

EXIIIBITIONS

Exhibitions were required in three states in 1g28. Marylandand Nebraska required an exhibit of school work; Oklahoma,annual school poultry and egg shows. In Maryland,There shall be. held in each school, once a year, a, publicexhibition of school wo"k, o]-whicir-äue notice îr,¿í ¡e Ëi;;rr,that parents and orhers iot.tö.iä^ ii;d";;r""

"iå" äüJ,ìa.

fn Nebraska,

There shall hereafter be held at the county seat of eachcounty, under the jupervisi_on u"a àiru.tiåî"iï;"î"ffiy:ioff:il.:*.1^,^,3"d côunry bo.a.{{ ;; o" ¡urã,ãir," äõ d,yur lway or each..year, an exhibition of school work dãnein each school dËrdci o¡ ;iã-õ;;ty ¿"riis-tüJ-äröätscho-ol year. The nature ,;d;h";;;;er of said. exhibit shalÌbe determined by -the cãunty supänte"Aerrt. Said exhibitshatt be onen ro-the p"¡iiã ?o"ioi'ies. thäo o;;;o;'äå"rhan three dav.. ihe-ñity ;d;"i.,t.rr¿ã-ot .üÍ"r"";ïiyoffer and awaid pt"-iu*.-iít";äãää stimulate the interestin schoot affairs.. A list "ap;;;iüs ,o be awarded sha'be published in the various õountv papers, as other schoolnews, a.t Ìeast sixty days b-efore iÉ"ã;ï-*îr;Ä'fi.;d'ä,said exhibir. Eacir vu:* tté .ãr;ì; b;;"d .h;ü";;Ë;;_rangements to have.said county sch-oot u*ti¡iitur.*-;; fr"Sgqnty_ fair of s3id cou¡r_rv, ít tf,ui, be õnì,

";;d to iil"Nebraska srare fair at Liiäoin.

---rð ããrö'träi*liol'å,

incident to assembting a"a cã.ryi"e ð, "iïrt r;;;riî";î;yschoor exhibft a sum louar tò

"ää?.. ti,ã; t*;;;ä;rià'-läircents nor more than five cents for every pupii of .ctä"1^àäshall upon

- the writen

".quãst- ot trr. " tJui'nlr.

^

"iîïi.å?rone-hatf of rhe schools foi' saitìounty ¡ã sãt á.iäË ãäyear from the general fund of .ãa -.*itv"^;; "ä;

co.unt-y boqd. Said fund shall be known counf,vschool exhibit fund." rt shail ¡uit.ãutrãlir..,""rtu"¡äåiàto p?y att bitls ineurred or ;p;;;;"d "i;; "iil""##;superintendent of s¿ijt county fo¡-ihð purpo".u ;f .";;ïÈou.r_ rh-e provisions of rhis aõr, *t;;.Ëdiü"trrå .i#.äaside for such nurpôses. sai¿'¡oati -uy irr- i6¡i.;ti""include said itein ót ."pu*ã-Tnãiää"i to said exhibit in itsannuat estimare.and levy a rax foi ¿h""p;ñäã'ihä";itogether with other neceisary taxes fãi-tñ;'.;;ä;ï;;:

In Oklahoma,

For educational purposes, and in furtherance of the studvof . agriculture, and,to enc'ouragu i"¿î.lrî -áãä*

üä .:.h#lchldren of rhe stare, rhere strät uð-tàlä ãî,ì"ilï'ätî'räi

Practical and' Culhnal' Subjects 725

school house in the State of Oklahoma, not included withincities of the first class, a poultry show during the- week

.ã--"*itá with the lâst ivlondãy in November of each

vear and aî eee show during the- week commencing withihe last Mondif of January õf each year, and the countysuperintendent of public instruction in each county, and the;;;i";; officers of'each school district, and the teachers ateaãh school house, are hereby directed to co-operate in theholding of said annual school pou|lry and egg shows, and

il-;id'oi such annual school þoultry and egg shows, tìeboard of officers of each respective school district are he_reby

ã"î¡ãtir.¿ u"¿ ¿irected toêxpend of the fund or funds ofãrði, J.t ããt ¿i.tti.t not less thän five dollars nor more thanten dollars for each of said shows-

Each board of county eommissioners is to include in its budget

the sum of $250 for holding a county poultry show in December

of each year; at least sixty per cent of this money is to be

used in cãnnection with the junior department of the county and

state shows;

and the contests in all school house shows shall be li4itedio .oeci-eos of poultry ancÌ eggs actually produced and

raised by the schoõl children attending ea-ch respective schoolhouse, ãnd the contests i9 tþe junior department,of each

countí show shall be limited to specimens of poultry and

ues. ã.tl"lly iaised and produc9d by the school children of.fiãfr õo""tv, and to the ú'ork of sucÞ children,.and the,con-tests in thä' junior department of the state show shall be

ii*iiul tä qjecime"s of poultry -and esss, actually raised

;"d;;"d;;ä ¡iir,õ scr,äor chíldren ot"it'ê state õr oklâ-homä, and the work of such children'

The actiYe co-operation of state and county authorities in this

field and expert supervision of the children's work ¿re specifr-

cally provided for.

COTTON GRADING

The teaching of Cotton Grading was required in Texas in1913 and 1923.

Section 1. The State Board of Education is authorizedãnd instructed to require the teaching of cotton classifrcationi" àU tt u State No-rmal Schools, Iñdustrial Schools, SuT-

-"t Ñóì-ut Schools, teachers' iústitutes, and il all^publicschools; prcuided', that the subject of cotton classrticatron

i

!26 Control of the Elementary Currículum

shall. not be. required to be taught in independent schooldistricts having a scholastic popuiation of three hund.red orm^ore, or in districts where the cotton acreage is less than10-per cent of the. total acreag-e _planted to iarm products,unless so ordered by the schoõl 6oard or trustees.-

Section 2. The grades of cotton taught in all the schoolsas required in Section 1 of this Act, shall be those establishedand providgd for by the

-U.ni_ted Sdates Deparbment of egri-

culture and known as official types or ,,staìd.ards.,t "Section 3. It shall.be the duty of the State Superintendentof Public Instruction to furnish full informåtion to áttschools required to teach the classification of cotton, as iohow to obtain the types or ,,standards,, provided 'for

inthis Act.

Sectíon /¡. The county commissioners, court of all countiescoming under the provisions of this Act shall provide for aileast one set of the official types or ,,standardsi' to be placðãin charge,of the county supeiintendent of public instmctiòn.or ex ofrcio county superintendent of public instruction.whose. duty it sh¿ll be tb use them for tire purpose. of-i"-istruction in classification of cotton; to lend them to SummãrNormal Schools and 'Ieachers' Insúitutes held in his còuntv.pld to have types of same made for t,he various .ãtãoi.lihrs_county- applying for- same; prouid,ed,, that such schoolsshall pay the cost of making súch types.

Section 5. The school board or trustees of every schooldistrict r_equired by the provisions of this Act to tåct éói_ton gradins. shall furnish the counfw snnerinfondonl nfcrrsúrlc! r_gquueo oy r,ne provrsrons oÌ thrs Act to teach cot_ton.grading, shall furnish the county superintendent ófpublic !"structJo., with sa1ples of thõ ¿iffur.oi grãäi. õicotton from which a set of-types or ,,standards""shall

bãmadg by comparing them with

-the official types or ,1.-iä"ã-

a¡ds" and the county superintendent of public instructiìnma:og Dy -companng them wrth the ofücial types or ,,stand_a¡ds" and.

-the - county superintendent of public instructiìn

shail certify that ttre same has been carefullv co-"r""Jwith t'he official tvoes or !(sta.nd¡rds" in hic ^ffiå ";;-J--ltcorrectly labeì same, showing_ tþ,e grade thereof ;

Practi,cal anil Cultwat Subiects 127

ticai art of grading and classing cotton,- qqd th9 handling

;ü;tá; i" ãir ot ii. branches from the freld to the factory'

Secti'on 8. Summer normals and county institutes shall

-ãËã p"*ision for the employment of instructors rn cotton

îrr'..ìd¿ãii"" i" ttt. su-e *ay that they employ instructorsin other required branches.

Secti'on 9. Students of any school in this State where--cot-

ä"ä;,íi"c";;-¿lr*itc 'iã

required to be, t""qll,:BI..lfentitl"ed to-a certifrcate of profrciency aÏter^ passrng .sÏgnexamination as may be prescribed by the faculty oI tne

;;ñI *-út tlt" .ãi"W - sriperintendeni. of public i4Ìil,*tlili

of the county in which he proposes to teach; prouxdecl" T'nar'r

ihe applicant must be able to class 60 pqr cent--or-,T-"1:-::

it "

.ätitpl.. presented- compared with the types or standards

of the DePartment of Agriculture'

ÀRî

Pennsylvania in L923 included "art" among the subjects re-

quired to be taught.SIJMMARY

The most outstanding gain in this group of subjects was that

oi lg¡."tt"re during úrã n".t decade when twelve additional

TABLE IX

Som¡¡nv on Cgnnrcur,¿¡ PnpscnrptroNs rN Pn¿cr¡cer' ¡¡qo Cur'tunar'

Sunrpcrs Ssowr¡qc l¡rcan.su 1903-1923

c-orrec¡ry laoer same, stlorqtng the grade thereof ; prouided.that nothjng in this section shall prevent school'boards oít¿usteeq from purchasing the ofrcial types or ,,stao¿ar¿s;direct from the United States Departmènt of Agriculture.direct from thè UnitedSecti,on 6. The State Normal Schools and the State Indus_trial School shall procure the official tvpes or ,,standards"from the United States Department of Âgriculture and payfor same out of the approþriation made õy the Legiala¿i;äfor their support and maintenance.

Section 7. The state schools named in Section 6 of thisAct, shall employ a competenü instructor to teach ihe prac_

al types or "standards" in his ofrce, and'shall

the ofrcial types or ',standards,'

Total Number of PrescriPtions. .

This table is besed upon Table VIII'Î.he items are marged. u""oihläiã the number of states which had the preecription in

1923.

5Iô11

:

t795444-i

44

728 Control ol the Elementarg Currículumstates prescribed that it_ be taught; the other subjects showonly a- slight growth. No time ip..iãrrUons were found for3"{ o{ these subjecl,s- Frequentþ there were exceptions orlimitations which would makeihe tuä.fri"g of a subjeJ;.;;;r;in only a part of the schools of ihe äutu. euite obviouslythere has been less concern regarding the teaching of these sub_jects than was the case with a ourib.* of subjects consideredin earlier- chapters; such as thu o¡.à""*ce of special days, thedisplay of the flag, the teaching of fire fr.".otioo,

"f p"t"i"ii..,and the constituóion. A sumÃary of ìhe prescriptions for thethree years is shown in Table fX ä¡ove.

--

CHAPTER VI

LEGISYATIVE PROVISIONS CONCERNING TIIETEACIIING OF HUMANENESS

The three subdivisions of Humaneness show, as wili be seen

from Table X, a total of twelve prescriptions in 1903' twenty-

¿ìãfrt i. igrg, ánd thirtv-six in 1923' In the majority of instances

ih"" tt ".u

items, here isolated as a matter of interest' are to be

iãu"i "*¡odieá

in the same law' The three subiect's are:

1. Ilumane Treatment and Protection of Animals and Birds

ã. Importance of Animals and Birds3. Animal ExPerimentation

IIUMANE TREATMENT AND PROTECTION OF ANIMAI'S AND BIRDS

The teaching of the humane treatment' and protection of ani-

mals and birds was required in eight states in 1903' fifteen in

1913, and seventeen in 1923'

1903 L913

California Californiaóóròra¿o g:l"T#jå

Illinois

Maine MaineMichigan

Montana

South DakotaTexas'Washington

Wyoming

1923

AlabamaCalifornia

tr'loridaIllinoisKentuckyMaineMichigan

New HamPshire New York

North Dakota North DakotaOklahoma Oklahona

OregonPennsylvania PennsYlvaniaSouth'Dakota South DakotaTexas Texas'Washington 'Washington'Wiscons-in 'Wisconsin'Wyoming WYoming

129

130 Control of the Elementary Cu,rri,ailum

TABLE x cnnærcu¿¡n hpsc'rprroNs ru Hu¡¡¡¡rsrvoss Fo* rse ps¡r,rc

Subject or -Acúivity

fEumane Trolme¡t&hotection Ilrmportå_nce of Animats & Bùds ãt.g'¡¡maf ¡jxpe¡imeDtation.. .. . . B

fEmane Treatnett&hotection Il+mpo4a¡æ of A¡imals & Bi¡ds 2l.å'Dual ¡lxperimentgtion...... B

fEmane Trealment&hotection tf {mpo¡la_Dce of Aaimals & Birde 2tÆ¡mar ¡jlpù¡mentation....,. B

Eumonenøss 131

Eræu¡Nr¡¡v Scnoor,s rN E.tcE oF TEE Fonqr-s¡suc Sretos' 1903' 1913' 1923

sleEIBEIE ¡lelg

F

l"

¡IE>l¡olozlz

Lt t"

ËlElålÈ lËl Ë 1.9õ tôt o t3zlzlzlo

F

l$ï_i_

r*l-]"F FlI

.l:l u

ã lålË

E lãlå dJJ¡

fl\

6:Éú

Éoð

ôÞ

Éú

F

dÉo

F

UÉ.E

o

F

tirF

M1 I13

t2

T567

It71l

8

38

F

MM

M1Mf

F

Mî

732 Control ol the Elementarg Currículum

Califomia, Maine, South Dakota, Texas,'Washington, and .Wy-

oming required instruction in each qf the three years, the legalprovisions remaining practically unchanged. california requiredinstruction in "humane education',; South Dakota and Wyómingprescribed "a system of humane treatment of animals.r, Texasprovided that

suitable instruction shall be given in the primary gradesonce each week regarding kindness to animäls ;i the'brui"creation and the prõtectioã of birds and their ;.rt anã A;;.

Washington required that

not less than ten qinutes each week must be devoted tothe systematic teacþing of kindness to not o"lv our aó-ä.ti.animals but to all liviág creatures.

Maine, in 1903 and 1918, required instruction in ,,the principlesof kindness to birds and. animars"; in 1928 instruction is to begiven

in correlation wlth other studies of the school curriculumthe great prìnciptes.of humanity as iiluÃaaiãdl; li;-dü.¡o Drrds and anrmals and regard for all factors which con_tribute to the well being of-man.

In Colorado in 1g0B and tgl3,The school boards . . . shall cause to be given in eachschool week tu,-o lessons of not leÀs thán te"%i;"t.; ä;;_ation each on the subject of humane treatmenfiãì"i*rlr.

Montana in 1903 required that

fnstruction shall be given_ in . . . à system of humanetreatment of animars as embodied in the"râws "i-rråiäîà.Such instruction to consist of, -at least, two iZl- ñ;oË

"fnot less than ten mi¡utes eath per #eek. bú"-;;*;;ior teacher in every. school shail ceitify i" .uctr ãf r,iÄ;;'ñ;;rep-orts- ihat such instruction has beõn ei"ãl i"-iË .ånäãìunder his or her control.

south Dakota and wyoming rikewise required that the instruc-tion give special emphasis to the laws of the state pertaining tohumaneness. Provision for the teaching of

kindness and _justice to and humane treatment and nrotec_tron of animals and birds and the important pa* tire'V iuinfin the economy of nature,

Humaneness 133

was found in Michigan in 1913 and 1923 and in Florida and

Kentucky in 1923. Essentially the same provision was found

in Delaware, Illinois, Oklahoma, ancl Wisconsin in 1913 and

1923, and in Alabama, New York, and Oregon in L923. In ad-

dition to the ptoloisions just indicated, Michigan, Kentucky, and

Florida have the following:

For the purpose of lessening cri'"!e and raising the standardof good titiäenship, and inculcatiqg thg spirit of huma.nity,suc"h humane eduõátion shall be given in the public schoolsas shall include the kind and just treatment of horses, dogs,

cats, birds and all other animals.

In Oregon birds are not specifrcally mentioned but there is this

added provision:

They shall be taught the true relation of the human to theanirial life, the value of life, and the cowardice of needless

killing ot áoy act of cruelty þ qan or^ beast, inculcatinga lovõ for trúth, justice, an<i that beautiful generosity-thatmakes the strong supporters, instead of oppressors, oI theweak.

North Dakota in 1913 and 1923 prescribed

instruction in the humane treatment of animals; such in-struction shall be oral and shall consist of not less than twolessons of ten minutes each per week.

The Pennsylvania law in 1913 and 1923 read,

Instruction in humane education shall be given to all pupilsup to and including the fourbh grade and need not exceed

irãtt uo hour each ñeek during ihe whole school term' Noãruel experiment on any living creature shall be permittedin any ôublic school of this commonwealth.

In another section of the law we find, for 1913, required instruc-

tion in

a system of humane education 'which shall include kindtreatment of horses, birds and other animals.

In 1923 the required instruction is in "the humane treatment of

birds and animals." In New l{ampshire in 1913 t'he local

school board

shall sèe that a well prescribed reading course- dealing.withlüð p"i*iptãs of the humaoe treatment of the lower animals

134 Control of the Elementary Cuní,culum

shall be included in the ordinary instruction in reading orotherwise.

In New Ïlampshire a law approved April B, J:g?1., prescribed areading course on "the humane treatment of live animals,'whichwâs, apparently, rendered void by a law approved April L4,1921.1

Time speciûcations are to be found in most of the states whichrequire the teaching of this subject.fn Delaware 1913, Illinois and Oklahoma 1918 and Lg2B,Florida, Kentucky, and Maine 1923 it, was

not less than one-half hour of each week,

it being optional with the teacher, in Florida, Kentucky, andIllinois, whether the instruction be given in a consecutive half-hour or in shorter periods through the week; in Alabama 1g28,

twenty minutes or more each week;

in Montana 1903, Colorado 1903 and 1913, North Dakota LglBand 1923, and 'Wyoming

1903, 1913, and 1923,

not less than two lessons of ten minutes each per week;

in Oregon in 1923,

not less than one-quarter hour each week,

and

it shall be optional with each teacher whether it shall be aconsecutive half-hour [sic] or shorter periods daily;

in Maine 1903 and 1913, South Dakota and TV'ashington 1908,1913, and 1923,

not less than ten minutes each week.

In 'Wisconsin, 7923, it was

not, less than thirty minutes in each month.

In Texas 1903, 1913, and 1923, it was

at, least once each week.

Pennsylvania in 1923 stipulated that the instruction

need not exceed half an hour each week.rlaws 1921, p. 114, Ch.85, Part I, Sec 5, Subsec. 3. Låws 1921, p. 230, Ch.

125, Sec. 2.

.Humaneness 135

In New York,

Such instruction shall be for such period of time duringeach school year as the Board of Regents 1lay prescribeand mav be ióined with work in literature, reading, Ianguage,nature strl¿v or ethnology. Such weekly instruction may b-e

d.ivided intó two or mõie periods. A-school district shallnot be entitled to participäte in the public school qoqe.yon account of anv Ëchool-subject to the provisions of thissection if the instruction required hereby is not given therein.

Florida, Kentucky and Michigan make it optional with the

teacher whether such teaching shatl be through humane reading,

stories, narratives of daily incidents or illustrations taken frompersonal experience. Illinois had essentially the same provision;

and Delaware in 19LB provided,

It shall be optional with each teacher whether it shall bea consecutive half-hour or a few minutes daily, or whethersuch teaching shall be through humane reading, daily in-cidents, storles, personal example or in connection withnaturejstudy oi r-ecitations or quotations bearing. upon thesevirtues memorized by the pup-il. The memorizing and-re-citing by each pupil to the teacher of quotations or a dec-Iamaiioå of nof lôss than fifty words, and upon these sub-jects, shall be equivalent to and take. the place of fourweeÉs' requirements named in this Section.

In a number of states, including Alabama, Florida, Illinois,Kentucky, Michigan, Montana, and Wyoming, the principal or

teacher is required to cerbify in his report that this instruction

has been given.

IMPORTANCE OF ANIMAI,S AND BINDS

The teaching of the importance and usefulness of animals and'birds

was prescribed in one state in 1903, in six in 1913, and in

eleven in 1923.

1903 1913 L923

AlabamaDelaware

Nevada

tr'lorida

'inois i$il"i,.Michiean füålä51Nevadã Nevada


New YorkOklahoma Oklahoma

OregonWisconsin Wisconsin

Wherever required it is, except in two states, included in thesame provision as humane treatment and protection. Idaho andNevada are the two exceptions. Idaho in 1923 required instruc-tion to be given to all school children concerning

the usefulness of insectivorous, song and innocent birdsin the destruction of insects and pests that destroy plantlife. It shall be their duty to inform school children ofthe destructiveness of the common house cat to bird life, andof the necessity of protecting the same against the destruc-tiveness of the said common house cat.

In Nevada in 1903,

It is hereby made the duty of each and every teacher in thepublic schools of this State to give oral instruction, at leastonce a month to all children attending such schools relativeto the preservation of song-birds, fish and game; and toread or cause to be read to such children at least twiceduring each school year the Fish and Game Laws of theState of Nevada. No teacher shall be entitled to receiveany portion of the public school moneys as compensationfor services unless such teacher shall have complied withthe provisions of this Act.

In 1913 and 1923, instead of reading the law, it was to be ex-plained; and in 1923 the penalty clause was omitted. Illinoisand Michigan in 1913 and 1923, and Alabama, Florida, Ken-tucky, and Oregon in 1923, prescribed instruction regarding

the important part they fulfil in the economy of nature;

Oklahoma and Wisconsin in 1913 and 1923,

their lives, habits and usefulnesS and the important partthey are intended to fulfrl in the economy of nature;

Delaware in 1913,

their important part in the economy of nature;

and New York in 1923,

the imporbance of the part they play in the economy ofnature.

Humoneness L37

ANIMAI, EXPF,RIMENTATION

Vivisection and animal experimentation were forbidden in

three states in 1903, seven in 191"3, and eight in 1923'

1903/ 1913 1923

AlabamaDelawareIllinois Illinois

MaineMassachusetts Massachusetts Massachusetts

Oklahoma OklahomaPennsylvania PennsYlvania

South Dakota South'Dakota South DakotaWr.tt1"gtõ" 'Washington Washington

No experiments were permitted upon "any living creature" in

alabama and oklahoma; "upon live animals to demonstrate facts

in physiology," in South Dakota; "upon any living creature for

tfre putposà-of demonstration in any study," in Delaware and

Illinois. "No cruel experiment on any living creature" was

allowed in PennsYlvania.

The law in Massachusetts reads,

No person shall, in the-presence.9i.? pupil.in,any public.àú"ãi, pir.ti.ã iivisectién, or exhibit ã vivisected animal'õi..ããtiã" of dead animalé or any portions thereof in such

*nã"n shall be confrned to the class room and to the pres-

ãiìé-lt p"pil. engaged in-the- studv to be promoted.,t!9re-bv. and-shãll in no case be for the purpose ol exhlbrtron'viólation of this section shall be punished by a fine of notless than ten nor more than fifty dollars'

Provisions somewhat similar to those in Massachusetts are to

be found in'Washington and lllinois. In Maine,

No person in any of th-e schools 9f the state supportedÇnoflv-ã" i" pa* i,v public money, shall Practice vivisectionor peiform ány ,experin"lent -upon a living aglTalt or, :x-hibit to any pupil in such school an- anlmal whlcn nas Deen

"i"iÀ"ól"a órtxþerimented,up-on. Whoever wilfully violates

ih" i,täîÄió"t oi thi. act shäil be pulished þv a fin9, 9l îPti"..'thutt ten nor more than twenty-frve dollars,- and. if the

o*o"-'iã""à guilty of such violaiion is a teacher in 1nyãi^lf.ä.ãìa .rfr-oãb t¡e state superintendent of schools shall

revoke the certiûcate of said teacher'

138 Control ol the Elementarg Currí,cu\um

In Washington,

No teacher or other person employed in any school in thestate of Washington, except a medical or dental school,shall practice vivisection upon any vertebrate animal inthe presence of any pupil in said school, or any child orminor there present; nor in such presence shall exhibit anyvertebrate animal upon which vivisection has been practiced.

In Illinois,

No animal provided by, nor i<illed in the presence of anypupil of a public school, shall be used for dissection insuch school, and in no case shall dogs or cats be killed forsuch purpose.

SUMMARY

The three items under humaneness show an increase of twenty-four prescriptions in twenty years; from twelve to thirty-six.If these three subdivisions had been combined there would havebeen ten in 1903, seventeen in 1913, and twenty in 1923, an in-crease for the twenty years of ten prescriptions; which is, doubt-less, more nearly in accord with the change which has actuallytaken place. The results as here classified are summarizedin Table XI.

TABLE XISg¡r¡¡eny op Cunnrcur,¡n Pnpscmprroivs rr.r Ïlg"Må¡¡pvoss

Snow¡Ns lNcnp¡sn 1903-1923

Elumane Treatment and Protec-tion of A¡imals and Birds. . . .

Importance of Animals and BirdsAnimal Experimentation. . ....,ToúaI Number of Prescriptions. .

Item

, CHAPTER VII

LEGISLATIVEPRovISIoNSCONCERNINGTHETEAOI{-ING OF "FUNDAMENTAL" SUBJECTS

The..fundamentals,,or(.fundamentalsubiects',willbeunder-stood to include

1. Arithmetis 4' Penm-anshiP

ã. e"gliitt 5' Readingã. cãããiãpt'v 6' SPelling

Arithmetic includes also "oral arithmetic," "written arithmetic,"

"mental arithmetic," and "numbers'" Engtißh includes "gram-

;;; ;t "English grammar," "language" or "English language"'; .oorporitioo; o" ãErrglish composition," "language lessons" or

"Engiish language lessons," "oral and written English"' "primary

lang[age,,, urrd ."I.*urrtary English." Geography includes "ele-

*"itr":v geography," "mãdern geography," and geography of

the staie.- penmanship is occasionally ,,handwriting" and more

i".qo"otty "writing." Read:ing, in two or three states' is referred

to äs ,,rðading in English." Spetli,ng is almost as frequently

called "orthograPhY."In view otlhe persistent adverse criticism of "fads and frills"

in the school progra,m it is, perhaps, a little surprising to learn

that the fundamental subjects are not the ones about which bhe

påãpf"'t representatives have exhibited most' concern' These sub-

ju.t, uru dìrectty and specifically required to be taught in only

ihree_fourth. of th" ståtes; and even this number is obtained

only by a liberal interpretation of the law'

iabie XII shows that, there are nine states which have not

prescribed any of the fundamental subjects in'any of the years

covered bY this studY:

Delaware Minnesota Ql"ggo- .

Maine Missouri Rhode Island

nliãniguo New HamPshire Utah

There has been a slight increase in the number of prescriptions

139

This table is based upon ?able X.-The items are ananged according to the nmber of states which had the prescriptioa in

1923.Animl EapaimøtÃ¿im.-The "prescripóions" were all prohibitive.

Number of Statesin Which

P¡escribed

1903 1913

81ó

t923

1567

t2

1903to

1913

fncrease

t7118

28

1913to

t923

36

754

1903to

1923

251

t6

I105

8 24

740 Control o! the Elementarg Currírculum

TABLE xrr cuenrcwen pnpsc*rprÍoÀrs rN "FrNoå¡æNr¿L,, susJ'crs ron1903, 1913,

M -Mandetory, Mr:Msnd¿tory with ¡ üime spôeiûcatiotr. CMinimum numbe¡ of miautes or pe¡iods.)

æ

1r?

36363ô363636

,16

óo3636363630


in this group of subjects during the twenty years but it is notmarked and there have been few important changes. Arkansas,Georgia, Idaho, Nebraska, New Jersey, and'WyoÃing, for whichno prescriptions were found in 1908, all had such prescriptionsin 1923. On the other hand, Arizona, Illinois, urrã W".i Vir_ginia which required these subjects in rg03 did not do so in 1928.Arizona has placed full responsibility upon the state Board ofEducation

to. prescriåe and enforce a course of study in the commonschools of the state.

In ïV'est Virginia

the state board of education shail prescribe minimum stand-ards of the courses of study to be'offered i" ir," ãiôãã"îuùschools, high schools

other states have increased the authority of their state educa-tional board of control regarding the course of study withoutelimi¡u¿iou the legal mandate that these subjects be taught.

No single fornula has been followed in the different stãtesin creating the obtigation to teach the fundamentals. Some_times the responsibility to see that it is done is placed upon thestate board of education, sometimes upon the county board,sometimes upon the local board, sometimes upon the teacher.sometimes the mandate reads that these subjects ,,shall betaught" in every school district; sometimes the "instruction mustbe given"; sometimes ,,the courses of study in the elementarvschool shall embrace',; sometimes the law applies to private aswell as public schools. New york in 1908, Colorado in 1g28,Idaho and New Jersey in 1g1B and, lg2ï, and Iowa in all threéyears placed the obligation upon the parent or other personhaving the care of children to see that they receive instructionin these subjects. tr'or exampre, the provision in New Jersey is

Every,parent, guandìan, or other person having custody andcontrol of a child bgtwegn the äges of sevãñ an,i-;í.Ë;yeerpr shall

-cause such child.rgculallli to attend ;ã;y;ñ;jin which aü least reading, writiñg, spöIing, B"ejishã";ä;:arithmetic and geography are taîgËt i" iËe E"Til;hir"ü;;þy a competent teacher, or to receive equivarent instrùctiònelsewhere than at school.

rt may be contended that this is not a regar obrigation restingupon the public schools; and yet it is hard to imãgine

"..porrl

Fundamentat Subjects L43

siblepublicschooladministratorsrefusingtofurnishinstnrction.which children are required to have. In this study such pro-

visions have been considered mandatory. There are several

irr.iror.. where the obligation is established only through adopted

textbooks v¿hich are req:uired to be used' This was the situation

in Alabama in 1903 uoã lOta;in Georgia in 1913 and 1923' and

in Nevada in 1903, 1913, and 1923' It'rvas also the case with

,".p..t to reading in North Carolina in 1903 and penmanship in

Mississippi in 1913 and 1923' Adopted texbbooks are' of course'

;.-q"it"d;" be used in many other states' We are no! here fol-

towing the textbook requirements except to the extent necessary

to geitte complete record regarding the prescription of subjects'

If there is a defrnite and specific mandate that a subject must be

taught it has not been considered necessary to consult the law

,egã"diog texbbooks. When there is no such direct mandate'

nÃ.rr.r, ttte obligation to teach the subject may still be effec-

tively ceated through provisions regarding the use of texbbooks'

The iegislature oi Nevá¿a in 1g01 adopted a series of textbooks

for the fundamental subiects.

Said series of texb-books shall be -used in all - the public

..irä"i. ãf this staã ào¿ oo school shall receive its pro rata

of public ..ttooiîo"ãvs unless such text-books are used'

Ño".ü*Ë" ;il;ä b";räe in said series excepl b{ "i, iîl ,"fttó f,"gi*"tuture; provided no.such change in books shall þe'

made more often than once in Iour years'

Georgia passed a law in 1903 creating a school-book commission

to ad*opt a uniform series which was to be in use in all the com-

*on schools of the state within sixty days after January lst,

lg04.Thislawwasinforceinlgls.Itprovidedthattheuni.form series of books

shall include the following ete{nentary branches. of an Eng-

Ißh;ã;;rtiãoònlv, to -w'=t:-

o*ttogräpÏtv, reading' yttlIish education only, to wit: Orbhography, readrng' yrqlq';;i#td æoe;pl,v, Engtish l3ngriagg lessons' English

ää;;;-: .-. .--rtt""úooki 1$ontea, u.nder "t19, ï?::1"::;ä;;;-: :.:Th""úooks- adopted- under theprovisions

ãi-th"; .ftuff ¡é used to the-exclusion of all gtho: 9";h";;;;;bjãct i" all the public common schools of the

öiä,ãîîÑìãål ir,ut-."pplementary^readers mav be used

in *nv of the common .ã'l'tãon of the State, but ev-en supple-

ffiä;^ öräãr. .náu nor be used- until after the regular

õd;;-." prescribed have been completed'

744 Control of the Elementarg Curriculum

These provisions, reinforced by amendment, were also found in1923. fn Mississippi in 1908

The branches of study upgn which teachers are required tobe ^ex¿mined

constitute ihe curricuiñ_-ãf ttã irä pi,îli.scnoots.

Penmanship is not mentioned among the subjects required. forthe teachers' examination nor is a "textbooki io it prescribedfor use. rn 1g1B and 1g2B "writing" is incruded arnong thebranches for which a textbook must be provided for use in tnepublic schools of the state. The intent of t¡u law in Nebraskais somewhat vague. The county board. may establish a course ofstudy with the advice and consent of the state superintend.ent."This course of study shalr apply onry to rural schoors and shailinclude" among other subjects the fundamentars. But in anotherarticle, dealing with free public high schools, the following pro_vision is found:

Tþe course of study for-the first eight grades in commonschools shall be composed.of the tolãøn? Ãu¡:r.1.," eîri-culture,. bookkeeping,_ civics, drawing, uíitn-riiq

-Eo;l-i.h

composiüion, geography, grammar, ñístory, -."d"4;;i¿h_metic, orthograpþy, þenmãnship, physiolog¡1, iãdñg. --Th;state superintendent with thesê ÁuÈjects -toi a foñdâii;;shall .lay out a feasible course of stuay ,¿"pt.¿ ìã-*"äischool conditions keeping in view the Åood ;i ; iho";;"heducation for the child iñ these brancheí rather itr* t" ìËãcompletion of the course in a given number of years.-

-- ----

The fundamental subjects must be taught at least in the ruralschools. New Ha-pshire nowhere definitely prescribes the teach_ing of the fundamental subjects but they are enumerated. threeseparate times with an apparent implication that they are to betaught. The three provisions are ås follows:

(1) In the instruction of children in all schools. includinsprivate schools, in reading, writing, spelline. â"iit -"ii"lgrammar, geography, physiology, -history, ävil governJpent, Iusic a¡d- drawilg, the English-languag-e shallbe used exclusively, bothJor the pùrpose ot"insiruãtiãnthereon and for purposes of geneial ãdministratioo.i -

(2) A foreiep language may be taùght in elementary sõhoolsprovided the course of study lor its equivalõnt) out_lined by the state board of-education i'n the co-màn

1 Laws of 1921, p. L25, Ch.85, part II, Sec. 10, Subsec. l.

Fundamentat Subjects 145

English branches, that is, in reading, writing, s,p.ellinS,

aritihmetic, gramhar, geograp-hy, .physiology' r,tiqi,owl

civil govefument, music and drawing,. be not,abndged¡ut ¡ã taught in'compliance with- the law of the state''

(3ì The selectäen in each town shall assess an annual-tax'"' ofãrrtã. aãttát. and ûfty cents on each thousand dollars

;i iñ "uf".

oïttt. ratable estate taxable therein for thesupport of the Pqb\ic -schools.TËó sum so raisäd shall be appropriated to the-sole pur-p o.ã ãt--ãiotàining public Êttt g gl¡ within the district f ori*õfti"s

".uding, #¡ting, English. grammar' arithmetig

geography, and such other branches as are- aclaptect toitte-a¿vaåée*""t ãt the schools, including the purchase

of fuel and other supplies, the making of -occas.''onalrepairs upon schoolhous-es, ap.purtenances' and Ïu,rnrture'áti¿ ttt" conveyance of puþils to and from school as

provided bY law.3

From the foregoing it seems reasonable to assume that the law-

makers fully expected these subjects to be taught; nevertheless

New Hampshire was not included in the tabulation. In North

Dakota in 19L3 and 1923,

Each pupil in the common schools as they,l\'[ !-"-993:."mãi"irüv u¿"u"..¿ to pursue the same, sliall be,reQuiredto devote at least frfteen minutes practice in wrrtrng eacn

day during the school Year.

This is the only instance of a specific time requirement applying

exclusively to äny of the fundamental subjects' California had

in 1923 a blanket provision regarding time allotment which ap-

plies to the fundamental subjects and several others'

Instructions must be given in the following branches in,.t'he

several grades in which they may be requrrect' vlz: reaûln^g'

writins, "spelling, arithmetic, geography, Ianguage and gralo-

-at. ñittt speciâl reference to composition, history oÏ treËi;iä ;föriitãi-ã, tiÀiorv of the United Státes with special

".r*."ã"-io th;hisãry ät tt" constitution of the united-Si;i"ü;"d ti* tti.iow of ih-" ï€asons for the adoption. of

ãuãrr ór ru p.o"isióo., th"= duties of citizenship, tgggthe.r

øin i".t*.tibn in iócái civil government; elements of .physi-otogy and hygiene, withspecial reference to the rnJurrous

ãf"ît't-ãf tõU"acco, alcohoi and narcotics on the hu-rn?n

.-r-.tu-,--orat ä"å -uoo"*. In the first six grades.of,the

ui"-uoúury schools, at least two-thirds of the puprl's t'rme

2 Laws of 1921, p. 125, Ch. 85, part II, S-ec' 10' Subsec' 3'. ir*" ot lSZf, p. 146, Ch. 85, pa¡t YI' Secs. 1' 2'

146 Control oJ the Elementarg Currículumdg"r-og each week shall be devoted to study and recitationof

-thq subjects hereinbefore enumeiaied, ã"ä i" ilr" ãåî.îir,and.,eighth grades ¿tr rrast twelve ""¿

õirð+älr h;;-".;îih"puprl's time eacþ week shall be devoted to tirJ siuA;- ""drecitation of such subjects.

fh the time remaining physical training, nature study, music,drawing, elementary bookkeeping, hu-aie ed.ucation, urrA tn¡ftmust be taught. The next section contains the following rrorrrrrulprovision:

Other studies m{y be authorized by the board of educationof an¡ county, _ciiy,_ or city and cãúniy, but such- .údi;. ifso autrìonzed shall be in lieu of a corresponding number'ofsuch enumerated studies,specified i" ih;p;öãi;;;;.ii;,

and not in addition thereto.In california in 1g0B and lgr3 the following provision was inforce:

9g^u"ty board of education may in districts having less than100 census children confine the pupilJ io-".ãffi,-îiiiiöorthography, arithmetic, tanguagd Àid gru*-u", geography,history of united statei aoã ciiil gìvõmment,'.t-t.-.u-rrt!--órp,hysiology and hygiene and elemefiiary bookteepi"l-"ïiiithey have a _practical knowledge of theÁe subjectj . :. anãno p,pils under the age of 15 yõars in.any ãËrir;;äry .;ñ;oishall be required to dó any hõme study.

The law in Tennessee in 1g0B and Lgl3 was unique; it pre_scribed that certain subjects must be taught, it permittea certainothers to be taught and then prohibited the ìeaching of u"Vother subjects.

There shall be two classes of district public schools. des_þa ate d re sp e crivety prim ary S ch ooË ;;ð ü;; õ"i"$'d;i..'l he couße of study in the primary schoors shal äonÁist ãifive grades and rhe-cour.u oi,tuãli"ìr," il;;"i;il;ñ;.;*shall consist of eight, grades-ärã d.tãiJ"er;ä;i#äñbeing identical.rn every.primary-schoor shalr be taught orthoEraphv. read-gS, wnung, anthmetic, grammar, geographvl ltisiôrv ofTenness ee. -Í,h e c onsritu ii õi

" irã""-"..?.1'üi ¡tö; ï f" d;unirecÌ srares containing-înð-c""iIiLtioi ìr-ãr,"e ú"iiäàStates,physiology..andh-ygiene;-;üïmusicand--ei;"ti;;:

;å:åiöiiålitil'i,iå¡iiË%fl"íå'"1å"Ëf :Tf ::"h,,îie_ach schoor district, whenever the inlerest. or irrã-áìÃt"iõishall require it, may establish u"¿ -ui"iãñ td.i" äil;

Fundamental Subiects 147

more secondary schools. . . . In every secondary school shallbe taught the following branches: Orthoglaphy, reading,r-ritingl arithmetic, grañmar, geography, History ol-Tg":nessee, the constitution of Tennessee, History-of.fhe UnlteclStatesi, containing the Constitution' of the United States,ãf"-"ltuw geolo[1y of Tennessee, elementary principles ofagriculture, õlemeots of algebra, elements of plane,geometry'eiements óf natural philõsophy, bookkeeping, elementarynhvsioloEv and hveiene, elements of civil government, andihétoric ä ttigf,ef English. Practice shall be given in elo-cution or the ãrt of public speaking. Vocal music may be

taught, and no other-branchês shall be introduced'

In 1923 we find

The elementary schools shall consist of the frrst eighü-gradesof in. public Áystem. . . . The course o-f .$u{V in the ele-mentary schoois shall embrace the following subiects:Orthogiaphy, reading, writing, arithmetig, grammar,.geog-raphyi niitõív of Teãnessq õontaining the Constitution ofTeniessee, hiïøry of the United States,.elementary phyfl-ology and'hygienö, and vocal music-, drawing- may be taught,aní"sucn kinà'red supplemental work as the County Board ofÈã".uiio" may detónnine from time to time, and approvedby the State Board of Education.

Vermont in its nine-year elementâ,ry course includes

special instruction in the geography, history, constitution andprinciples of government of Vermont.

In New Jersey,

For the elementary grades, a course in the geography, his-tory and civics oÏ -New iersey-shallbe provi{gd, which.o,ittu shall be prescribed by the Co'lmissioner of Education,*itit ttt. approi'al of the Siate Board of Fducation;.and thecourse thus prescribed shall be required in .?lI. public ele-

-"otrty schools and shall be taken 6y all pupils in the grade

in which it is given.

Norbh Carolina, also, in addition to the general geography, re-quires instruction in the geography of the state.

In Nevada,' The publishers, contracting and agreeing to furnish booÌs

for uÅe in the State of Nevada under the provisions of thisáct, shall eause to be prepared -a special map and a specialsupnlement descriptive ofl{evada fõr the geography adoptedbv iaid commissibn. The map and descriptive geography


of Nevada shall be revised every four years by the pub_lishers.a

ïn 1903 "deûning" was included. among the required branches ofthe course of study in Norüh carolina, while TVisconsin required"orbhoepy" in 1903 and 1g18.

SUMMARY

The six subjects classified as fundamental are invariably in-cluded in the same section of the law. prescriptions ,.gu"diogthem have undergone very little change. Time speciûcations anãother special provisions to make sure that they receive properattention are almost never resorted to. rt is apparently assumedthat they are adequately provided for. The results are sum_marized in Table XIII.

TABLE XIIIsu¡¿¡r¿¡r o¡' cunnrcu¡¿n Pn¡scntprroNs rN ('tr'uN¡¿¡¿e¡lr¡,r,"

son¡pcrsSuowr¡¡o f¡rqa¡¿s¡ 1908-1928

Total Number of Presôriptions. .

This table is based upon Table XII.. Revised Laws 1912, Vol. I, p. 982, Sec. 8402.

Number of Statesin Wlich

Prescribed

1903lrgtal1928

óóóór).)2q

Ðòôô

363636363636

2t6

, CHAPTER VIII

LEGISLATIVE PROVISIONS CONCERNING TIIE TEACH-

ING OF RELIGIOUS AND ETIIICAL SUBJECTS

The subjects classified as Religious and Ethical are

1. Sectarian Doctrine 4' Mannersâ. eibi;-Rãuãi"s 5' Morals3. Social and Ethical Outcomes

The prescriptions for eâch of the three yeârs are shown in

Table XIV.

SECTARIAN DOCTRINE

The provisions listed under this heading include not only direct

prohibitions against sectaïian instruction and against the use of

iextbooks which are sectarian in character, but also prohibitions

against sectarian control of public school money and against

piUti. support of sectarian schools. Some such prescription is to

te founù in all three years in thirty-eight states, with North

Carolina in addition in-1903 and 1913' No provision yas-f9unfin any of the three years in Connecticut, Iowa, Rhode Island'

Vermãnt, Virginia, or-West Virginia' New Jersey and Oregon had

rp..iri tinitá prãvisions which will be given below Uut yHjgtt

Çere ,rot includãd in the tabulation. There has been no signiû-

cant development during the twenty-year period' Apparently

the intentioo to k."p public education non-sectarian has been'

throughout, widespread and generally accepted' There is little.unifoinity'in the wording of the law. Sometimes the provision is

in the constitution wherã the expression that occlrs most fre-

quentlyistotheeffectthatthepublicschoolfundsshallbekept'ifr." iro* sectarian control"; sometimes the provision is inthe statutes where the most common expression occum in con-

nection with the adoption of textbooks; "none of said textbooks

shall contain anything of a partisan or sectariân character." Not

infrequently provisions are to be found in both fhe constitution

t49

3636363636óo

ùöó4ð0

Religi,ous a,nd Ethica.I Subjects 151

Svs¡ncrs FoR TEE Ponr,rc Erænrpwranv Scnoor,s rN E¡cn or. lHE Fonrv-Sr¡.rps1923

;l*ï,ïJuï'ïËlËlÉl¡¡'lFl 30

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#l llllllËlglËläl:leltl'Ëlãl ãl gì gl El-ãl iËlËlEI>lElÈlålå

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150 Control of the Elementarg Ctnriculum

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Sectarian Doctrine.. ... -...... 1

Sociat and Ethical Outcomes. . . . 2Bible Reading. .... '.. 3l{anners...... -. -.. ......... - 4n,r^,otõ 5

¡'M

Sectariân Docúrine.Social â!d Ethical Outcomes.Bible Reading.i\f¡ nn prs

ear

Morals. .

Sectarian Doctrine.Social and Ethical Outcomes.Bible Reading -trIonne¡s. . -

ùI:l[andatory. ?:Permissive. F:Fo¡bidden.

903

9l

923

152 Control o! the Elementary Currinulwn

and the statutes. some of the provisions in force in 1923 will be

given; in most, cases these provisions were practically the same in

lg03; th.". has been very little change in any given state',

Ariroou, California, Colorado, Idaho, Montana, Nebraska,

Nevada, South Dakota,'Wisconsin, and'Wyoming have constitu-

tional provisions which prohibit the teaching of sectarian tenets

or docirines in such parhs of the educational system as would

always include the elementary schools' For example, in Arizona

No sectarian instruction shall be imparüed io ?ly. school.or;i;t"-;d;-."tionat institution that mäy be established under

this constitution.

In ldaho,

No sectarian or religious tenets or doctrines shall ever be

taught in the Public schools.

In California,

Nor shall any sectarian or denominational doctrine-betaught;;ñt*tii"; thereon be permitted, directly or indirectly,in any of the common schools of this state'

Similar provisions, by statutory enactment, are to be foundin

Mississippi, New Mexico, Oklahoma, South Carolina, Kentucky,

and Utah. KentuckY has

No books or other publications of a se-ctarian, infidel orimmãral character, shall be used or. distributed in.any com-

**-iãtoot, no" Áhall any sectarian doctrines be taughttherein;

and Utah,

It shall be unlawful to teach in any of the dist'rict, schools oftftiã--Slät., *ttite io session,

- any aiheistic,. inÊdel, Ptttl*il1,

religious,'or denominational doctri_ne and all such schools

shail be'free from sectarian control.

Kansas has a statute forbidding the teaching of sectarian or

religious doctrine in cities of the first and second class, and also

the constitutional Prohibition,

No religious sect or sects shall ever control any part oftttã to.äoo school or university funds of the state'

Massachusetts, Minnesota, and New York in their constitutions

forbid support, by public money of educational institutions in

Reti'gí,ous ond Ethícal' Subiects 153

which denominational tenets are taught' It is common to find

in the law dealing with the adoption of texbbooks this clause:

none of said texbbooks shall contain anything of a parüisan

or sectarian character.I

This was the'case in Indiana, Tennessee, and Texas; it was sub'

stantially the case in Alabama, Georgia, and Maryland' In

Arkansas,

No teacher employed in any of the common schools shall

nermit sectarian bäóks to be used as a reading or textbookin the school under his care'

In New HamPshire,

No books shall be introduced into the public sqþgots' t119.Y-

iui"ã tô favor any parlicular religious sect or polttlcat party'

In Washington the board of directors shall have t'he power and

duty

. to exclude from schools and s-chool libraries all books'

tracts, papers u"A ãittu" publications of an immoral or per-

nicious tendencY. 1

Washington also has the constitutional provision,

All schools maintained or supported w-trolly or in part by,the

ñü, ffid. .h;li-Ë to""iu1" free from sectarian control

or influence.

Delaware, Florida, Illinois, Louisiana, Missouri, North Dakota'.Þ"oo.yl-ránia, and ohio have constitutional provisions which

forbid the use of public sphool moneys for the support of sep-

tarian schools. For example, in Louisiana,

No public funds shall be used for the support of any private

or Jectarian school.

In Pennsylvania,

No money raised for the ¡upporb of the common schools ofthe Commo"*"Jttt *táti b"'åpp"opriated to or used for the

support of anY sectarian school'

In Ohio,

No religious or other sect or-sects shall ever have any ex-

;ñtñ;ïght tó, o"ãoot"ol of anv parb of the'school funds

of this state.1 Re.¡ni¡gton'g Compiled Sùatutes 1922, Yol' Í1, p' 726' Sec' 4776' nint'h'

154 Control of the Elementarg Cuní,cu\um

Michigan has a statutory provision of similar import:

No school district shall apply any of the moneys receivedby it from the priTary schobl interest fund or fróm auy andall other sources Jor the support and maintenance oi anyschool of a sectarian characier, whether the same be underthe control of any religious society or made sectarian by theschool district bõard.

The foregoing will serve to give a fair idea of the situaüion inthis field, not only as it is now but as it has been during the pasttwo decades. Several of the states have other provisions besidesthose already indicated which it has not seemed necessary topresent. A few additional provisions should be noted. NorthCarolina in 1903 and 1913 had the prohibition regarding parbisanor sectarian subjecû matter in textbooks but nothing of the sortwas found in 1923. In Massachusetts in 1903 and 1g1B the consti-tution provided, regarding public school moneys, that

such -moneys shall never be appropriated to any religioussect for the maintenance exclusively of its own schools.

There was a statutory provision in all three years which pro-hibited the school committee from purchasing or using schoolbooks calculated to f¿ivor

the tenets of any particular religious sect.

The following statute was in force in Louisiana in 1g2B and asimilar provision in 1903 and 1913:

The school boards of the several parishes of this State areprohibited from entering into any contract, agreement, under-standing or combination, tacitly or expressly, directly orindirectly, with any church, monastic or other order orassociation of any religious sect or denomination whatsoever,with the representatives thereof or with any person or cot-poration conducting a school which solicits patronage fromthose of any parüicular religious faith, affiliation or persua-sion, for the purpose of running any public school or schoolsof this State together, in connection, or in combination withany private or parochial school, or other institution of leãrn-ing which may be under the control or management of anychurch, monastic or other religious order or association ofany religious sect or denomination whatsoever, or underthe control of any person or corporation conducting a school

Religious and Ethical Subjects 155

which solicits patronage especially from those of any par-ticular religious faith, ãffiliãtion or persuasion. 2

Arizonia, New Mexico, and Oklahoma were territories in L903.

Ärizona and Oklahoma prohibited by statute the teaching of sec-

tarian doctrlne, and New Mexico did the såme "in any of thepublic schools of the city or town." When they became states

each of the three included some sort of prescription in the con-

stitution. Maine, in the law dealing with Bible reading, provided

in 1923 that

there shall be no denominational or sectarian comment orteaching;

no provision was found in the earlier yeaß. New Jersey had

the fotlowing provision in all three years:

No religious service or exercise, excep! the reading- of. theBibte añd the repeating of the Lord's Prayer, shall be heldin any school reõeiving any portiol of tþe moneys appro-priated for the supporb of public schools. 3

Oregon in 1923 enacted the following:

After the pâssage of this act it shall þs ¡nlawful for anyteacher in äny piuUtic school in the state of Oregon to wearin said school, ánd while engaged in the p-grformanc-e of hisor her duty, âny dress or gárb of any religious order, sector denomination. a

BIBI]E READING

There were ten states in 1903 with prescriptions regarding the

reading of the Bible in the public school, ten in 1913, and frfteen

in 1923. Of these prescriptions one in 1903 was mandatory, twoin 1913, and eight in 1923. The development is striking because

it is entirely in the direction of mandatory legislation. There has

been no increase in the number of permissive laws. The seven

states, Indiana, Iowa, Kansas, Mississippi, North Dakota, Okla-homa, and South Dakota, which had permissive laws in 1923 hacl

the same laws in 1903 and 1913. Georgia had a permissive lawin 1903, no law in 1913, and a mandatory law in 1923. New Jersey

had a permissive law in 1903 and 1913 and a mandatory law in2'Wolff's Revised Laws of 1904, Vol. I, p. 6f0 (Àcts of 1902' p.410' No. 214'

Sec. 14)..aActs ol 1903 (Second Special Session), p' 45, Ch. 1, Sec. 114.aLa¡vs of 1923, p. 19' Ch. 11.

156 Control of the Elementarg Cwrí'culum

1923. Massachusetts had the same mandatory law in all threeyears. Pennsylvania had a mandatory law in 1913 and 1923.

Alabama, Delaware, Maine, and Tennessee each had a mandatorylaw in 1923.

The permissive laws are brief and provide that the Bible shallnot be excluded from the public schools or that the reading of theHoly Scriptures shall not be prohibited or that the Bible maybe read without comment. In Kansas, Oklahoma, and SouthDakota the provision is found in connection with the prohibitionregarding sectarian doctrine. In Mississippi it is a constitutionalprovision. In lowa,

The Bible shall not be excluded from any public school orinstitution in the state, nor shall any child be required toread it contrary to the wishes of his parent or guardian.

In North Dakota,

The Bible shall not be deemed a sectarian book. It shall notbe excluded from any public school. It may at the optionof the teacher be read in school without sectarian comment,not to exceed ten minutes daily. No pupil shall be requiredto read it or to be present in the school room during the read-ing thereof, contrary to the wishes of his parents or guardiansor other person having him in charge.

In New Jersey the following provision, in force in all three years'was supplemented by a mandatory law in 1923.

No religious service ot exercise, except the reading of tþ9Bibte and the repeating of the Lord's Prayer, shall be heldin any school receiving any poriion of the moneys appro-priated for the support of public schools.

The mandatory laws, with the possible exception of that ofMaine, require that the Bible be read every school day. Fivestates specify the minimum amount; frve verses in Delaware andNew Jersey, ten verses in Pennsylvania and Tennessee, one

chapter in Georgia. In four states, Delawa,re, New Jersey, Penn-sylvania, and Tennessee, the reading must be done at the openingof the school day. In Massachusetts, in all three yeârs,

A portion of the Bible shall be read daily in- the publicschõols, without written note or oral comment, but a pupilwhose parent or guardian informs the teacher iq- writing-that he haç qonscientious scruples against it, shall not be

Rel,ígious and' Ethi'ca| Subjects L57

reouired to read from any parbicular version' or to take any

peisonal Parb in the reading'

Pennsylvania in 1913 and 1923 required thaü

At least ten verses from the Holy Bible shall be read o¡

äï;di;"Ë ";;ã;'iil*t ããmmerit, a! the ope+rng, "i 9i!l;;d ;;.ty public Áchool, up-oP 949þ and everv t9111$1IJ^{t¡e teactrer in charge: Provided, That where anJ teacher nas

other teachers under and subiect to drrectron' tnen.ÌnetuuìU." é*."cising ttris authoriÇ shall read the Holy Bible'

;;ñ; it ø ¡'" "ããa,

ut r'uiuio directed' rf anv--s-chool

;;r;d;;;È".ã á"tv ii st'alt þe. to.r.ead the llol¡r.Bible' or

cause it to t e reaãias directed in this act, shall fail or omit

.o to do, said school teacher shall, upon charges ptl-Ïu.tl:l l:tsueh faílu"e or omission, and proof- of the same' belore tne

ö;.årnìüïout¿or tne Écnoot ¿istrict, be discharged'

Tennessee in 1923 had this same law, practically verbatim, with

the added provision that,

the teacher does not read the same chapter more than twice

duúng the same session.

Georgia permits an individual pupil to be excused from hearing

tne Èi¡te read upon written request of parent or guardian' one

such request being sufficient to cover a school year' and provides

that

the Bible, including the Old -"9d^-th9 New Testament' shall

ü"*d ü uU ttu .ãtrools of this State recciving State.funds,

;;d th"t""i less than one Chaqter. shall be read at some

ãpptóp¡ut" time during each sehool day'

InNewJerseythereadingistobe..flomt,hat,porbionoftheHolyBible known as the Old Testament'" The law in Maine reads'

To insure greater security-in the faith of our fathers' to

i"."1.ãt" i":t" tnã rives of"the rising generatlog the spiritualvalues necessary to the well being of our and tuture crvrlrza-

iiã*, t" ãã""Up ttt"." Ìrigh moial, and religious principles

à..ã"tiur to humän happine"ss, to make available to the youth

J:ó*:iã"¿ ttre ¡oof'which has been the-inspiratioq of. -the

ereatest masterpieces of literature, art and music and which

ñ;"öË; th;-åireneth of the greât men and women of the

Cùristian *"r, itét"-.tall be, iñall the public schools of the

state, daily or at suitable intervals,.rea'ilines from llÎj::p-ñä;iah" special emphasis upon ihe Ten Commandments'

158 Control of the Elementarg Cu,rri'culum

the Psalms of David, the Proverbs of Solomon, the Sermonon the Mount and the Lord's Prayer. It is provided further,that there shall be no denominational or sectarian commentor teaching and each student shall give respectful attentionbut shall be free in his own forms of worship.

In Alabama,

All schools in this State that are supported in whole or inpart by public funds are hereby required to have once everyschool day, readings from the Holy Bible. Teachers in mak-ing monthly reports shall show on the same that they havecomplied with this act, and superintendents of city schoolsin drawing public funds shall certify that each teacher underhis supervision has complied with this act. Schools in theState subject to the provisions of this act shall not beallowed to draw public funds unless the provisions of thisact are complied with, and the State Superintendent ofEducation is charged with the enforcement of the provisionshereof.

SOCIIIÍ, AND ETIIICAIT OUTCOIVIES

The term Social and Ethical Outcomes is here used to denotevarious virtues, attributes, and qualities the "teaching" of whichwas required in fourteen states in 1903, sixteen in 1913, and six-teen in L923. A composite list of the qualities and habits desiredwould include the following:

BenevolenceChastityCleanlinessEconomyFrugalityGentilityGood behaviorHonestyIfonorÉ[umanityIndustryIntegrityJusticeKindnessLove of countryMannersModerationMoral courage

Relí'gi,ous onit Ethí'oal ßubiects '159

a corresponding list to be avoided would include Falsehood,

Idleness, Intemperance, Profanity, Vulgarity. Cert'ain other ob-

jectives and outcomes are enumerated, such as "the true com-

prehension of the rights, duties and dignity of american citi--zenship,"

"þheir own responsibilities and duties as citizens," "theprincifies óf ft." government" and "international peace'" The

iegisútion regarding this group of social and ethical outcomes

has undergone comparativety little change. california, Florida,

Idaho, Maine, Massachusetts, Montana, North Carolina, North

Dakota, Oregon, South Dakota, and Washington have had laws

throughout the period of this study which have remained prac-

tically the same. arizona and west virginia had laws in 1903

which had disappeared before 1913. The law in utah ¡vhich was

mandatory in 1903 a4d 1913 had become permissive in l-923'

Delaware had a law only in 1913; Illinois, Oklahoma and'Wis-

consin, in 1913 and 1923; Arkansas, and New Mexico, in 1923

only. The laws of Maine and Massachusetts are almost identi-

cal and reveal an early origin. In Maine,

The president, professors and tutors of cgJleges, the,pre-.""toi. and tóaõhers of academies, and all other instruc-toi" ãi youth, in public or private institutions, shall .useitài" ¡..i endéavorË to impress on the minds of the childrenä"ã- v""ttt committed to their care and instruction,- tlep¡".ípi". of morality and iustice, and a sacred r-egard forã*ttt; Iove of countiy, huqanity-and a universal benevo-

Ë.u; sobriety, industb and fru[ality.; chastity, moderationã"a i"*p""a"o'ce; and--all-othei virtues which ornamentftu-u" sóciety; ánd to lead those under their care, as theirä;;"d .ãpäôitius adpit, into a parbicular understanding;f th; ú"dency of such virlues to- preserve qnd. perfect arepublican constitution, secure the blessings of liberty,.andto promote their future happiness; and the tendency ol the

opliosite vices, to slavery, riegradation and ruin'

Massachusetts places the obligation upon

The president, professors and- tutors of the university atC;;Ë"iág; ã"d'ot the several colleges, all preceptors and

i"ã.frui. îf academies and all othei instruclors of youth.

In'Washington'

Attention must be given during the entire course to t'he

;;iii";úr";f mannõrs, and the fundamenta! Principles..ofü;;ty;h"""r'industr¡i and economy, to the laws of health'

MoralityMoralsNeatnessObedience to parentsOrderPatriotismPietyPolitenessPromptnessPublic spiritPurityRefinementRegard for othersRespect for laborSobrietyTemperanceTruthTruthfulness

160

physical exercise, ventilation and temperature of the schoolroom;

and also,

It shall be the duty of all teachers to endeavor to impresson the minds of their pupils the principles of morality, truth,justice, temperance, humanity and patriotism; to teach themto avoid idleness, profanity and falsehood; to instruct themin the principles of free government, and to train them upto the true comprehension of the rights, duties and dignityof American citizenship.

California and Montana in all three years and Arizona in 1903had laws essentially like the second provision just given forWashington, but did not include temperance and humanity.Washington did not include humanity in 1903. Oklahoma hadthe following law in 1913 and 1923, which is practically thesame âs Wisconsin's law in 1913 and 1923:

In each and every public school, it shall be the duty ofeach and every teacher to teach morality, in the broadestmeaning of the word, for the purpose of elevating and re-frning the character of school children up to the highestplane of life; that they may know how to conduct them-selves as social beings in relation to each other, as respectsright and wrong, and rectitude of life, and thereby lèssenwrong-doing and crime.

North and South Dakota had identical laws in 1903. In SouthDakota the law has not been changed. In North Dakota it wasamended in 1911 by adding "international peace," a changeworlhy of note because of its exceptional character; we havehere an apparent recognition by lawmakers, when dealing withinstruction in the public schools, of a world which exbends be-yond the boundary of the United States.

Moral instruction tending to impress upon the minds ofpupils the imporüance of truthfulness, temperance, purity,public spjrit, patriotism, international peace, respect fõrhonest labor, obedience to parents and due deferènce forold age, shall be given by each teacher in the public schools.

North Dakota also has the following constitutional provision:

In all schools instruction shall be given as far as practicablein those branches of knowledge that tend to imþress uponthe mind the vital importance of truthfulness, témperañce,

Control of the Elementarg Curriculum

purity, public spirit, and respect for honest labor of every

kind.

In Florida,

Everv teacher is directed . . . to embrace every opporiunilyto inóulcate, by precept and example, the principles oÏ trutn'honesty and patriotism and the practice oI every,tlillt]?,".\riti,r.." To rôquire the pupils to observe personal cleanll-ness. neatness, order, prômptness and gentility of manners'

to aíoid vulgárity and profanity, and to cultrvate rn rnem

frä¡rt. ãi indîstry and economy, á regard for lhe rights and

iäilc.;¡-"th;;, ;d irt.it oi'i resþonsibilities and duties

as citizens.

In ldaho, everY teacher

shall keep himself or herself without reproach, '"q T-191"97io imnreis upon the minds of the pupils the prrncrples oI

truth,^ justice, morality, patriotism, and refinementr ancr to

ã;lroiã i¿ru"ess, fátseträóci, profaniiy, vulgarity, and intem-perânce' give'attention during every school term to tne

õultivation of manners.

In Oregon,

A teacher's duty, while in charge-of a school, shall be as

follows . . . to create in their minds a desrre Ïor Know'leoge'

oti*iõt., morality, politeness, cleanliness, and the preserva-

tion oi PhYsical health.

In Illinois in ìgrg and 1g23 and in Delaware in 1913 the pro-

"1.¡" was part of the law regarding humaneness and was sub-

stantially the same in the two states' In lllinois,

It shall be the duty of every teacher of-a public school in

thisStatet,oteachtoallthepupilsthereofhonesty,ll(rndness'i".tiðe á"¿ *otui courage for fhe purpose of- Iessening crime

äïa tãi.ioe the standaid of good citizenship'

In West Virginia in 1903,

AII teachers, boards of education and other school officers

;; h;;by ór,utããa *ìtn the dutv of providing,that,qor,altraining for the ygulh of this .state whrch wlll contrroure

io .uãïri"g goóa" Èét uuior and mannem and furnish the

state with èxemPlary citizens'

NewMexicoinlg2Sincludedamongthebranchestobetaughtthe fundamental principles of common honesty, honor'

industrY and economY.

Religíous and Ethical Subiects 161

762 Control o! the Elementary Currículu¡nIn Utah in l90B and l91B the foltowing was in force:

No atheistic, infid.el, sectarian, religious or d.enominationaldoctrine shali be,tauânt i" äîv'oì"ilrr" district schoors of thisstate' Morar instrucãion t""dírg dLpress upon the mindsof the pupils the,importa".u ot-gåä¿ 'na,nners,_ truthfulness,temperanc.e,nyrjiv,.þalrioUÃm-a-nãinar.t"y,ifräfïîilîiå"

rn every disrricr schbol, and a' .rd-düåi.;h;ifËf f;;"from sectarian control.This was amended. in 1g21 to read as follows:

rt shall be unrawful to-teach in any of the district schoors ofrhis State. wh i I e in s"s.io", á"yìãrrJi.iir, ìrinää, ;;;;;;; ä_ligious or' denominatiô"J' ¿odtri"ä"în¿ au such schools shailbe free from secrariu'' õo"t"or.- N"Iñi"e l"-rï.'îîî ,äälrbe deemed to orohibit th" áüid;ï any morat instn¡ctiontending to il.Ëress .upon thî .iî,iJ

"i"tr* îüpii;";Ë"îä_portance and necessity. of good *uoours, truthfulness. tem_

sff ?iå?ËiËp#1',i,,îlå:äd"#,it.tri*#,,*Y*j¡*:lf3The following was adopted in Arkansas in 1g2B:

Whereas. training in morals and patriotism is imporiant tochild tifó and edu-cari"", ;;ã iJärãïârrre of rhe ßrate, andWhereas. rhe nrevateq." ã"a pð"ã.;';ä;i';i_#;ä iå:morat*í indicäres-aì;;Ë;i ãuäË"äuioiog in our presenrday citizenship, andWhereas, the ïresent. course of study for_our State publicì;|;"r

does nõú provide èJp"riãlivï.í such trainin;; îË;_Be It Enacted by the General Assembly of the State ofArkansas:Section l. That a course in morals, manners, patriotismand business and profes-sionãt ã;;äúy Ë;;;ä "i. "li#åËi'inctuded in rhe

"oui." of ,i,rãv ìî" ?ilT"srrtä pîîriä ;îäË:section 2. That.rhe srate iãxciäoËbo.*i.!i*-i, Ëi;b"aurhorized ro acrlRr su:ta¡ie -iãxú-o;dääi .:,iå:';iifor use in the pubïic scnoðis.

MANNEES

No clear-cut line can be drawn between the manners andmorals listed separately and the same terms included in socialand ethical outcomes- at the exüreme in one case .we have themenumerated along with required branches of study ,,r.n u* *"u¿6Laws of 1921, p.284, Ch.95.

Retigi'ous ond Ethi,cal Subiects I'63

ing or arithmetic, as if they were to be taught as separate sub-jects; at the other, they are enumerated along with qualities such

as truth and purity which are to be inculcated. Whether or notthis betokens a distinction in the intent of the lawmakers is not

Ievident and probably is not important. The law as framed in afew of the states can be classified only arbitrarily. Manners orgood behavior wâs required in seven states in 1903, six in 1913'

and eight in 1923. Indiana, Maryland, Massachusetts, South

Carolina, and Vermont included "good behavior" in the pre-

soibed course of study in all three years. California in 1913

and 1923 and New Mexico in 1923 included "motals and man-ners" in the course of study. California in all three years also had

Instruction must be given in all grades of school and inall classes during the entire school course, in manners andmorals.

Arizona in 1-903 had

Instruction must be given during the entire course in man-ners and morals.

Mississippi required "good manners" in 1923 in connection witha course in morality.

MOBÄLS

Morals or morality was required to be taught in four states

in 1903, three in 1913, and ûve in 1923. South Carolina included

"morals" in the course of study in all three years along with good

behavior. California provided for "morals" along with manni:rsin all three years. New Mexico did the same in 1923. Arizonaprovided for "manners and morals" in 1903. In Rhode Island inall three years,

Every teacher shall aim to implant and cultivate in theminds of all children committed to his care the principlesof morality and virtue.

In Minnesota in 1913 and 1923,

The teachers in all public schools shall give instruct'ionin morals.'

Provision shall further be made for moral education in thepu'blic schools to be extended throughout the entire course.

In Virginia in 1913 and 1923,

764 Control of the Elementary Currí.culum

Such instruction shall be imparted by reading books andtextbooks inculcating the virtues of a pure and noble life.The texbbooks shall be selected as are other textbooks bythe State Board of Education.

In Mississippi in 1923,

The board of education is hereby directed to prepare orcause to be prepared a suitable course of instruction in theprinciples of morality and good mannerc to be used in all ofthe public schools of the state. Such course shall includewhat is known as the Mosaic Ten Commandments and maybe graded and may be formulated with the idea that a certainamount of time will be devoted to it.Provided, that no doctrinal nor sectarian teaching shall bepermitted in any public school in this state, and providedthat no pupil shall be required to attend the eourse providedfor herein when the parent or parents or guardian of saidpupil shall so request in writing frled with the superintendentor teacher. 'When so prepared and published such a courseshall be used in all the public schools of the state. It shall bethe duty of the several county and city superintendents ofschools to see that the provisions of this act are carried out.There are not to be any extra employees under this act,either state or county.

If "Social and Ethical Outcomes," "Manners," and "Morals"had been grouped under a single caption there would have beennineteen states with prescriptions in 1903, twenty-three in 1913,and twenty-three in 1923.

SUMMÀBY

Table XV shows that there has been very little increase in thenumber of prescriptions in this group during the twènty years.The gain was somewhat larger in the second decade. The mostsignificant change is the increase in mandatory legislation re-garding the reading of the Bible. Whether this growbh has beendue to a popular demand or to an aggressive campaign by a smallzealous group is, of course, not evident from the law. The legalprovisions found in connection with the subjects presented in thischapter illustrate wiôh especial clearness a characteristic which iscommon to much of the legislation affecting the curriculum;namely, a tacit disregard of the laws of learning and an implicitfaith in ühe efficacy, for character formation, of mere exposure toideas. Those who promote the sorb of legislation that is found,

Religious and Ethical Subiects 165

for example, in connection with Morals and with Social andEthical Outcomes appear to be actuated by the assumption thatdesirable habits, attitudes, and ideals can, with certainty, be im-parted by thp written or spoken word.

I

TABLE XV

Suu¡¿¡.nv or Cunnrcw.tn Pn¡scnrprroNs rN Rer,toroug ¡¡to Etqrc¡r,SuBrEcrs Ssowr¡ro l¡¡cnnlso 1903-1923

Sectarian Doctrine.... . .,Sããirl ã"¿-gtui."r Ó"i.o-".. . . .Bible Rea¡lingManners.MoraJs.

Total Number of Prescrþtions..

Item

This table is based uoon Table XIV.f¡" iG-ã-*ã-*¿"ie¿;ccôìdin¿ io the number of ståtes which had the pres6iption in

1923.Sectarìan Doctrine.-The "prescriptions" w*e a.ll prohibitive.nltl" näl¿ïi.:4t ttã¿rñic¡Jiións; in 1b03, o;e was mandatory and ¡ine were permir-

give; i¡ 1913 tio were ma¡idatory and eight were Dermissive; in 1923 eigbt were mand&toryand eeven wse pemissivo.

Nmb€r of Stetesin Which

Prescribed

1903

39t410

,4

1913

39161065

1923

1903to

1913

74

fncrease

38161587

1913to

1923

76

-2

r- íl1

1903to

1923

(-_Ð

5Ð

2

84

(- 1).,

513

.> 8 10

CHAPTER IXLEGISLATIVE PROVISIONS CONCERNING THE TEACH-

ING OF MISCELLANEOUS SUBJECTS

In this chapter seven miscellaneous subjects are considered:

1. Elementary Science 5. Dictionary2. Algebra 6. Darwinism3. Metric System 7. Land Designation4. Forestry and Plant Life

Prescriptions of these subjects are not numerous, as may be seenfrom Table XVI. They show very little increase during the lasttwenty years. In addition to the seven items tabulated, mentionshould be made of a few which have been omitted. Norbh Caro-lina in 1903 included "theory and practice of teaching" amongthe branches to be taught in the public schools. Colorado in 1903and 1913 directed school boards to provide to have taught in thepublic schools the branches included in the examination for ateacher's certificate among which were "theory and practice ofteaching and the school law of the state." In West Virginia in1903,

In the primary schools there shall be taught . generalUnited States and state history . . . and in addition there-

, to the theory and art of teaching.

General history was also included among the required branchesof study in 1913.

EIJEMENTABY SCIENCE

Elementary science or nature study was preseribed in twostates in 1903, four in 1913, and six in 1923. Califomia in 1903included "nature study" among the branches of study in whichinstruction must, be given in the several grades as required butprovided that the instruction might, be "oral," no textbook beingrequired to be purchased by the pupil; also, apparently the sub-ject could be omitted in school districts of less than one hundredcensus children. In 1913 instruction in

166

Miscel,laneous Subjects L67

nature study with special reference to agriculture

was required under similar conditions. In 1923,

instruction must be given in nature study with special refer-ence to agriculture and animal and bird life.

Florida prescribed, in all three years, in the primary grades (firstand second) such lessons in "nature study" as were provided inthe county course of study; in the intermediate grad.es (third,fourth, ûfth and sixth) "elementary science" and such lessonsin "nature study" as were provided in the county course of study;and in the grammar grades (seventh and eighth) "science." NorbhDakota in L913 and 1923 included "lessons in nature study"âmong the branches in which

each teacher in the common schools shall teach. pupils asthey are sufrciently advanced to pursue the same. -

Wyoming in 1913 and 1923 included "nature study" in therequired course of study for the elementary schools. Alabama in'1923 required that "elementary science" be taught in everyelementary school in the state. Mississippi in 1923 included "gen-eral science" in the curriculum of the free public schools wherethere were three or more teachers.

¿,LGEBBÄ

Maryland in 1903 prescribed that "algebra, bookkeeping andnatural philosophy," in addition to a number of obviously ele.mentary subjects, should be taught in every district school. SouthCarolina in all three years had algebra among the subjects whichmust be taught "as far as practicable" in every public school.Tennessee in 1903 and 1913 had two classes of district publicschools, primary and secondary. The primary schools had fivegrades and the secondary schools eight; the ûrst ûve grades beingidentical. The prescribed course of study for the secondaryschools included the following branches in addition to thoseprescribed for the primary schools:

elementary geology of Tennessee, elementary principles ofagriculture, elements of algebra, elements of plane geometry,ele4ents of natural philosophy, bookkeeping, ele-ments of civil government and rhetoric or hþheÍ English,l

1 Shannon's Code of 1896, p. 420, Sec. L4M.

Control ol the Elementorg Cu'rri,atlum

TABLE XW CUNNTCW¡N PNESCRIPTIONS IN MTSCE¿T,¡TVNOUS S.o.BJECTS

1903, 1913,

M -Mmdatory. F =Forbidden.

FOB PUBLTC Eræmr.¡r¡¡y sgEoor,s ¡N E¡gE OF II'EE FOBrr-prcsr sr¡rrs1923

Mis cellnne ous Sub i ects 169

3

II

42I1

Ii

63IIII

13

170 Control oJ the Elementwg Curriculum

and also "elocution or the art of public speaking" which had been

merely permissive in the primary school. Mississippi in 1923

provided that "elementary algebra" should be included in thecurriculum of the free public schools where there were th¡ee ormore teachers. Arkansas in 1923 included "elementary algebra"among the branches embraced in the regular work of the firsteight grades of the public sehools.

METRIC SYSTEM

Utah in all three years had a constitutional provision:

The metric system shall be taught in the public schools ofthe State.

FORESTRY ÀND PLANT I,IFE

In Louisiana in 1913,

The State and parish boards of public education are directedto provide for proper courses-of instruction by.texübooksor iectures on the- general subiect of forest'ry in all thepublic schools of this State.

In Tennessee in I-923,

The curriculum of everv public school in this State shallinclude a study of foreÉtry and plant life, which shall betaught therein,-and which study-shall include the names andvarleties of trôes gïolvn in the State, their age of maturity,their value to the soil, to animals and birds, and when pos-sible or practical, the children of-such schools be given anobject leÄson in study of Forestry by one or more visits dur-in[ each semi-annual sessio:r, to, some clnveliently locatedfoíests, and there instructed and taught by their respectiveteacheis or some competent person selected for such purposes.Every pupil, unless èxcused by his or her teacher, shall.berequiîeä io write at least one shorb essây .or story duringthe session on forestry along such lines as the teacher maydirect.It shall be the duty of the State Commissioner of Education,County Superintendent ald City School -S¡iperintendel¿.þsee thät this statute is enforced in the public schools of theState and its requirements are complied with and that thisAct take efrect fiom and after its þassage, the public wel-fare requiring it. The correlation of the study of. Fo.restry incoooecf,ion È'ith other studies in the public schools is ex-

Mßcellaneow Subiects L7I

plained as follows: An art,lesson may betaught-in lhe {ryy-ing of trees and plants, a composition lesson be taught inw"Ïtiog of trees and ptairts. Aianglage and r.¡.|emory.lesso.n

be tau-ght in knowlecige gained by thg observation and read-ing ql "books

on trees ãnd plants, so tþal the child may groliluf wîth the knowledge of the value of Forestry.

DICTtON.AR,Y

Arkansas in 1923 included "dictionaries" among the subjects

for which a uniform series of books must be adopted and which

must be embraced in the regular work of the first eight grades'

DAEWINISM

Oklahoma in 1923 had the provision that

no copy-right shall be purchased nor textbook adopted thatteachôð the- "Materialis:bic Conception of History" (i.e) theDarwin Theory of Creation us. the Bible Account ofCreation.

Florida in 1923 passed the following resolution:

Whereas, the Constitution of the State of Tlorida expresslystates ií section 6 of the Declaration of Rights that, "Nopreference shall be given by law to any church', sect-or mode

. of worship, and nõ money sh¿ll ever be taken from thepublic treäÁury directly of indirectly in aid-of any church,äect or religious denomination, or in aid of any sectarianinstitution." AndWhereas, The public schools and colleges of this Ç!a!e, ¡uf-ported iú wholã or in par-b Þy pgbtic funds, should be &eptiree from any teachinfs designed to set-up and promulgatesectarian vieis, and sñould a-lso be eqqâU-y Jree-from t"?9þ-ings designed io attack the re-tigþys beliefs of the public.

.Tñerefore-, Be It Resolved by the ÌIouse of Rearesent?tty".'the Senaté concurring: That it is the sense of the I,egislatureof the State of Floriäa that it is improper and subversive ofthe best interests of the people of this State for any professor,teacher or instructor in iheþubtic schools and colleges of thisState, supported in whole ôr in-parb by public.taxation, toteach orþirmit to be taught, atheism, or agqosticiqml 9I.toieach as true Darwinism, õr any other hypothesis that linksm.an in blood relationship to any other form of iife.2

t Àcts a¡d Resolutions, 1923, p. 506, Eouse Concur¡enú Resolution No' 7'

172 Control of the Elementary Cumieuhntu

I,AND DESIGN.ÀHON

In Arkansas in 1903 and 1913,

In addition to the branches now prescribed by law to betauEht in the common schools of ttrè state, it is hereby madethe-duty of the county examiner of the several counties ofthis state to examine äll persons applying for examinationand license to teach in suc[ schools as to their knowledge andproficiency in the methods of designating and reading the'survey of-the lands of this State by ranges, townships, andsectioirs and parös of sections and surveyed-, platted anddesignated by-the government of- the- United States, and nosuch-applicait shaf be authorized or licensed to teach in anyof suCh schools unless found upon such examination pro-ûcient in the method of designating and reading land sur-veys, as in this act provided. It is hereþ-made the dutyanä Ápecially imposetl upon all persons teaching in the publicschools of {his State, to teach and impart the instructionshere provided for whenever practicable to. do-so, and a will-ful nõglect or failure to discharge the duties by this act i-ro-posed shall be deemed sufficient cause for the revocationõf license to teach.

SI'MMA3Y

Table XVII indicates that this group of subiects has not been

regarded by our lawmakerS as very importanù. ElementarySci-

TABI,E XTIII

Su¡n¡¡¡t or Cuanrcur¿¡ PnosctsrPTroNs ¡¡v Mrgcnr.r'rrYoous SusfEcrsSnownrs I¡¡ctw¿su 1903-1923

Mi,scellaræous Subiêcts 173

.ence shows the most growth. Doubtless the provisions concern-

ing Darwinism are of greatest interest. Noù as much legislationwas found as the writer had been led to expect from the publicit'y

which has been given to various bills which have been before

legistatur6 in recent yeaß. The provision in Florida is a resolu-

tion. That in Oklahoma would, apparently, not prevent the

teaching'of Darwinism or the use of supplemental books ofreference.

Elenenta,ry Scie¡rce.. . . . .

Alsebra. .:::::.Mãtric SvstemForestry-and Plant Life .Dictiona¡y...Da¡winism.Land Designation. . ..

Total Number of Prescriptions. .

Itm

Number of S¿atesit WhichPrescúbed

Thie t¿ble is based upon T¿bIe XVI.pqrúi"*rz,.--'t'h" "piesoription" is a prohibitiol reloting to t¿xübook adoptiol

1903 1913

,31

Tncrea¡e

;T;T,*,tol¿olto

lslsl1s23lr9zg

4211

r923

-i

63111

_i

7

-i

2(-1)

::I

21

::11

(-1)

13

4

11I

(-1)

2 4 6

CHAPTER X

. GENERAL SUMMARY OF THE FINDINGS

In the preceding eight chapters there have been presented theconditions which have been found to exist at each of three periods

as regards legislative enactments directly affecting the curriculumof the public elementary school. The provisions have been pre-

sented with considerable detail but by no means exhaustively.The aim has been to portray fairly accurately the variety andscope of the provisions. This has been done through selected

quotations, descriptions, and two series of tables. The flrst series

of tables has shown for each of the three years, 1903, 1913, and

1923, the states which have prescribed each of the sixty items.

The second series has been based upon the first and has shown a

summary for each item, and the amount of increase by decades

and also for the twenty-year period. Totals from the tables ofthis second series have been brought together under eight head-

ings and are shown in Table XVI[. The topics in this table are

arranged in accordance with the amount of increase during the

twenty-year interval, which is also the order of their consideration

in the foregoing chapters.

INCRE.{SE IN PRESCRIPTIONS

It will be observed that the total number of prescriptions was

564 in 1903,720 in 1913, and 926 in 1923. There was an increase

of 156 prescriptions during the ûrst decade and of 206 during thesecond; this is an increase of 362 dirring the twenty-year intervalor oÏãbout 65 per cent. Four of the eight topics have more thandoubled in number of prescriptions in the twenty years: Conser-

vation of Life and Property, Humaneness, Practical and CuituralSubjects, and Nationalism. Conservation of Life and Property,on a percentage basis, shows the largest increase, since only one

prescription in this group was found in 1903. Nationalism has

t74

General Summarq L75

TABLE XVIII

Gsxsn¡¡, Su¡n¿¡¡v or Cunnrcur,¡n Pn¡scnrpr¡orvs FoR TEE PusúrcE¡,pr¿sNTAnv Scroor,s oF TEE U¡¡rrpo St¡rns 1903, 1913, 1923

NationalismIlealth and "Prohibition". . . . . .

Conservation of Life and Prop-erty...

Practical and Cultural Subjects.

This table is based upon T¿bles III, V, VII, IX, XI, XIII, XV and XVII.The topics æo ananeed according to the mount of increase 1903-f923.

made the greatest numerical gain. There are more items classi-

ûed under this topic than under any other, and together theyaccount for more than two-fifths of the total increase found. On

the whole, there was more of an increase during the second period

than during the frrst.Among the individual subjects an increase in number of pre-

scriptions is the rule. Very few of the items show a net loss;

Individual states have occasionally amended the law so as toeliminate the requirement of a particular subject but this has,

usually, been more than offset by new prescriptions in other

states. In the main, a subject once required continues to be

required and to spread to other states.

SIIBJECTS SIIO.W.ING LÀRGEST GAIN

Below are given the twelve subjects which were found to havemade the largest increase during the twenty years; following each

item is the net number of additional states in which it was re-quired in 1923 as compared with 1903. The list includes those

items which made a gain of twelve states or more; that is, a gain

equal to or exceeding one-fourth of all the states.

196131

204428

21676I

1923

304t7l435936

2t684L3

1913to

t923

10840

23158

-:E4

4929

1920161922

156

423524191.0

6

176 Control oÍ the Elementarg Cuní'cuh.m

1. Ilag Display.2. Days of Special Observance.3. Fi¡e Drill.4. Physical Examination.5. AII fnshuction in English6. Physical Education.7. Fire Prevention8. Agriculture9. Constitution of the United States

10. Citizenship..

NÐ.w. SUBJECTS ADDED

Fourteen items were added to the list of presoibed subjects

during the twenty yeaffi; of these six were introduced during the

last decade. A list of the fourteen additional subjects togetherwith the number of states in which they were required in L923

follows:

11. Eistory of the State.12. Patriotism

22222l202020l7t4t41312t2

1. Fire Prevention2. Patriotism.3. Sanitation.4. Accident Prevention5. Tblifr.6. E¡ùibitions7. Patriotic Songs.8. Deela¡ation of Independence9. Placa¡ds.

10. Art.11. Cotton Gradi:rg.

Thrift, Exhibitions, Declaration of Independence, Arb, Darwin-ism, and Dictionary were âdded during the last ten years.

PBOYISIONS TO SECI]ND ENFORCEMDNT

Many of the recent iaws contain provisions intended to insurethe carrying out of the legislative prescription. A direct obliga-tion to teach a given subject is often placed upon the teacher.

The local school board is directed to make provision to have thesubject taught. Frequently the responsibility for enforcement of

12. Darwinism13. Dictiona,ry14. Forestry and Plant Life.

the law is placed upon the state superintendent of public instruc-

tion or upãn the state board of education' There may be a time

specificaúon that the subject be taught-for a minimum number'

oì minutexor periods per week. The pupil may be required to pass

ân examination in the subject in order to be eligible for promo-

tion or to receive a diploma. It may be necessary to adopt an

approved textbook. The teacher may be required to pass an

exåmination in this particular subiect before being given a

certiûcate. Normal schools may be required to give special train-

ing in this subiect. The teacher may be required to include in her

mãnthly report a statement that she has complied with the pr9

visions of ih" l"* regarding the subject; the principal may be

required to certify that she has done so; the superintend""t --"Ibe required to reporb regarding each of the teachers under his

.t u"gË to the staie department showing whether or not the law

has È'een complied with. Refusal or neglect on the parü of any one

of these to comply with the law may be made a misdemeanor

punishable by lãss of salary or by revocation of license or by a

ärr. o" by imprisonment. Sometimes the school district forfeits

all claim to any part of the public funds'

Implication is not intended that il would be common for all of

these provisions to be found with any one law or that any con-

sidera-bte number of them would be found with all laws of recent

enactment or that none of them would be found in the prescrip-

tions in force twenty years ago. The fact which it is desired to

bring out is that provisions such as those given above are very

much more common now than they were at the earlier period

whentheywelemostfrequentlyfoundinconnectionwithStimu-lants and Narcotics.

GENEAAL OBSERVATIONS

Each of the forby-eight states is aware of its authority to legis-

late regarding the content of the elementary curriculum' To

some extent every one of the states is exercising this authoúty

and throughout ihe period covered by this study has exercised

such authority. There is a wide variation in practice among the

different states; some have enacted a long list of prescriptions,

othersveryfew;somehavedelegatedlargediscretionaryau-thority to ihe state board of education, others have left the con-

t7t2

,

5

Genera| Summarg

4r1

3221

1

I1

I

t77

I78 Control o! the Elementarg Cwrículum

trol of the schools and of the curriculum almost entirely to localboards; in some states the voters of a district may prescribe addi-tional subjects to the curriculum; some states have been reluctantto delegate any authority. There is no state where some discre-tion as to the subjects to be taught is not left to educationalauthorities and in every state there is abundant freedom to selectthe subdivisions which shall be included in a given subject. Thereis no single subject which, by direct mandate, is uniformlyrequired throughout the common schools of the country.

CB.APTER XICONCLUSION

The implications of the findings which have been presented

in the foregoing chapters are far-reaching' Reflection upon

them will cause us to challenge current practice in many mat-ters of prime importance. We shall be forced anew to realize

the need of an adequate basic philosophy not only for educa-

tion but for all of our political and social relationships. To

what extent should the state, through its legislative body at-

tempt to determine the curriculum of the elementary schools?

In other words, to what extent should it attempt to dictate what

children shall study, what shall be the activities of the school,

and what shall be the methods employed in the process of in-struction? In so far as such dictation is indulged in, and rea-

lizes its aim, just so far are the habits, ideas, and ideals of theprospective citizen determined by legislative groups. The ques-

tion involved includes a consideration of the proper functionof the supïeme legislative authority. of the commonwealth'It will be seen that this, in turn, involves the whole question ofthe relation of the state to education and the proper means forbest fulfilling its educational functions. In guaranteeing an

educational opportunity to every child in the commonwealth

should the state, through it's elected legislative body, attemptto guarantee what this minimum of opportunity shall include?

Are there knowledges and skills so important for the common

welfare ¿nd so universally necessary and desirable that the

state is justifled in requiring that they be taught and in pre-

scribing the extent, manner, and means of such instruction?What reason is there for assuming that the objective will or

can be attained in accordance with the legal mandate?

Two opposed tendencies are apparent; one to delegate more

and more authority to the state educational boards, the otherto enact more and more legislation directing that a particularsubject be included in the curriculum. These opposecl tenden-

L79

180 Control of the Elementary Curríiu\um

cies are going on at the same time and frequently in the same

state. The first has not yet progressed, in any stpte, to a pointwhere it would meet the present standard of many of our leadersin educational thought. Along with such an increase in author-ity there would probably need to go a change in the method ofselecting those who are to exercise the authority as well as achange in the qualifications demanded of them. As regards theopposed tendency, while the increase in the number of prescrip-tions during the twenty-year period is marked, and especiallyso during the last ten years, the dþmands of such legislation atthe present time are not so exacting as might at ûrst appear.After all, a law which merely provides that a particular subjectshall be taught, without specifying the length of time it shall be

taught or what shall be included in it, need work no great hard-ship upon school authorities. The majority of laws are of ühis

type. Every requirement, even of those states which are mosbmandatory, might be fully met and there still remain wide lati-tude for enrichment and differentiation of the curriculum.Teachers who find their course of*tudy so prescribed and inflex-ible that they cannot use the problem method or other more in-dividual methods of instruction nor introduce topics of localinterest must seek for the explanation elsewhere than in Statelegislative enactments. State-wide uniformity in the use of text-books, for example, wherever enforced,'is immensely more cramp-ing than the sum-total of the legal prescriptions regarding thesubject matter of instruction at present to be found in any of ourstates.

While it is true that, as yet, these legislative prescriptionsneed not seriously cripple the initiative and judgment of schoolpeople, it must be recognized that our legislators are pursuing acourse which, if persisted in, will eventually deprive pupils ofthe advantages of professional leadership in this freld. If wecontinue to increase the number of subjects required and tohedge them about with detailed specifrcations, it is only a ques-

tion of time when the legislature will have assumed entire respon-sibility for the course of study. Curriculum-making is re-garded, at least within the profession, ås an expert underüakingsufficiently difficult in its nature to call for the coöperation of allthose involved in the education of the childl Entire books havebeen published devoted to the theory and practice of curriculum

Conch,sí,on 181

reeonstruction. A long list of books and another long list ofsurveys devote generous portions of their space to a considera-tion of this problem. Universities are supporting research de-partments expressly to investigate in this field. Practicallyevery school of education is offering eourses to prepare teachersand school administrators to modify the school curriculum interms of local and individual needs. At meótings of teachers, as-sociations the country over, including those of the NationalEducation Association, a part of the program is commonly givenover to a consideration of questions dealing with the formationof the course of study. These efforts will prove of little avail ifthe actual school program is to be dictated by the members ofour state legislatures. Some may objeet that we are looking along way ahead for trouble; some may contend that the periodcovered by this study is not long enough to give a reliable indi-cation of trends; some may feel that an exhaustive study, notonly of the historical d'evelopment of our entire educational pro-gram but of concurrent social and political forces, would benecessa,ry before valid conclusions could be drawn. These ob-jections must be fully recognized. Other investigations shoulclbe made to supply needed additional information. If we haddata, similar to those presented in the foregoing pages, at inter-vals of ten years extending back to the formation of our Unionthere would be a total of fourteen such intervals, stopping withthe year 1793. This study has covered three separate periods,or somewhå,ü better than one out of five of the total number.Moreover, to secure the information for the year 1g0B it wasnecessâ,ry in a number of states to examine the law for severalyears earlier. It is probably safe to say that it is generally moredifficult to get a law repealed than to get it enacted. Thewriter feels that it is very unlikely that the findings of thisstudy represent merely a temporary and exceptional condition.Until we have positive evidence to the contrary we shall prob-ably do well to accept the tendencies here revealed as trust-worthy. Quite regardless of earlier conditions, the facts heregiven show the situation as it now exists and as it has been de-veloping during the past generation. Noü only is every newmandate an additional encroachment upon the sphere whiehmany thoughtful citizens feel may best be left to professionalschool men but, what is more important, it may be and fre-

I82 Control of the Elementarg Currtcuhtm

quently is, a definite curtailment of possible service to the

child and to society.There are agencies, entirely aparb from the government and

therefore not subject to popular control, which are definitelyworking to induce legislatures to enact specific laws direetingthaü certain subjects be taught. One cannot read the laws ofthe several states without being impressed by the frequent re-cuïrence of the same phraseology. Laws to accomplish a given

purpose are similarly worded; identical provisions are very com-

mon; identical sections are not infrequent, while whole laws are

sometimes verbatim reproductions. This is noü particularly sur-

prising nor is it necessarily unwholesome. For one state to copy

from another a law, or part of a law, which has worked well maybe commendable if conditions in the two states are sufficiently

alike to warrant the expectation that the law will be equally

effective in both. For the identical nature of many of our laws,

however, there is another explanation which demands more care-

ful consid.eration. Reference is had to those laws which are

placed upon the statute books ãt the insistence of small but de-

termined and resourceful minorities. There are a number of

organizations, national in scope, which are interested in promot-

ing definite programs and have adopted the policy of using thepubtic schools as a means of accomplishing their purpose. The

crusade of the'Woman's Christian Temperance Union to put intoschools the compulsory teaching of the evil effects of alcoholic

stimulants and narcotics is probably one of the earliest as it is

by far the most successful effort along this line- No one knows

how many organizations are attempting similar aqtion. It is

safe to say that the number has been increasing in recent years

and that there is no assurance that these attempts are all in the

real interest of public welfare. It is time to inquire as to the

wisdom of a[bwing our public educational institutions to be used

as agencies of propaganda, even when that propaganda is pro-

moted by the highest motives. The problem here suggested is

one which calls for an investigation beyond the scope of the

present studY.A number of "model laws" have been prepared and are being

promoted by citizens who doubtless believe that what they are

doing is for the best interest of the child and the community'

There are, for example, several organizations which are act'ive

Conclusion 183

in a concerted effort to make the teaching of the Constitutionof the United States a legal requirement. There was such alaw in nine states in 1903 and in nine states in 1913. In 1923

the number of these states had increased to twenty-three. Aprinted circular put out by one organization backing this move-ment says they will continue their campaign until the law isplaced upon the staùute books of every State in the Union.The same circular has this statement:

Occasionally we have met opposition from the educationalauthorities in States where our Bill has been introduced,on the ground of objection to mandatory legislative controlof education, but we are glad to say that State legislatorsgenerally, representative of the public will, have not agreedwith these gentlemen and their arguments and have lookedupon knowledge of the Constitution as an essential in citizenmaking.

Before they persist with this program they should carefullyconsider the follorving: Upon whom should responsibility forthe formation of the cuniculum be placed? Does the makingof a curriculum demand special qualifications? 'What effect'does the teaching of a subject like the Constitution of the UnitedStates have upon ¿n immature mind? Does it have the desiredeffect when one is forced to study it? 'What does it mean "toteach" the Constitution? IIas it been adequately taught whenthe child is able "to recite" specific facts about it? Whoserights are at stake? Those of the teacher? The child? IIisparents? The community? The next generation? Should ¡llaw be enacted for the purpose of bringing about a reform orshould it embody only that which is already generally approved?'Will the ends of good government, justice, and human welfarebe more surely and fully realized when interested groups bring tobear upon legislators, in behalf of a particular measure, suchpressure as they can command or would it better for such groupsto plead their cause before the bar of public opinion? Ilowmây a layman most effectively express his individual preference?Do we need some additional device for ascertaining the popularwill as a guide to legislators? Should opinions, in a democracy,always be counted or are there times when they may be

"weighedt'? 'What is the proper place of the experü?

Many educational leaders contend that the ed.ucative process,

784 Control of the Elementary Cur"rínt\um

rather than previously chosen subject matter of instruction,

should determine the school program. They would have the

child engage in acüivities which conform to his present interest,

need, and ability and which at the same time make for present

and future development; they would have the subiect mattergrow out of such activities. In the event that furbher observa-

[ion and controlled experimentation shall substantiate the cor-

rectness of the position held by these educators there will need

to be sweeping readjustments of school procedure- Legislativeprescriptions regarding the curriculum may impede or actuallyp".n"ot readjustments which have been determined as desirable

by professional teachers. It has not yet been shown that we can

teaõh a child how to think and at the same time control what

he shall think. Even if we could do this we do not kno'n thatit would be desirable.

The legal right of the statæ to determine what shall be taught

in the public schools is fully recognized. The question is one of

advisability. To what extent should this authority be exercised?

Answers vary widely even among educational leaders. Manysay the legislature {ould not stipulate any subiects at a-ll'

Some want only the fiandate that no sectarian doctrine shall be

taught; some want the added provision that all instruction shall

be in Engtish. Some feel that there is a common core of sub-ject matter necessary for intelligent, American citizenship irre-spective of one's place of abode and that this should- be required

by law to be included in the common school curriculum. Diffi-culty arises at this point because no agreement has yet' been

reached as to what consüitutes the common core. There are

some who take the position that the citizens of a state, t'hrough

their representatives, may properly prescribe the teaching of

any and all subjects they choose, provided they leave t'he teacher

unhampered to devise the means and processes. Even this ex-

treme position has been exceeded in many of our states by laws

oo* opoo the statute books. Every time-speeification may welloperate to cripple the initiative of the teacher; and there are

oo-ero,rs instances of other prescriptions which restrict the

flexibitþ of the program and limit the teacher's choice as tomethod of instruction. A few examples will illustrate tbis'In both Delaware and New Jersey we find the requirement' notonly that at least f.ve verses from the Bible shall be read daily

Conclu,síon 185

but this must be done "at the opening of the school day." It is

difficult to see what useful pulpose is served by thus restrictingthe flexibility of the school program. In Nebraska each CountySuperintendent must hold an annual exhibit of school work; he

muÈt also "offer and award premiums intended to stimulate theinterest in school affairs." The wisdom of using rewards and

premiums to stimulate school activity is very doubtful. InMontana teachers must give "oral and blackboard instnrctions"using data and statements supplied by the state board of health

concerning the . causes and prevention of eommunicable dis-

eâ,ses. In Norüh Dakota, in the teaching of hygiene, pupils inthe lowest three primary grades are to be instmcted "orall¡"' b-r'

teachers using texübooks; above the third grade the instructionis to be given from texbbooks "in the hands of the pupils." Thisprovision limits the teacher to the use of a method the efrcacy of

which is open to question. In Montana the duty of preparing

a book dealing with fire-dangers is placed upon t'he Commis-

sioners of Insurance; the book to be conveniently arranged inlessons and "one of such lessons to be read by the teachers" each

week. In this case the entire content of the course, includingtlie arrangement of the material and the choice of language inwhich it is to be presented, may be determined without even

consulting an educational authority; while the method of in-struction, which is extremely poor, is prescribed by law. Ofcourse such laws as these are exceptional as compared. with the

total number of laws; neverüheless they do not stand alone;many more could be cited equally restrictive. Few who ere gen-

uinely interested in the welfare of our public schools will attemptto justify such legislative interference in the professional as-

pects of education. The educative process is too delicate a mat-ter for legislative bungling. Teachers should not be forced tochoose bet'çveen obeying the lav' and serving the child.

Doubtless many of the conditions here set forth are due toforces which had their origin during the 'World 'War. 'While

they are not, sufficiently extensive to constitute a menace, theyare not self-corrective. There is, at leasü as far as this studygoes, no evidence of their abatement. The tendency, as alreadystated, is in the opposite direction. True friends of educationare confronted, as are public-minded citizens in general, by an

exbremely difficult problem which may prove momentous in its

186 Control of the Elementary Cuni'culum

consequences. Granted that it is desirable for legislatures tocurtail their activities, how can this be brought about? Tomaintain, as some do, that nothing can be done, that the forces

here operating are uncontrollable, is tantamount to an accusa-

tion that men, in their group relationships, are unable to learn.

Democracy is with us; there is no likelihood of returning to acondition where the people will have any less conürol over theirown government. Either we must devise a way for men in themass to profrt by experience and by conscious thought processes

or the nations of the world are doomed to a mediocre existence,

subject only to intermittent progress of the happy-chancevariety.

Through the centuries man has been groping and strugglingfor freedom; for the right to order his own life. Are we to be-

lieve that he is frnally to be barred from the fruits of victory be-

cause, having no one to restrain him, he is either unable or un-willing to restrain himself? A man's response to this question

is a test of his faith in humanity. There must be a way bywhich an organized group, acting as a group, can acquire suffi-cient skill and wisdom tg enable it to choose the means of pur-suing a given end which will not defeat the very end pursued'

APPENDIXI

REFERENCES TO LEGISLATIVE ENACTMENTS IN THEFORTY-EIGHT STATES REGARDING SIIBJECT

MATTER OT'INSTRUCTION IN TIIE PTIBLICELEMENTARY SCHOOL

A:ranged i¡ serial order of occurrence under each state for the three years

1908, lgi3, and 1g28. The terminology is the s&me &s that used throughout

this study for the purposes of classiûcation.

A¡,¡eÁMÀ1903

Cod,e ol 1896,Yol.f,p. 998, sec. 3546'-

subsec. 3: physiology and hygiene, süimulants and na¡cotics'

subsec. 4: constitution of the state, constitution of the llnited states.

p. 1007, sec.3578: stimrlants and na¡cotics'

Gsneral Lauss 1903,' p. 167, no. 164: arithmetic, English, geography, history of the state'' histáry of the United States, penmanship, reading, spelling, secta¡ia¡

doctrine.p. 537, no. 560: agriculture-

1913Coile oJ 1907,i{ol.Í,

p. 741, sec. 1685,- subsec. 3: physiology and hygiene, stimulants and narcotics'

subsec. 4: ãonstitution of the state, constitution of tbe United States.

p. 759, sec. 1746: stimulants and narcotics, tobacco'p.759, sec. 1747: agriculture.p. ZZá, secs. 1808-1810: a,ritbmetic, English, geography, history of the^

state, history of the United States, penmanship, reading, speìling'

p. 775, sec.18L1: secta¡ian doctrine.Csnørat Lans 1909 (Special Session), p. 27, r.o. 40: placards'

ls23Gen'eral' Løws 1979,

p. 571, rro. 442, art- 3, sec. 7: agriculture, all instruction in English,

arithmetic, citizenship, elementary science, English, foreign language'

geo.graphy, history of the state, history of the United Staües, penman-

tniþ-, pu"to"r¡ hygiene, physical education, reading, sanitation, spelhng'

187

188 Append:in

p. 634, no. M\ aú^23, sec.6: sectarian doctrine.p. 676, no. M\ art,.43: stimr¡Iants and narcotics, tobacco.p. 701, no. 459: Bible reacli.g.p. 1002, no. 695: humane treatment and protection of animals and birds,

importance 6f anim¿þ and birds, animal experimentation.p. 1020, no. 701, sec. 13: fire drill.p. 1045, no.722: stimulants and narcotics.

Gencral Laws 7920 (Special Session), p. 149, no. 101: physical education,physical examination.

General Laws 1925p.87, no. 109: constituüion of the United States.p. 590, no. M4: flag display (state and United States).

A¡rzorc¿

1903t1.8. Stntutes At Large, Vol. XXIV, p. 69, ch. 362 (Fort'y-ninth Congress,

1885-1887, session I): physiology and hygiene, stimulants and narcotics.Revised Statutes 1907 (Territory of Arizona),

p. 174, secs. 310-313: day of special observance (Arbor).p. 602, sec. 2213: all, instruction in English.

. p. 602, sec.22l4: arithmetic, bookkeepi.g, drawing, English, geography,history of the United States, penmanship, physiology and hygiene,reading, spelling, stimulants a¡d narcotics.

p. 602, sec. 2215: man¡ers, morals.p. 602, sec. 2217 : sectaúan doctrine.p. 608, sec. 2243: social and ethical outcomes.

Acts of 1903, p. 25, no. 19: days of speciai observance (Flag, Lincoln,Memorial, 'Washington), flag ¿lisplay, flag exercises.

1913Constitution, Arü. XI, sec. 7: sectarian doctrine.Ratísed, Sta,tutes, Ci,ui,l Cod,e, 1913,

p. 932, sec. 2769: all instruction in English.p- 942, sec.2808: sectarian doctrine.p. 951, secs. 2837-2840: day of special observance (Arbor).p. 952, sec. 2843: flag displuy.p. 952, secs. 28LL-2846:, days of special observance (Flag, Lincoln,

Memorial, W'ashington), flag exercises.

1923Consti,ttúi,on, AÉ. Xf, sec, 7: sectarian doctrine.neùdsed Stntutes, Ci,vil Code, 1913,

p. 932, sec. 2769:. atl. instruction in English.p. 942, sec. 2808: sectarian doctrine.p. 951, secs. 2837-2840: day of special observance (Arbor).p. 952, sec. 2843: flag display.p.952, secs. 2844-2846: days of special observance (Flag, Lincoln,

Memorial, 1y¿shington), flag çxercisgs,

T

Refer,znces 189

Anxeus¡,s1903

Kí,rbg's Dígest o! the Statutes, 1904,p. 1549, secs.7575, 7576: land designation.p. fS¡8, sec.7622: physiotogy and hygiene, stimulants and narcoüics'

p. 1563, sec. 7654: secta¡ian doctrine.

1913Ki,rtg's Dígest o! the Statutes, 790!,

p. 1549, secs.7575, 7576: land designation.p. 1SSS, sec.7622 physiology and hygiene, stimulants and narcotics'

p. 1563, sec. 7654: sectarian doctrine.Supplemmt to Kirbg's Digest, 1911,

f. 642, t".s. 7622ø-7622c: day of special observance (Lee's Birthday)'

þ - 6Ð, secs. 7622d-1 622ft..' agriculture.

1923Di,gest of the Stalutes, 1919,

p. 1593, sec. 5955: tre drill.p.2322, sec. 9028: sectarian doctrine.p.2329, sec. 9062: all instruction in English.p. ZS3S, secs.9093-9095: day of special observance (Lee's Birthday)'

General Acts, 1921,p. 328, -A.ct 285, sec.2: agriculture, algebra, arithmetic, dictionary, Eng-

lish, geography, government ofi the state, government of the United

States, històry of the state, history of the United States, household

arts, penmansbjp, physiology and hygiene, reading' spelling'

Gsneral Acts, 7923,p.370, Act 397: social and ethical outcomes.

l. ¿97, Ã"t,6L4 flag display, history of the United States, patriotism'

C¡mion¡rr¡.

1903Poli,tdcal C oile, 7 903,

p. 349, sec. 1664: all instrucüion in English.p, g¿S, sec. 1665: arithmetic, bookkeepi'g, civil government' !ry'wing,

êlementary science, English, geog¡aphy, history of the United States'

humane treatment and protection of animals and birds, music, pen-

manship, physiology and hygiene, reading, spelling, stimulants and

narcotics.p. 349, sec. 166?: man¡ers, morals, stimulants and narcotics'p.350, sec. 1668: physical education.p. 370, sec. 1672: sectarian doct'rine.p.386, sec, 1702: social and ethical outcomeg.

1913Politdcal Coile, 1909,

p.40!., sec. L6L7ø: flag disPlaY.p.410, sec. 1664: all instruction in English.

ll

ö

tl

ri

I

q

i

l

l

190 APPendin

p. 410, sec. 1665: ariühmetic, bookkeeping, civil government, drawing,elementary science, English, geography, history of the United Stetes'

humane treatment and protection of animals and birds, mâûners,'

morals, music, penmanship, physicat education, physiology and hy-giene, reading, spelling, stimulants and narcotics, tobacco.

p. 412, sec. 1667: manners, morals, stimulants and na¡cotics.p.412, sec. 1668: physical education.p. 413, sec. 1672: secta¡ian doctrine.p.428, sec. 1702: social and ethical outcomes.

1923Corætî,tuti,on, Art. IX, sec. 8: sectarian doctrine.GerLeral Laws 1976'

p. 84, Act 348a (Stahrtps 191õ, p. 777, ch- 47L)z day of special observance

(Conservation, Bird and Arbor).C onsoli'døted' Supplen'mt 1 I I 7 -1 I 2 1,

p. 1936, Act 3586¿ (Stntutes 1917, p.1176, ch. 668 as amended Stotules

7927, p.1195, ch. 702): physical education.p. 1947,4ct 3586r (Statutcs 1921, p' 89, ch. 93): fire prevention.

Polttãal coile 192s,p. 5, sec. 10: days of special observance (Armist'ice, Columbus, Labor,

T,inseþ, Washington).p.393, sec. 1519ø, ninth; physical education.p. 439, sec. 1607: sectarian docúrine.p.449, sec. 1614: flag disPlaY.p. 466, sec. 1664: all instruction in English.p. 466, sec. 1665: arithmetic, bookkeeping, citizenship, civilgovernment,

drawing, elementa¡y science' English, geography, history of the state,

history of the Unitecl States, household arts, humane treatment andprotection of animals and birds, industrial a,rts, manûers, morals, music,penmanship, physical education, physiology and hygiene, reading,

spelling, stimulants and narcotics, thrift, tobacco.p. 468, sec. 1667: manners, morals, stimulants and narcotics.- p.468, sec. 1668: physical education.p.469, sec. 1672: secta¡ian doctrine.p. 476, sec. 1702: social and ethical outcomes.

&ahdes 1 923, p. 418, ch. 176 : consüitution of the United States-

Cor,one¡o1903

Coræl;í,tutiøn, Art. IX, sec. 8: secüarian doctrine.MilIs' Armolnted' Stntutes 1891'

Vol. I,p. 1300, secs.2129-2131: day of special observance (A¡bor).Yol. II,p.2125, secs.4046,4047: physiology and hygiene, stimulants and na¡-

eotics.Løws of 1901, p. 362, ch. 96: foreign language, Getnan, humane treatment

and protection of animals and birds.

Ref erences 191

.Lawso!7907,p.362,ch.96andtrøøso11909,p'42l,ch'165;a'rithmetic'--.ioit"eo"";;ent, constitution of the state, constitution of the United

Statel English, geography, history of the United States, penmanship'

reading, spelling.L;;;

"î1'gòij,p. +18, cb. 164: arithmetic, English, geographv, penmanship'

reading, spelling.

1913Cansti'tuli'on, Art. IX, sec. 8: sectarian doctrine'

M ì,lls' Ann otateil Statutes 1 I 1 2,

Vol. I,p. ZÏi, sec. 639: a,riúbmetic, English, geography, penmanship' reading'

sPelling.p. i+AO, iecs. 3369, 3370: day of special obserYance (Arbor)'

Vol. II,p. iZa,i, secs. 6501, 6502: day of special observance (Good Roads)'

p' 2836' sec' 6755|.. arithmetic, civil government, constitution of thep.2848, sec. 6778J'

*'

state, constitution of the Unitetl States, English, geography' "t19ttof tne Unlte¿ States, penmanship, physiology and hygiene' reading'

spelling, stimulâ,ûts and na¡cotics'p. à8a2, sec. 6761: physical examination'p. Zg¿4, sec. 6778: foreign language (Spanish), German, humane treat-

ment and protection of animals and birds'p.2849, r"". 6779, physiology and hygiene, stimulants and narcotics'

t923Constituti,on, Art. IX, sec. 8: sectarian doct'rine'

Compiled' Latos 1921,p. 11.19, secs.3804, 3805: day of special observance (Arbor)'

p. ffZO, secs. 3814, 3815: day of special observance (Good Ro¿ds)'

i. zVg, sec. 8468: arithmetic, English, geography, penmanship, reading'

sPelling.p. itZ\, iec. 8497: all instruction in English, foreign language'

i.ztZg, secs.8498,8499: government of th9 state, history of the state'

p. Z1SO, secs. 8500, 8501: physiology and hygiene, stimulants and nar-

cotics.p. 2181, secs. 8506, 8507: physical examination'

Sess¿ot¿ La;lls 1929, p. 550, ch. 164: flag exercises'

Co¡q¡¡¡crrcvr1903

GenørøJ Statutes, Eeui'sion of 1902,

p.561,sec.2130:arithmetic,English,geography,historyoftheUnitedStates, penmanship, reading, spelling'

p.562, sec.2139\. â;: ;oi; ;;;:

- tn ]: o'ae disPraY'

p. 562,.... 2l4O; day of special observance (Flag)'

p. OOZ, t... 2162: physiology and hygiene, stimulants and narcotics'

792 Appendin

p. 586, sec.2251: physical examinaüion.p. 1067, sec. <1438: day of special observance (Arbor and Bird).

Publ;í,c Acts 1903,p.65, ch. 96: citizenship.

1913General Støtutes, Ratísían of 1902,

p.561, sec. 2130: arithmetic, English, geography, history of the UnitedStates, penmanship, reading, spelling.

i: i33; liÏ 3i1^?\' u* disPrav'

p. 562, sec. 2140: day of special observance (Flag).p. 567, sec. 2162: physiology and hygiene, stimulants and narcotics.p. 586, sec. 2251: physical examination.p. 1067, sec.4438: day of special observance (Arbor and Bird).

Publi,c Acts 1903, p.65, ch. 96: citizenship.

L923Genøral Statules, Reuisì,on oJ 1918,Yol.L,

p.312, sec. 851: arithmetic, English, geography, history of the UnitedStates, penmanship, reading, spelling.

p.314, secs.860,861: flag display.p.314, sec,862: day of special observance (Flag).p.315, sec.863: day of special observance (Arbor and Bird).p. 315, sec. 864: day of special observance (Fire Prevention).p. 321, sec. 889: physiology and hygiene, stimulants and narcotics.p. 326, secs. 9L2-915:, physical examination.

Publ;ic Acts 1921, p. 3420, ch. 399: personal hygiene, physical education.Publ;í,c Acts 7923,

p.3581, ch. 148: citizenship, civil government.p. 3591, ch. 166: all instruction in English, foreign language.p.3627, ch. 195: physical examination.p. 3772, ch. 256: days of special observance (Armistice, Maine Memo-

rial).

D¡r,¡.w¿¡u

1903Consli,tutinn, AÉ. X, sec. 3: sectarian doetrine.Laws of 1898-7899, p. 185, ch. 67, sec. 16: flag displa¡ physiology and

hygiene, stimulants and narcotics.

1913Constítu,tí,on, Art. X, sec. 3: sectarian doctrine.neùßed SnAt¡es of 191õ,

p. 1100, sec. 2288:. constiüution of the state, flag display, physiology andhygiene, stimulants and narcotics.

p. 1102, sec. 2289: animal experimentation, humane treatment andprotection of animals and birds, importance of animals and birds,social and ethical outcomes.

1923Constitutínn, Art. X, sec. 3: sectarian doctrine's¿ss¿o¿ Løttss o! 1921, p. 482, ch,160, sec' 8, subsec' 5: all instruction i¡

Engþh.Session Laws of 1923'

p. 551, ch. 182: Bible reading.

í. SSi, ch. 183: constitution of the state, eonstitution of the United

States.p.553, ch. 184: flag disPlaY.

F¡,omo¡.1903

Consl;ittúion,4ft. XIL sec. 13: sectarian doctrine'Revised Statutes 1892

p.181,sec.242(tenlih):physiologyandhygrene,stimulantsandnarcotics'p. L84, sec.253; sociat and ethical outcomes'

¿.a^ lsós, p' 17b, ch. 5206: arithmeticr elementary science, English'

geogruphy, government of the state, government of the United States'

ht"t t)'oi'the state, history of the United States, penmanship' physi-

olory and hygrene, reading, spelling'

1913Const:i,tulinn, Art' XIL sec. 13: sectarian doctrine'Compild, Lcnas 191/1, Yol. I,-

p.,tzl,sec. 347 (teath) : physiology and hygiene, stimulants and narcotics.

p. 133, sec.352l fire drill.p. 133, sec.352å: agriculture, civil government

p, 139, sec.379: social and ethical outcomes'p. fae, tu... 379ø,379b: day of special observance (Mother's)'

p. f¿f, .u... 389-391: arithmetic, elementary science, English' geography''

govårnment of the state, governmeût' of the United States' history

ãf th" sttt., history of tne Unitedsüates, penmanship, physiology and

hygiene, reading, sPelling.

1923Consti,htÌion, Art. Xü, sec. 13: sectarian doctrine'ßeuíseil Gqneral Støtutes 1919, Yol- 1,

p.444, sec.454 (tenth): physiology and hygiene, stimulants and narcotics'

p.450, secs. 47L,472: fire drill.p. ¿Sf, a".*. 475,487: agriculture, civil government'

p. 451, t.c.. 479484: stimulants and narcotics'

p.463, sec.523: social and ethical outcomes'p. +O+,..". 524: day of special observance (Mother's)'

p. +OO, ."tt. 533-53å: arilhmetic, elementaryscience, English' geography'-

gooå"o*"ot of the state, governmeot of the United States' history of

ãhe state, history of the Únited States, penmanship' physiology and

þgiene, reading' sPelling.p.759, secs. L206,1207:. flag disPlaY'

l. tWZ, sec. 2020: physical examinat'ion'

Ref erences 193

194 Appenilin

Acts and, Resolutí,ons 1925,p, 139, ch. 9142: humane treatment and protection of animals and birds,

importance of animals and birds.p. 420, ch.9335 (no. 2I7): day of special observance (Temperance and

Health).

Gnoncr¿1903

Cod,e oJ 1896, Yol. f ,p.376, secs. 1365: Bible reading, sectarian doctrine.p. 386, secs. 1395, 1396: day of speeial observance (Arbor).

Ads oJ 1901, p.54, no. 367: physioìogr and hygiene, stimulants andnarcotics.

Acts oJ 1903, p.64, no. 385: agriculture, civil government.

1913Cod,e ol 1910, YoL I,

p. 367, sec. 1439: arithmetic, constitution of the state, constitution of theUnited States, English, geography, history of the state, history of theUnited States, penma¡5hip, physiology and hygiene, reading secta¡iandoctrine, spelling.

p. 376, secs. L464,1465:. agriculture, civil government.p. 395, secs. 1526, t527: day of special observance (Arbor).p. 395, sec. L528: day of special observance (Georgia).

t923Parlc's Annotated, Coile 1914, Vol. Y, p. 4587, sec. 6551 (Constitution, Arü.

YII, sec. I): all instruction in English.Supplcm,ent 1923 to Parlds Annotøted Coile, Vol. YIII,

p.295, sec. 1432a: all instruction in English.p. 301, sec. 1434ø.' arithmetic, constitution of the state, constitution of

the United States, English, geography, history of the state, history ofthe United States, penmanship, reading, sectarian doctrine, spelling.

p. 301, secs. t434a, L434b: agriculture, civil government.p. 302, sec. 1434b.' Bible reading, physiologr and hygiene, stimulants and

narcotics.p.360, sec. 1443o.' physical education.

Acrs oÍ 1922, p.183, no. 507: day of special observance (Temperance).Acß ol 1925, p. 130, no. 9: constitution of the state, constitution of the

United States.

Io¡so1903

Constitutíun,Aft. IX, sec. 6: sectarian docürine.Poltiticsl, Coile 1901, (Vol. 1)

p. 329, sec. 1067: social and ethical outcomes.p. 339, sec. 1092: sectarian doctrine.

Gqneral Laws 1909,p. 215, H.B. no. 133: day of special obseryance (Arbor).p. 289, II.B. no.174, sec. 2: flag display.

Ref erences 195

1913Consli'tulti'on, Art. IXr sec. 6: sectarian doctrine'

General Laws 1917, ch. 159,

p. 508, sec. 59: flag disPlaY'p.518, t"..86b: social and ethical outcomes'

;: ã,sec. 160: aritbmetic, English, geographv' penmanship' readiog'

spelling.p. 554, sec. 186: sectarian doctrine'p. ¡Sú tu". 188: day of special observa¡ce (Arbor)'

i. ã¡e,.".. 190: pbysiolory and hygiene, stimulants and na'rcotics'

1923Corætihttion, Art. IX, sec. 6: sectarian doctrine'

C ompíI'eÅ' $tøtutes, 1919,

Vol. I,p.- iz'i,

""".803, subsec. 16: physical education' physical examination'

p. 269, t... 944: social and ethical outcomes'

i. ZAO, t.". 985: all instruction in English, foreign language'

i. zSO, .... 1018: arithmetic, English, geography, penmanship' reading'

sPellbg.p.297, sec. 1046: sectarian doctrine'

i. zSS, .... 1048: day of special observance (Arbor)'

;: t98; t".' 1050: physiology and hygene, stimulants and narcotics'

p. ZS9, .u.. 2769: importance of animals and birds'

Vol. II'p. 258i , sec' 9450 and Genøral Løws 1921, p' 454' eh' 215' sec' 49fi: days-

of spôcial observance (Columbus, Labor, Pioneer''lV'ashington)'

General Lans 1921, p- 449, cin' 2L5, sec' 46' subsec' t7: flag display'

Gøneral Løws 1923, p. 28, ch' 26: constitution of the United States'

Ir,r,rNors

1903Const:ituti'on, AJt. VIII, sec. 3: secta¡ian doctrine'

EwiIs Ratßed Statutes 1903,

p.991, ch. 56a: flagdisPlaY'

i. roaá, c}^. L22, t"ã.. rãz änd 190: arithmetic, English' geo$aphv' his---t"o

"f the IInitJ States, penmanship, physiology andhygrene' read-

ing, sPelling.p. fZ"íS, cn. 122,

"u".362: physiolory â,nd hygiene' stimulants and nar-

cotics.

1913Cunstttuli,on, A-rt. VUI, sec' 3: sectarian doctrine'

J'. únd A., Annntnt'ed' StaÍutes 7913, Yol' Y,--p,. ietz, secs. 10216, 10217: arithmetic,civil government' English' geog-

--tupny, history oíthe state, history of the Uniteilstates' penmanship'

.reading, sPelling.p. 5938, sec. 10301: sectarian doctrine'

i. ¡SaO, sec. 10311: physiolory and hygiene, stimulants and narcotics'

196 Appendír

p.5967,'sec. 10405: social aod eühical outcomes.p.5968, sec. 10406: humane treatment and protection of animals and

birds, importance of animals and bi¡ds.p. 5968, sec. 10407: animal experimentation.p.5969, sec. 10412: flag display.

1923Const:ítuÍinn, Art. VIil, see.3: sectarian doctrine,Calvill's nÊ,tkeÅ Støtutes L923,

p. L772, ch. 56ø, sec. 3: flag display.cL^.t22,p.3L44, sec.397: physiolory and hygiene, stimulank and narcoüice.p. 3148, sec. 401: all instruction in English.p.3177, secs. 54&-550: civil governmeht, patriotism.p. 3178, sec. 551: social and ethical outcomes.p. 3178, sec. 552: humane treatment,and protection of ¿nimaJs and birds,

imporüance of animals and birds.p. 3178, sec. 553: animal experimentation.p.3178, secs.556, 557: physical education.

I¡tpr¡¡r¡.r.903

Høtrcr's ReußeÅ Stolutes 1901, Vol. I,sec. M22s: sectarian doctrine.sec.4444g: physiology and hygiene, stimulants and narcotics.

' sec. 4493: Bible reading.sec. M97: all i¡struction in English, arithmetic, English, foreign lan-

guage, German, geography, history of the United States, manners, pen-manship, physiolory and hygrene, reading, spelling.

1913Bu¡ns' Anrntoled, Stafutes 191/¡, Yol.I\T.,

p. 246, sec. 6320: secta¡ian doctrine.p. 384, sec. 6578: Bible reading.p. 384, sec. 6582: all i¡struction in English, arithmetic, English, foreign

language, German, geography, history of the United Sûates, manners,penmanship, physiology and hygiene, reading, spelling.

p.385, sec. 6582ø.' patrioüic songs.p.388, sec. 6586: physiology and hygiene, stimulants and nalcotics,p.403, sec. 6616c.' communicable diseases, personal hygiene, sanitátion.p.416, sec. 6641e.' agriculture, household arts, industrial arbs.p.695, sec.7441¿: fire drill.p.701, secs. 746Lø,7461c: day of special observance (Arbor).p. 798, sec. 7648j.' communicable diseases, tobacco.

L923Bwns' Anr¿otated, Statutes 191/¡, Yol.lII,

p. 246, sec. 6320: sectarian doctrine.p. 384, sec. 6578: Bible reading.p. 385, sec. 6582ø.' patrioüic songs.

Ref erences 197

p. 388, sec' 6586: physiolory and hygiene' stimulants and na'rcotics'

p. 4O3, sec. 6616c.' communicable diseases, personal hygrene' sanitation'

i. +rO, ,"r. 6641e: agriculture, household arts' industrial arts'

p. 695, t"c' 744Ln: frre drtll';: ioi; ;t. 746!ø,7481c: dav of special observance (Arbor)'

i. ZsS, t"". 7648j: communicable diseases, tobacco'

Btnns' Anrntaled' St¡¿tutes Suppl'emmt 1921, Yol' \ 'p. 881, sec. ossro.. u,ñi;;i;ction in hnglish' arithmetic' Eng[ish' Ger--'*ui,

g*grupUv, ni.t"l "f the United States' manners' penma¡ship'

pUysiotogy and hygiene, readrng, spelllog'

Iow,t1903

Annatai'ed' C olle I 897,'- ñãà;t;;. t749, subsec' 3: all instruction in English' foreisn llnsuase';: é4r;;;;. zzz¡: pnvsiorory antlhvgiene, stimulants andnarcotics'

p. 955, te". 2805: Bible reading'

Supplønent, 1902, to the Coile,

p. 325, sec. 2SZeø: a'rit'hmetic, English, geography' b1¡to"y of .the

Uniteil-

stui.r, penma*bip, pnysiolog¡' and hygiene' reading' spelling'

p. 329, sec. 2823s: music'

1913Anrntatd Coile 1897,*

p.iá¡, t... 2749: øllinstruction in English' foreign language'

;: ilt; ;;;. zzzs: pnvsioiogs' a"cl hvgfene, stimulants and narcotics'

p. 955, t".. 2805: Bible reading'

Supplørnønt, 1973, to the Coile,

p. Saf, t... 2468lrc: tue drill, fre greveltigl'i,. ttZi, sec. 2775a: agriciture, Lousehold arts' industrial arts'

p. ffg¿, sees.2804ø,2804c" flag display'p. 1192, sec.2823øi atithmetic, English, geography' history of.the United-

Stut"., penmanship, physiotory and hygiene' reading' spelling'

p. 1196, sec. 2823s.' music'

1923Coile, 1919,

p.329, sec. 1048: fire drill, fire prevention'

i. OSO, ."... 2263, 2264 all instruction in English'

p. 693, t.... 227t, 2272: citizenship'p. 780, sec. 2555: pþsioloCy a1d nVP1l"' stimulants and narcotics'

i. ZSO, r.t. 2S¡Z: ãgriculture, household arts' industrial arts'

p. 780, sec. 2558: music'p. 784, .e". 25732 flagdisPlaY'p. 785, *u". 2575: Bible reading'p.799, sec. 2628; flagexercises'.p. 809, sec. 2663: untU*"ti"' English, geography' history of the United

States, penmanship, physiolory ancl hygiene' reading' spelling'

198 Appendir

Supplernent, 1923, to the Compileil Coile,p. 251, secs. 2274øL,2274a2:, constitution of the state, constitution of the

United States.p. 295, sec. 2693øt: day of special observance (Bird).

K¿¡¡s.as

1903Corctilulãon, Art. VI, sec. 8: sectarian doctrine.Gmeral Stolutes oÍ 1901,

p.1247, sec. 6235: physiology and hygiene, stimulants and narcotics.p. t257, sec. 6284\. op. tzø+,;;;: 6ti8lt Bible reading' sectarian doctrine'

p,1294, sec. 6460: sectarian doctrine.,S¿ss¿o¿ Laws 1909, p.672, ch. 435: all instruction in English, arithmetic,

English, geography, history of the state, history of the United States,penmanship, rs¿ding, spelling.

1913Cotæt;i,tution, Arú. YI, sec. 8: secterian doctrine.General Statutes of 1909,

p. 1614, sec.7478: all instruction in English, arithmetic, English, geog-raphy, history of the state, history of the United States, penmanship,reading, spelling.

p. t622, sec. 7519: physiology and hygiene, stimulants and narcotics.p. 1632, sec. 7578: Bible reading, sectarian doctrine.p. 1640, sec.7613: Bible reading.p. L672, secs. 7748, 7749; flag display.p. L672, secs. 7750, 7751: days of special observance (!'lag, Lincoln, Memo-

rial, Washington), flag exercises.p. 1684, sec. 7813: sectarian doctrine.p. 1694, secs. 7856, 7857: fire drill.

Lans 1913, p. 537, ch.312, sec. 15: f¡e drill, ûre prevention.

1923Corætitutùon, Art. VI, sec. 8: sectarian doctrine.Batised, Statutes (annotated.) 1 923,

p. 556, par. 31-208: ûre drill, ûre prevention.p. 1170, par. 72-tt0l: all instruction in English, arithmetic, English,

geography, history of the state, history of the UnitedStates, penmanshipreading spelling.

p. 1170, par. 72-LLO2: all instruction in English.p. 117Q par. 72-1103 to 72-L105: citizenship, civil governmenü, history

of the United States, patriotism.p. IL74, par.72-1327: physiolory and hygiene, stimulants and'narcotics.

i: 113å; ii,.i:;ikïj: Bibre rearring' sectarian doctrine'

p. L2I5, par.724606:. ûre drill.p. 1219, par.72-53M,72-5305:, flag display.

Reterences 199

p. 1219, pa,r. 72-5308: days of special observance (Flag, Lincoln, Memo'rial, Wasbington).

p. 1219, par. 72-5308ìp. l22l,par. 72-5309Ì:

flag exercises'

p. t220,, par. 72-5310: day of special observance (lemperance)'

I(nNrucKY1903

Corlstitultínn, sec. 189: sectarian doctrine.Co,rroll's Sntutps ol 1903,

p.1525, sec, 4368: secta¡ian doctrine.p. fSaO, sec. 4383: arithmetic, civil government, English, geography,-

bistory of the state, history of the United States, penmanship, physi-

ology and hygiene, reading, spelling, stimulants and narcotics'

1913C oræti,tuli,on, sec. 189 : sectarian doctrine.Carroll,'s Sta,tutes of 1909,

p.1746, sec. 4368: sectarian doctrine.p. fZSf, sec. 4383: aritbmetic, civil government, English, geography,

history of the state, history of the United States, penmanship, physiology

and hygiene, reâdiûg, spelling, stimulants and narcotics.

1923C onstitutti,on, sec. 189 : sectarian doctrine.Co,rroll's StÃtutes of 1922,

p.371, sec. 762b-f U): fire drill, ûre prevention.p.2075, sec. 4368: sectarian doctrine'p. 207 5, sec. 4369b-1 : agriculture.p.2076, secs. 4369c-1, 4369c-2: day of special obsewence (Temperance)'p. 207 6, secs. 4369d-1, 4369d-2 : t'bitft.p. 2076, sec. 4369d-2 : placards.p. 2076, sec. 4369¿-L : physical education.p.2077,sec.4369/. humane treatment and protection of animals and

birds, importance of animals and birds.p. 2081, sec. 4383: arithmetic, civil government, English, geography, his-

tory of the state, history of the United States, penmanship, physiology

and hygiene, reading, spelling, stirnulants and narcotics.p. 2106, sec. M2lb-10:. sectarian doctrine.

Acts of 1922, p. 102, ch. 27: patriotic songs.

LoursrÀNe1903

Consti,tutinn,fut. 53 and Art. 253: secta¡ian doctrine.A¡t. 251: foreign language.Wolf s Rafued, Lans of 190/¡, Yol. I,p. 612, sec. 23 (Acts of 1902, p.4L2, to.2L4, sec.23): arithmetic, draw-

ing, English, foreign language, geography, history of the United States'

200 ApPendin

penmanship, physiolog and hygiene, reading, spelling, stimulants and

n"åxcotics.p.633 (Act 40, 1888, p. 29): physiology and hygiene, stimulants and

narcotics.

1913Corætiluiiøn,,

A¡t. 53 aod Art. 253: sectarian doctrine.Art. 251: foreip language.

Wolf's Reùßed Luns of 190/¡, rlol. T,

p. 633 (Act 40, 1888' p. 29): physiolory and hygrene, stimulants and na¡-cotics.

Suppløntcnt to Wolf s Reaiseil Laøs 190!-1908,p.229 (Ãct 292, 1908, p.432)z physical examination.p. S00 (A.ct 198, 1906, p. 351, sec' 14) : day of special obsewance (Bird)'

Ads of 1910,p. 92, no. 56: day of special observance (Columbus).

. p.451, no.261, sec. 16: day of special observance (Arbor)' forestry.p. 523, no. 306: agriculture.

Acis of 1919, p.469, no. 2L4, sec. 16: a¡ithmetic, drawing, English' foreign

language, geography, history of the United States, penmanship, physi-

olory and hygiene, reading, spelling, stimulants and narcotics'

t923Cotætitutínn of 1921, Art. XII,

sec. 3: citizenship, civil government.sec. 12: all instruction i¡ þnglish.sec. 13: secta¡ian doctrine.

'Wolf s Stotutes o! 1920,Yol. I,p.575 (Act 306 of 1910, p.523): agriculture.p. 576 (Act 292 of 1908, p.432)z physical examination.p. ¡ZZ (e.t 56 of 1910, p. 92): clay of special observance (Columbus)'

Vol. If,p.1388 (Act 261 of 1910, p.446, sec' 16): day of special observance

(A¡bor).p. L426 (Act 83 of 1918, p. 121, sec. 11): day of special observance (Bird) '

Acts of ß22, p. 221, no. 100, sec. 60: arithmetic, drawing English, geog-

raphy, history of the United Süates, penmanship, physiology and

hygiene, reading spelling stimulants and narcotics.

M¡¡NP

1903Retiseil Stntutes 1903, Çh. 15,

p.209, sec. 35 (III): physiology and hygiene, stimulants and narcotics'p.22\¡ sec.86: humane úreatment and protecüion of animals and birds,

social and ethical outcomes.

Ref erences 201

1913neûíseÅ Statufps ß05, Q}l,, t5'

p.209,sec.35(III):physioloryandhygiene,stimulantsandnarcotics'p,ZZfí,

""".86:'humanotreatment and protection of a¡imals and birds,

social and ethical outcomes.Ads ol 190?, p.199, ch. 182: flay display, patriotism'

Ads ol 1909, p. 79, ch. 73: physical examination'Ads ;Í ßft\ p.240, ct.. L95: day of special observance (Lincoln)'

1923Bali'$ed Starufcs ß16, Cb'. 16,

p. 359, sec. 38 (II): physiolory and hygiene, stimulants and narcotics'

p.361, sec. 45: physical examination.p. 363, sec. 52: flagdisplay, patriotism.p.379, sec. 108: sociat and ethical outcomes'p.379,.u". 109: day of special observance (Lincoln)'

Ii,ws rcir, p. 263, ch. 228: humane treatment and protection of animals

and birds.La,ws oÍ 1919,

p. 6& ch. ?3: personal hygiene, physical education, sanitation'p. 261, ch. 208: animal experimentation.p. f¿2, cU. 146 and Laus 1921,p.27, eL.' 25: civil govenment, foreigu

language, history of the United States'Lans 1921,

p.27, ch.25: all instruction in English.p. fzâ, e,h. 109: day of special observance (Temperance)'

Lcruss 1923,p.44, r:L'.50: day of special observance (Lincoln)'p. 255, ch. 166: Bible reading.

M¡.¡Y¡,¡¡ro

1903Cod,e oÍ.f888, Vol. lT, Art.77,

p. t175, sec. 40: physiolory and hygiene, stimula¡ts and na¡cotics'

p. 1179, sec.58: sectarian doctrine.Løws of 1898,

p. Zåa, cb,. ZZl: algebra, a¡ithmetic, bookkeeping, constitution of the^

state, constitutionof the United States, drawing, English, Seograqh¡Gemaa,historyoftheStaterhistoryoftheUnitedStates,householdarts, rnaûners, musiq penmanship, personal hygiene, physiologl and

hygiene, readi'g, sPelling.p. 1201, ch. 520: civil government.

1913Bø4bg's Anrctateil Coile 1910, Yol. II,

^tt. 77 ,

o. 1728, sec. 44: aritbmetic, crvil government, constitution of the state,t "oo.titotioo

of the United States, drawing, English, geography, history

of the state, history of the .united states, household arts, Íla¡uter8,

202 Appendtír

music, penmanship, personal hygiene, physiolory and hygiene, readi¡g,spelling.

p, 1728, sec. 45: physiology and hygiene, stimulants and narcotics.p. 1730, sec. 52: days of special observence (Marylend, Washington).p.1734, see. 67: sectaria¡r doctúne.

1923Bagby's Annatoted, Codn 19 10, YoI. II, Ãtt. 77,

p. t728, sec. 45: physiology and hygiene, stimulants and narcotics.p. L734, sec. 67: sectarian doctrine.

Laws o! 1916, cL. 506,p. 1023, sec. M: aritbmetic, citizensbip, English, geography, history of

the state, history of the United States, manners, penmanship, personalhygiene, readi.g, sanitation, spelling.

p.1024, sec. 49: exhibition.Laws of 1918,

p. 121, ch, 75:. flag display, flag exercises, patriotism.p. 650, ch. 269: physical education.

Laws oÍ 1920, p.665, ch.381: patriotic songs.

Laws of 1922, p. 552, ch. 239: days of special observance (Arbor, Armistice,Maryland, Memorial, Washington).

M¡ss¡csgssrrs1903

Constitulion, fut. XWII of amendments: sectarian doctrine.RetñseÅ Løws 1902, Vol. I, ch. 42,

p. 466, sec. 1: a,rithmetic, drawing, English, foreiga. Language, geography,history of the United States, manners, penmanship, physiolory andhygiene, readiag, spelling, stimulants and narcotics.

p. 468, sec. 9: industrial arts,p. 469, sec. 18: social and ethical outcomes.p. 469, sec. 19: Bible reading, sectarian doctrine.p. 469, sec. 20: day of special observance (Memorial).p. 469, sec. 21: animal experimentation.p. 474, sec. 50: flag display.

1913Consti,tttlion, Art. XVIII of amendments: sectarian doctrine.nevßed I'øws 1902, Vol. I, Ch. 42,

p.466, sec. 1: arithmeüic, drawing, English, foreip language, geography'history of the United States, manners, pe.manship, physiology andhygiene, reading, spelling, stimulants and narcotics.

p. 468, sec. 9: industrial arts.p. 469, sec. 18: social and ethical outcomes.p.469, sec. 19: Bible reading, sectârian doctrine.p. 469, sec. 20: day of special observance (Memorial).p. 469, sec. 21: animal ex¡rerimentation.p. 474, sec. 50: flag display.

Acts 1906, p.681, ch.502, secs.5, 6: physical exami¡ration.Acøs 1908, p. 1SS,

"h. 181: communicable diseases.

Ref erences 203

t923Constittúdøn, Art. XLVI of amendments: sectarian doctrine'Gmeral Laws 1921, Vol. I, ch. 71,

p. 701, sec. 1: arithmetic, communicable diseases, drawing, English,- geography, history of the United States, manners, penmanship, physi-

ãlog¡t and hygiene, reading, spelling, süimulants and narcotics'

p.702, sec.2: citizenship, history of the United States'

p. ?05, sec. 17: household arts, industrial arts'p.707, sec. 30: social and ethical outcomes.

p. 707, sec. 31: Bible reading, secta¡ian doctrine'p. 707, .".. 32 day of special observance (Memorial)'p. 707, sec. 33: animal experimentation.p, 711, sec. 57: physical exa,mination.p.713, sec.69: flag disPlaY.

Acts ol 1921,p.389, ch. 360: physical education'Acts ol 1923, p.2!7, ch.222: constitution of the United States'

MrcsrsaN1903

Constí,tutinn, Art. XüI, sec. 4: all instruction in English'The Cønpiled Laws 1897, Vol. II,

p.1475, sec. 4676: sectariat doctrine.

l. t+ZZ, sec. 4680: physiology and hygiene, stimulants and na¡cotics'

p. 1508, sec.4781: sectarian doctrine.p. 1513, sec.4796: communicable diseases.

p. tffa, sec.4802: flag disPlaY.

1913Coræti,htÍí,on, Art. XI, sec. 9: all instruction in English.

Houell's Annotated, Stoháes, Secon'il, Eilition, 1113,

Yol. III, p. 3206, sec. 7891: fue drill'Vol. IV,p. 3909, sec. 9766: physical education.p. 3955, sec. 9897: sectarian doctrine.p, agSZ, sec. 9901: physiolory and hygiene, stimulants and.narcotics'

p. 4021, sec. 10033: days of special observance (Columbus, Lineoln,

Washington).p.4045, sec. 10067: flag disPlaY.p.4056, sec. 10108: communicable diseases.

PubLí¿ Acts oÍ 1913, p. 444, rlo. 227: }lttmane treatment and protection of

animals and birds, importance of animals and bird's'

L923Coræûi;tuänn, Art. XI, sec. 9: all instruction in English'Csrnúlen' Lørtts 1915, Vol. II,

p. 2l42,sec. 5678: secta,rian doctrine.

i.Zt+5, sec. 5682: physiolory and hygiene, stimulants and narcotics'

p. 2193, sec. 5807: communicable diseases.

p.2194, seo. 5811: flag disPlaY.

204 Append,i,r

p. 2198, sec. 5823: days of special observance (Columbus, Lincotr,'Washington).

p. 2209, secs. 5871-5873: hum¿ne treatment and protection of animalsand birds, importance of qnimals and birds.

p.33L2, sec. 9116: fire d¡ill.Su,ppl.em,ent 1922 tþ ContpiLeil Laws,

p. 567, sec. 5641: all instruction in English.p. 585, sec. 5806 (1) : constitutior of the state, constitution of the United

States.p. 585, sec. 5806 (3): physical education.p. 589, sec. 5823: days of special observance (Armistice, Roosevelt,

September Seventeenth).p.589, sec.5824 (1): day of special observa¡ce (Carleton).

Mnr¡rssor.a,1903

CotæI;i;fu1ínn,4fi, VIII, sec. 3: secüarian doctrine.G enørol, Statuias I I I !, Y ol. l,

p. 1010, sec. 3697: foreign language.p. 1054, secs. 3892-3896: physiology and hygiene, stimulants and

narcotics.

1913Consti,tuií,on, Art. VUI, sec. 3: secta¡ian docúrine.G enoral, Statutns I I 1 3,

p. 629, sec. 2797: forergn language.p. 630, secs. 2806,2807: day of special observance (State).p.637, sec. 2835: morals, physiology and hygiene, stimulants ¿nd nar-

eotics.p.1127, sec. 5156: fire d¡ill.

tg23Cønsûìhdi,on, Art. VIII, sec. 3: sectarian doctrine.Genøol, Stakttes 1II3,

p. 629, sec. 2797:, forcign language.p. 630, secs, 2806,2807: day of special observance (State).p. 637, sec. 2835: morals, physiology and hygiene, stimr¡Iants and nar-

eotics.p.1127, sec. 5156: f¡e drill.

Seßs¿øn I'øws 1917,p. 135, ch. 108: patriotism.p. 450, ch. 313: flag dþfay.

Sessdaln Løws 1919) p. 337, ch. 320: all instruction in English, foreign lan-guage.

Sessiøn Løws 1923,p. 388, ch. 291: constiùution of the United States, Declaration of fnde.

pendence.p. 4&1, cb. 323: personal hygiene, physigal education.

Ref erences 205

Mrss¡ssæPr

1903Consli,tulion,

sec. 18: Bible rearling.sec. 208: sectarian doctrine.

Anrntateil Cod'e 1892,p.886, sec.4006 (e): secta¡ian doctnne'

¡. SSS, secs. 4019, 4022,4023: arithmetic, English, geography, history of

theUnitedsüates,physiologyandhygiene,reading,spelling,süimu-lants and na,rcoüics-

1913Cortstí'tutionr.

sec. 18: Bible reading.sec. 208: sectarian doctrine.

Code of 1906,p. 1231, sec.4525(e)z secta¡ian doctrine'p. I2Zt, secs. 4540, 4543, 4 44: aritbmetic, English, geography, history'oftheUnitedstates,physiologyandhygrene,reading,spelling,stimu-

lants and na¡cotics.p. !246, sec. 4595: foreþn language, penmanship'

Laws oÍ 1910,p.113, ch. 123: placa'rds'

t923Constiluliøn,

sec. 18: Bible reading.sec. 208: sectarian doctrine.

Høntin'gwøg's Anrnfnl,ed Code 1917, Vol' II,p. 2983, secs. 7327, 7328: Placards'p. erro, sec. 7798: agricultrrre, algebra, arithmetic, civil government' ele-^ *"otí¡y science, Englisþ geography, history of the state, history of

theUnitedstates,physiologyaÀdhygiene,reading,sanitation,spell-ing, stimulants a,lld na¡cotics

p. ZlZ7, sec. 7838: foreign laagua,ge, penma¡rship'

Supplement of 1921 to Aanotated Code,

p. 715, sec. 74L3i': flag diælaY.Laws of 1922, p. 272, ch.205: manners, morals, secüarian doctrine'

Mrssouar

1903Cunst'i,hdíøn, Aú. f, sec. 11: secta¡ian docúrine'

neù¿seÅ Stnturß| 1899,YoL II, p- 2277, sec' 9799: physiology and hygiene'

stimulants a¡ld narcotics.

1913Coræti,tutíon,Art. XI, sec. 11: sectarian doctrine'Reùi^siñ StÃ,i,ufes 1909,Yol.III, p. 3353, sec. 10806: communicable diseases,

physiology a¡d hygiene, stimulants and narcoties'

206 Appendi,r

1923Constd¿lttitn,Aft. XI, sec. 11: sectarian doctrine.neùdsed Stntut¿s 1919,

Yjl.ff,p. 1841, sec, 5852: day of special observance (State).Yol. III,p. 3498, sec. 11162: communicable diseases, physiology and hygiene,

stimulants and na¡cotics.p.3499, sec. 11163: day of special obseryance (Temperance).

Laus of 1921,p. 639; personal hygiene.p. 641: physical education.

rgo' Morvt¡w¡

Consti,tutinn, Ari. Xf, sec. g: sectarian doctrine.Cod,es ond Stahúes 7895,

p. 153, secs. 1807-1809: flag display.p. 157, sec. 1845: social and ethical outcomes.p. 171, secs. 199G-1992: day of special observance (Arbor).

Laws of 1903,p.33, ch.23: all insùr'etion in English, arithmetic, English, geography,

historv of the state, history ot tne únited states, nõmaí""t uîtå*rtand protection of animals and birds, pe.-anship, physiology andhygiene, reading, spelling, social and ethical outcomes,ìti-Uaãis ao¿narcotics.

p. 161, ch. 88: day of special observance (State).

1913

Constí,futínn, Art. Xf, sec. g: sectarian doctrine.Løus of 1913, Ch. 76, pp. t9G-806.

p.233, sec.508, subsec. 2l: fla,g display.p. 237, sec. 601: all instruction in English, arithmetic, civil government,

English, geograpþ, |isúory of the súate, history of the United. States,

penmanship, physiology and hygiene, rsa,ding, spelling, stimulantsa¡rd na¡cotics.

p. 239, sec. 609: secta¡ian doctrine.p.239, sec.610: ûre drill.p. 240, sec, 611: ûre prevention.p. 240, sec. 612: communicable diseases.p.245, see.803, subsec. 4: social a¿d ethical outcomes,p.263, sec. 1400: day of special observa¡ce (State).p.264, eec.1401: day of special observance (A¡bor).

t923Constí,tutinn, Aú. Xf, sec. g: secta¡ian doctrine.nel)ìßeÅ Codns of 1921, Yol. I,

p.519, sec. 1015, subsec. 11: physical exa,mination.p. 520, sec. 1015, subsec. 2l: Ãeg dþlay.p. 540, sec. 1054: a,gdculture, all instruction in English, arithmetic, civil

Reterences 207

government, English, geography, tristory of the state, history of theUnited States, penmanship, pbysiology and hygiene, reading' spelling,

stimulants and narcotics.p. 542, sec.1062: dayg of special observance (A¡bor, Armistice, Colum-

bus, trlag, Lincoln, State, TV'ashington).p. 543, secs. 1063-1067: day of special observatce (State).

p. 543, secs. 1068-1070: day of special observance (Arbor).p.544, sec. 1071: fire drill.p. 545, sec. t072:, fue prevention.p. 545, sec. 1073: communicable diseases.

p. 548, sec. 1079: social and ethical outcomes.

NpsRÁsx¡1903

Cønstdtutí,on, Art. VIII, sec. 1.1: sectarian doctrine.Cornpi,ted. Søtu*s 1901,p. 1072, sec' 4760: physiology and hygiene, stimu-

lants and na¡cotics.

1913Consti,tu,tí,tn, Art. VIIr, sec. 11: sectaria,n doctrine.nØdsed Stntlttßs 1913,

p. 1911, sec. 6850: day of special observance (State Fire Day).p. 1911, sec. 6851: fire prevention.p. 1919, sec. 6878: physiology and hygiene, stimulants and narcotics.p. 1934, sec. 6941: foreignlanguage.

1923Corætitulinn oÍ 1920,Afi. VII, sec. 11: sectarian doctrine.C ompiled, Statutes 1 922,

p. 2102,sec. 6324\. agriculture, a,rithmetic, bookkeeping, drawing, Eng-p.2019, sec. 6385J' Iish, geography, penmanship, reading, spelling.p. 2032, sec. 6421: day of special observance (State Fire Day).p.2032, sec.6422: ûre prevention.p.2043, sec. 6446: physiolory and hygrene, stimulants and narcotics.p.2M5, secs. 6457-6462: all instruction in English.p. 2045,sec. 6459: foreign language.p. 2057, sec. 6508, subsec. i: civil government, history of the United

States.p. 2065, secs. 6530-6535: flag display.p.2065, sec. 6531: days of speoial observance (Flag, Liucoln, Memorial,

Washington), flag exercises.p. 2066, secs. 653G6541: physical examination.p. 2066, secs. 6543-6545: exbibition.

Nøvao¡1903

Constittttion, Art. XI, sec. 9: sectarian doetrine.Compùled, Laws 7900,

p. 317, sec. 1346: stimulants and na¡cotics.

zo8 Appenili,r

p. 319, sec. 1350: foreign language.p. 979, sec. 5055: day of special observance (A¡bor).

Stutures ß01p. 5Q ch. 39: a¡ithmetic, drawing, Engtish, geograph¡ hisüory of the

United Süates, penmanship, physiolory and hygiene, reading, spelling,p. 56, ch. 47: importanee of a¿imals and birds.

1913

Constituli,on, Aú. XI, sec. g: sectarian doctrine.na)ôse¿ Lans 1 I 1 2, Y ol. ï

p. 966, sec. 3344: sectarian docùrine.p. 966, sec. 3346: physiology and hygiene, stimulants a,nd narcotiss.p. 967, secs. 3347, 3348: importance 6f ¿nim¿ls and birds.p.967, secs.3349, 3350: day of special observ¿nce (Arbor).p.967, sec. 3351: days of special observance (Arbor, Lincoln, State,'Washington).

p.967, sec. 3352: flag display.p.981, sec.3401) arithmetic, drawing, English, geography, history ofp. 982, sec. 3403f: the United States, music, penmanship, reading, physi_p.984, sec.3410J ology and hygiene, spelling.

Statutes 1913, p.103, ch. 80: bookkeeping, industrial arts,

1923Consti,tuti,on, Art. XI, sec. 9: secta¡ian doctrine.neü&ed Lans 1912,Yot. f,

p. 966, sec. 3344: sectarian doctrine,p. 966, sec. 3346: physiology and hygiene, stimulants and narcotics.p. 967, sec. 3347: importance of animals and birds.p. 967, secs. 3349, 3350: day of special observance (Arbor).p. 967, sec. 3351: days of special observance (Arbor, Lincoln, State,'Washington).

p. 967, sec. 3352: flag display.Vol. IIII, (Suppl,ement 1919),p.2918, see. 3242 (Statutes 1919,p.108, ch.80): bookkeeping, industrial

a¡ts.p. 2938 (Statutes 1919,p.247, ch.138): all instruction in Engüs\ foreign

language.p. 2939 (&arufÊs ß19, p.61, ch. 47): day of special observance (Temper_

ance).

StotuJes 1921,p.28. ch.25: civil government, flag display, history of the state, history

of the Uniùed Süates, patriotism,p.255, ch. 168: thrift.p. 306, ch. 208, secs. 14 15: aúthmetic, drawing, þnglisfi, geography,

history of the United States, music, penmanship, physiology andhygiene, reading, spelling.

StotuJes 1929,p. 13, ch. 14: ûre drill.

Relerences 209

p. 323, ch. 182: constitlrtion of the state, constitution of the United

States.

Npw H¡.ursn¡n¡1903

Publ:¿c Stnt'u¡es 1901, Ch.92.p. 298, sec. 5 (Laws 1895, p. 357, ch. 13 as amended 1897, p' 16, ch' 14):

day of special observance (Memorial).p.29-9, sec. 6: physiolory and hygiene, stimulants and narcotics'

p.299, sec.9: sectaria¡ doctrine.Laws of 1903,

p.2d, ch. 81: constitution of the state, constitution of the United States.

p.32, c!..39: flag disPlaY.

ruirePuþIi.c &afures ß01, Cb..92,

p. 298, sec. 5: day of special observance (MemoriaÐ'p. ZSe, ."c. 6: physiolory and hygiene, stimulants and narcotics'.

p.299, sec.9: sectarian doctrine.SupplemøX 1913 to the Pttbl;í¿ Statutes'

p. fZZ (p.S. ch. 92 sec. 6 as amended 1903 p. 25 ch'31,1909 p' 359 ch' 49. and 1911 p. 155 ch. 136): constitution of the state, constitution of the

United Slates, humane treatment and protection of anrma'ls and

birds, physiologz and hygiene, stimulants and narcotics'p. L72 (p. S. cn. SZ sec. 8 as amended 1903 p' 32 ch' 39): flag displav'

L923Laws ol 1921, Ch.85, PP. tO7-154,

p. 123, Part II, sec.2: physiology and hygiene, stimulants and narcotics'

p. 125, Part II, sec. 9: flag disPlaY.p. tZ5, Ptrt II, sec. 10: all instruction in English, foreign language'

. p.125, Part II, sec. 13: sectarian doctrine.p. LZ7,Pat,II, sec. 23: day of special observ.ance (Memorial)'

Laws o! 1923, p. 57, ch. 47: constitution of the state, constitution of the

United States, physiology and hygiene, stimulants and narcotics'

Nnw JpnspY1903

Acts ol /909 (Second Special Session) Chap. I,p.45, sec. 114: Bible reading.p. 91, sec. 230: flag disPlaY.p. 92, sec. 233: stimulants and narcotics.

þ.92, sec. 235: day of special observance (Arbor).p. Sg, t".. 236: days of special observance (Lincoln, Memorial, Thanks-

giving, W'ashington).

1913C ompiled' Stalutes 1 I 1 0,

Vót. fÏ, p. 2561 (Acts 1907, p. 165, ch. 84): day of special observance

(Flae).

270 Append,in

Vol. IV (Schools).p.4765, sec. 114: Bible readi.g.p. 4775, secs. 153, 154: aritbmetic, English, geograph¡ penmanship,

reading, spelling.p. 4803, sec. 229: physical examination.p. 4803, sec. 230: flag display.p.4804, sec.233: stimulants and narcotics.p. 4804, sec. 235: day of special observance (Arbor).p. 4804, sec. 236: days of special observance (Lincoln, Memorial, Thanks_

giving, Washington).Ads of 1915, p. 407, ch. 222, and p. 50g, ch. 26g: accident prevention.

r923C øtn piled Statutes 1 g 10,

Vol. ff, p.2561 (Acts 1907 p. 165 ch. g4): day of special observance(Flas).

Vol. IV (Schools),p.4765, sec. 114: Bible reading.p. 4803, sec.229: physical examination.p.4803, sec.230: flag displåy.p. 4804, seè. 233: stimulants and narcotics.p. 4804, sec. 235: day of special observ¿nce (A¡bor).p. 4804, sec. 236: days of special observance (Lincoln, Memorial, Thanks_

giving, W'ashington).Suppl,enm,t to C ompi,lcd, Stalutes, I g 1 I-I g 1 5, p. 145g (Schools), secs. 22G-

223: accident prevention.Acts o! 1916, p.553, ch. 268: Bibte reading.Acts

-of !917, p. 221, ct.. l0Z: accident prevention, citizenship, personalhygiene, physical education.

Acts of 1919p. 71, ch. 35: all insúruction in Englis\ arithmetic, English, geography,

penmanship, reading, spelling.p. 304, ch. 135: citizenship, geography (of N. J.), history of the state.p.341, ch. 154: f¡e drill.

Acß of 1920, p. 258, ch. ll8: fi¡e prevention.Acß of 1929, p. 43, ch. t7: constitution of the United States.

Npw Mpxrco

1903' U. 8. &tatuf¿s At Large,

_V.ol. ](Xry, p. 69, ch. 862, (Forty-ninth Congress,1885-1887, session I): physiology and hygiene, stimulants

""f";;:cotics.Cunfí,hd. Laus IB97 (Territory of New Mexico),

p.425, sec.1529: arithnetic, English, geograph¡ history of the UnitedStates, penmanshiF, reading ,p"Uiog. - -

p.436, sec. 1582: sectarian docùrine.p. 444, sec. 1625ø: døy of special observance (A¡bor).

Ref erences ZlI

1913Statutes 1916 .(cod:ficalion including 1913)'

p. 801, sec. 2726 day of special observance (Arbor)'p. raOb, sec.4843: arithmåfic, English, geography, history of the Unitod

Staies, penmanship' reading, spelling'p. t407, secs, 4860, 4861: flag disPlaY'

i. tnz', sec. 4862: day of special observance (Lincoln)'

p.WZ',sec.4863:phvsiologyandhygrene,stimulantsa¡dna¡cotics'p. 1413, sec. 4894: secta,rian doctrine'

î. M2g,secs. 4957-4959: government of the state, governrnent of the' Unft;d States, history of the stâte, history of the United States'

L923Statuteslgl6 (codification including 1913), p' 801, sec' 2726: døy of special

observance (Arbor).Lwss o! 1923, pp.290-328, ch. 148 (New School Code)'

p. 315, sec. 1102: sectarian doctrine.p.325, sec. 1416: flag disPt"Y.

i - gzgi,sec. 1418 : u.,ìth-uti", bookkeeping, - civil governmentr co1$i!u-

^ tionof the state, constitution of the united states, Declaratio¡ of Inde'pendence, drawing, English, foreign language, geography-, hisJgrV of

the state, history õf tn" U¡t.¿ States, household arts, industrial arts'

manners; -o"",1r, music, penmanship, personal hygiene, physical edu-

cation, physiology and hygrene, readilg, social and ethical outeomes'

sPelling.

Nnw Yom1903

Cotæti,tnli'on, Art' IX, sec' 4: secta¡ian doctrine.

Ræised, Stntutes l90l (Birdseye Third Edition), YoL I, The Consolidated

School Law, PP. 55S{54,p.576, sec.68ø: flag disPlaY.p. SSZ, t"". 131, subsec. 11: physiology and hygiene, stimulants and nar-

cotics.p. 633, sec. 278: physiology and hygiene, stimulants and na¡cotics'

p. Ogg, t..t. 303-306: day of special observance (Arbor)'

p. Oal, .".. 314: aritbmetic, English, geography, penmanship, reading'

spelling.p.653, secs.355,356: fag disPlaY.p. OSg, ...t. 357-359: days of special obsewance (Flag, Tin¿eþ, Memo-

riat, Washington), flag exercises.p.653, secs.36G-362: ûre drill.

1913Consli;tuti,on, Art. IX, sec. 4: sectarian doctrine.

Consolíd,ated Educøtiøn Lms 1110,p. 67, sec.275, subsec. l0: physiology and hygiene, stimulants and na¡-

cotics.p. 81, sec. 310, subsec. 5: physioþy and hygiene, stimulants and ta'r-

cotics.

272 Appenilîæ

p. 158, sec. 620: all instruction in English, arithmetic, English, geog_raphy, penmanship, reading, spelling.

p. 172, secs. 690,691: physiology and hygiene, stimulants and na¡cotics.p. 176, secs. 7l0,7lll. flag displayp. 176, secs. 7l2,7tï: days of special observance (Flag, Lincoln, Memo_

rial, TV'ashington), flag exercises.p. 177, secs. 730-782: fire drill.p. 178, secs. 75A-752: day of special observance (Arbor).

Laws of 1913, Vol. IIr, p. 1675, ch. 622: physical examination.

1923Consti,tution, Art. IX, sec. 4: secta¡ian doctriae.CøttsolítÌntpd Løws 1917, Yol. II,Education Law pp. 2007-2ZBg,

p.2107,sec.276, subsec. 10: physiology and hygiene, stimulants andnarcotics.

p. 222I, secs. 570-577: physical examination.p,225L, sec. 690: physiology and hygiene, stimulants and narcotics.p. 2256, sec. 700: humane treatment and protection of animals and birde,

importance of animals and birds.p. 2256, secs. 710, 7LL: flag display.p.2257, secs. 712, 713: days of special observance (FIag, Lincotn, Memo_

rial, W'ashington), flag exercises.p.2257, secs. 73G-732: ûre d¡ill.p.2258, secs. 75G-752: day of special observance (A¡bo¡).

Løws o! 1918, Vol. II, p. 886, ch. 241: citizenship, patriotism.Laws of 1921, Yol. II,

p. 1211, ch. 386, sec. 1; all instrucüion in English, arithmetic, civil gov_ernment, English, geograph¡ history of the United States, þe.-an_shiþ, rearli.g, spelling.

p. 1226, ch. 389: physical education.Laws ol 1923, p. 635, ch. 397: ûre prevention.

rgß Nonrs C¡nor.rw¡.

Pub\íc Laws 1901,p. 3, ch. 1, sec.2: reading, sectarian doctrine.p. 57, ch. 4, sec. 37: agriculture, arithmetic, civil government, consüitu_

tion of the state, constitution of the United States, drawing, English,geography, history of the state, history of the United States, penman_ship, physiology and hygiene, spelling, stimulants and narcotics.

p. 63, ch.4, sec. 63: social and eühical outcomes.

1913Pell's Bañ,sal, of 1908, Vol. Il

p,2049, sec. 4060: sectaria¡ doctrine.p. 2060, sec. 4087: agriculture, arithmetic, civil government, constitution

of the state, constiúution of the Uniûed States, drawing, English,geograph¡ history of the state, history of the United States, pen;an-

Eef erences 213

ship, physiolog:y and hygiene, reading, spelling, sôimulâr¡ts andna¡cotics.

p . 2094, sec. 4166 : social and ethical outcomes.p.2l0l, secs. 4167n, 4167w,4167n,4167y; stimulatrts and na¡cotics.

L923C onsolidaiBd, StehÍßs I I 1 9, Y oL L,

p. 276, secs. 5õ43-554 : day of special observance (Arbor).Publ;í,c Lauss 1923,

p. 233, ch. 49: constitution of the state, constitution of the UnitedStates, patriotism.

p. 32L, ch. 136, sec. 39: agriculture, all instruction in English, arithmetic,drawing English, fue prevention, geography, history of the state,history of the United States, penmanship, physiology and hygiene,reading, spelling, stimulants and na¡cotics.

p. 354, ch. 136, sec. L65: inusic, social a¡rd etbieal outeomes.p. 356, ch. 136, sec. 170: physical examination.p.424, cl'.136, sec. 368: day of special observa,nce (Temperance).p. 425, c,h.136, sec. 369: day of special observance (A¡bor).

Nonrs D¡.ror.l1903

Cørætí,ttâíon,6ecs. 147 and 152: secta¡ian doctrine.sec. 149: social and ethical outcomes.

neïi.s?Å Cod,es 1899,p. 216, sec. 709: all instruction in English.p. 228, sec. 750: arithmetic, civil government, English, geography,

history of the United States, penmanship, physiology and hygiene,reâding, speling, stimr:lants a,nd na¡cotics.

p. 229, sec. 754: Bible reading, social and etbical outcomes.p. 229, sec, 754ø.' physical education.p. 25õ, sec. 865: fla,g display.

1913Consûi,httì,on,

secs. 147 a¡rd 152: secta¡ian dochine.sec. 149: social and ethical outcomes.

C om,pi,leil Løws 7 I 7 8, Y ol. I,p. 290, sec. 1199: all instruetion in English.p. 332, sec. 1382: days of special observance (T,inseþ, Memorial,

Washington).p. 332, sec. 1383: agriculture, a,rithmetic, civil government, communicable

rliseasesr elementar¡r science, English, geography, history of the UnitedStates, penmanship, physiology and hygiene, reading, spelling, stimu-lants aad na¡cotics.

p. 332, sec. 1384: hr¡mane treatment and protection sf anim¿þ and birds.p. 333, sec. 1388: Bible ¡sû,rling.p. 333, sec. 1389: social and ethical outcomes.

214 Awendíø

p. 334, eec. 1390: physical education.p. 336, seo. 1400: fa,g dþlay.p. 351, seo. 1t151: penma,nshþ.

1923Constùktlíott,

secs. 147 and 152: seotaria,n doct¡ine.sec. 149: social and ethica,l outcomes.

Cotnpil,ed I'øns 1913, Yol. T,

p. 290, sec. 1199: all insüruetion i¡ T''nglish.p. 332, sec. 1383: agriculture, a,rithmetic, civil government, communicable

diseaseo, elementary science, English, geograph¡ history of the UnitedStates, pemanshþ, physiology and hygiene, reading, spelling, süimu-la¡ts a,nd na¡cotics.

p. 332, sec. 1384: humane treatment and protection of animals and birds.p. 333, sec. 1388: Bible reading.p. 333, eec. 1389: social and ethical ouücomes.p.334, sec. 1390: physical education.p. 336, sec. 1400: flag dþlay.P. 351, sec. 1451: PenmanshiF.

Laus of 191õ, p. 174, ch. 137: fire d¡ill.Lm;s of 1977, p. 340, ch.. 2342 day of special observance (Temperance).Lws o! 1993, p. 402, eh..282 (sec. 1382): days of special obeerlra,rce

(Armistice, Columbus, Labor, Lincoln, W'ashington).

Omor903

Consf;i,tuti,on, Art. YI, sec, 2: secüarian doctrine.nel)ßed Stahûßs 7902, YoL fI,

p.2197, sec. 398G-1: flae displey.p.2235, sec. 4020-17: pbysical education.p. 2236, sec. 4020-23: physiology and hygiene, stimulants and ns,rcotics.p. 2237,sec. 4021: Ge¡man.p. 2238, sec. 4I22-t and. Genûal Ads 1902, p. 115, (secs. 4007, 4O07-L):

arithmeticr English, geograph¡ penrnanshþ, reading, spelling.General Acts 1902 (Vol. 95),

p. 38, day of special observance (Arbor).p. 115 (secs. 4007, 4007-t): civil government, history of the Uniüed

States, physiology and hygiene.

1913Ctt¿stt¿1tifun, Art. \II, sec. 2: secúaria,n doctrineGenøral Codê, 1910,

Vol. II,p. 1615, sec. 7621: fla,g display.p. 1621, sec. 7644 \. civil gove"nment, hisfory of the United States,p. L622, secs. 7645, 7648)' physiology and hygiene.p. 1621, sec.7644 ì ^*,.,--.,- ñ--r:-Lp. L622,secs. 7645, 7648i, T11h--:t: T".¡P' geograph¡ peÙnsnshþ'

p. ro¿g, sec.7762 J rea'r¡ng' ËlPêrrrng'

References 215

p. 1628, sec. 7688: day of special observance (Arbor).p. 1635, Eec.772lr physical education.p. 1635, seæ. 7723, 77242 physiology and hygiene, stimularxts and' na¡cotics.p. 1636, sec.7729: all instruction in English, German.Vol.IIlp.2742, sec. 12900: ûre d¡ill.p. 2742, secs. 12901, 12902 frre prevention.

Legislntí,ae Acts 1911 (Vol. 102) p. 88: agriculüure.Legi,sl,ati,ae Acts 1913 (Vol. 103) p. 184: accident prevention.

1923Cønsli,kttíon, Áxt. VI, sec. 2: sectarian docùrine.Gønerøl Coile 1920,

Vol. II,p. 3õ11, sec. 7621: flag display.p.3522, seæ.7644,7645 I .,,p. 3523, sec. 76rE I arithmetic, citizenship, civil government,

p.355$ sec.7762 l' *:+th, geograph¡ history of the UnitedVoL rri, p.5071, sec.l2974) states, penmanship, reading, spelling'

p.3522, sec. 7645ì;. *;ã;;;;:7dã]' PhYsiorory and hYgiene'

p. 3522,sec. 7645: thrift.p. 353a, sec. 7688: day of special observance (A¡bor).p. 3545, seæ. 7723, 7724: physiology and hygiene, stimul¡¡ts and

na¡cotics.p. 3545, seæ. 7724-1, 772+-2-. accident prevention.p.3557, sec. 7761-l:. agriculture.p. 3559 sec. 7762-l: all instruction in English, German.

Legislatiile Acts 1921 (Vol. 109),p. 253 (secs. 1290G-12902): fre drill, ûre prevention.p. 587 (sec. 7688-1): day of special obseryance (Temperance).

. Legùsloriae Acts 1923 (Yol. 110),p. 18 (secs. 772L sûd. 772t-L tß TZZll): physical education, physical

examination.p. 411 (sec. 7645-l): constitution of the state, constitution of the United

States.

Ox¡¡sou¡1903

U. S. &otures At Large, Vol. XXIV, p. 69, ch. 862 (Forty-nlnth Congress,f885-f887, session I): physiolory and hygiene, stimulants and na¡cãücs.

Wilson's Statutes of 1905 (Territory of Oklahoma),

fol I, p. 143, secs. 17, 18: day of special observance (A¡bor).Vol. II,p. 1387, sec. 6189: Bible reading, sectarian doctrine.p. 1389, sec. 6199: all instruction in English, arithnetic, Englis\ geog_

raphy, penmanship, reading, spelling.

2L6

1913Const:ittdiønr.

Art. l, sec. 5: aü instruction in English.Art. XIII, sec. 7: agriculture, household arüs.

Bañsd,Løws 19lQ Yol. II,p. 2084, secs. 7667, 7668: agriculture, household arts.p. 2116, sec. 77752 aü instrustion in Englisþ arithmetic, English,

geograph¡ penmanship, reading spelling.p. 2158, sec. 7939: flag display.p,2158, sec.7940: Bible reading, sectarian doctrine,p. 2158, sec. 7941: social and ethical outcomes.p. 2159, sec.7942: huma,ne treatment and protection of a¡rimals and birds,

importance of animals and birds.p. 2159, sec.7942z animal sxpsrinsat¿liqa.p. 216Q secs.7952, 7953: day of special observa¡ce (Arbor).

1923Coræti,tulion,

Art. l, sec. 5: all instruction in English.Arb. XIU, sec. 7: agriculture, horæehold arts.

C ompíIcÅ, Stururps ß2 1, Y ol. I.I,p. 1654, secs. 387&-3880: exhibitions.p. 3403, sec. 10334: all instruction in Eng[ish, agriculture, arithmetic,

civil govenrment, Engtish, geography, history of the United States,penmanship, physiolog' and hygiene, reâding, spelling.

p. 3450, secs. 1050rt-10512: agriculture, household arts.p.3478, sec. 10614: flag display.p.3478, secs. 10615, 10616: flag exercises.p.3478, sec, 10618: Bible reading, sectarian docürine.p.3479, sec. 10621: social and ethical ouücomes,p. 3479, sec. 10622: humane treatment and protection of animals and

birds, importance of animals and birds,p. 3479, sec. 10623: animal experimentation.p. 3480, sec. 10627: day of special observance (Arbor).p. 3480, sec. 10630: physiology and hygiene, stimulants and narcoticg.p. 3481, secs. 10635, 10636: foreign language.p. 3481, sec. 10638: history of the United States, patriotism.

Laws of 7923, p. 296, ch. 175, sec. 12: Darwinism.

Onpcorv

1903C od,es ant. Jtuhi¿s 1 901, Yol. ÍL,

p. 1166, sec. 3396, subsec. 3: physiolory and hygiene, social and ethicaloutcomes, stimulante and na¡cotics.

p. 1167, sec. 3396, subsecs. 5 and 8: physical education.p. 1171, sec. 3408, subsec. 10: foreign language.p. tlZ 4, secs. 3426, 3427 : day of special observance (Arbor).

Appenilín

1913Lorüa Oregon, Intn 1909, Vol. ü,

p. 1604, secs. 4057, 4058: f,&g dispLay.p. 1615, 6ec. 41t2, subsec. 10: foreign language.p. 1617, sec. 4117, subsec. 3: physiolory and hygiene, social and ethical

outeomes, stimulånts and na¡cotics.p. 1618, sec.4117, subsecs. S and 8: physicaf education.p.1625, secs. 4135, 4136: day of special observance (Arbor).

Gqwral Lanos 1913,p. 158, ch. 94: days of special observance (Columbus, Lincoln,

Washington).p. 317, ch. L77: frre drill, ûre prevention.

1923Olsøtf s Løws 7920,

Vol. I, p. 1274, sec.2223-82 all instruction in English, foreip la,nsuage.

VOL II,p. 2162, secs. 5073, 507 4: fløg display.p.2l&4, sec. 5175: days of special observance (Columbus, Labor, Lincotn,

Washington).p.2203, sec. 5255, subsec. 3: physiolory and hygiene, social and ethical

outcomes, stimul¿nts and na¡cotics.p.2203,sec.5255, subsecs. 5 and 8: physical education.p.2205, secs. 5257, 5258: ûre drill, ûre prevention.p.22lO, secs. 5275, 5276: physical education.p.2237, secs. 5390, 5391: day of special observance (A¡bor)'p.2237, sec. 5392: day of speciat observa¡rce (Temperance)-

Løws oJ 1921, p.805, ch. 410: humane treatment and protection of animalsand birds, importance sf e.nimds and birds.

Larls of 7923, p. 17, ch. 7: constitution of the United States.

rgo' hrv¡¡sYr'v¿¡u¿

Constiki;inn, Art. X, sec. 2: secta¡ian docùrine.P urilont s Diq eN, 1903, V ol. I,

Common Schools, pp. 638-718'p. 660, sec. 109: arithmet'ic, English, geograph¡ penmanship, reading'

spelling.p.709, secs.408,409: physiolory and hygiene, stimulants a¡d na¡cotics.p. 709, secs. 4L3,414: physical education.

1913' Coræti;tuiion, Arü. X, sec. 2: sectarian doctrine.Lørss o! 1911,

p. 29a (An Act to require fi¡e drills in public schools): ñre drill.An act to establish a public school system, pp. 30$-461,

p. 352, sec. 629: flag disptay.p. 391, sec. 1501 to p. 392, sec. 1505: physical examination.p. 394, sec. 1607: all instruction in English, arithmetic, civil government,

Enelish, geography, history of the state, history of the United Statee,

Ref erennes zfl

218 Appendín

hr¡mane treatment and protection of animals and birds, penmanship,phyoica¡ education, physiolog and hygiene, reading, spelling.

p. 394, sec. 1609: communicable diseases, physiolory and hygieoe, stimu-lants and narcotics.

p. 395, sec. 1610: animal experimentation, humane treatment and pro-tection ef anim¡Is and birds.

Laws oî 1913, p.226, no.15g: Bible read;ng.

1923Cansti,tulion, A-rt. X, sec. 2: sectarian doctrine,Digeßt of Statute Law 1920,

p. 468, secs. 5071-5073 and. Supplønønt l9p4 to Dígest of SÍahrte Lo,w, p.142, secs. 5070, 5074 (Laws of 1921, p.989, no.829): physical exam-ination.

p. 470, sec. 5091: communicable diseases, physiolory and hygiene, stimu-lants a¡d na¡cotics.

p. 470, sec. 5092: animal experìmentation, humane treatment and pro_tection of a.imals and birds.

p. 470, secs. 5093, 5094: Bible reading.p.494, sec.5401: ûre drill.p. 1068, sec. 10935: ûre prevention.p. 1161, secs. 11866, 11867: day of special observance (Bird).

Supplernenl 192! to Dþest of Stufute Law,p. 134, sec. 4854: flagdisplay.p. 143, sec.5089 (Laws of. L921, p. 980, no. 851): accident prevention,

all instruction in English, arithmetic, ârt, civil gove*-eot, English,loreign language, geography, history of the state, history of the UnitedSüates, humane treatment and protection of animals and birds, mwie,personal hygiene, physical education, penmanship, reading, spelling.

p. 143, secs. 5094ø1,5\gh2, (Laws of lg23, p. 851, no. 228): constitu_tion of the United States.

rg0' Rroop fs¿¡No

GønerøI, Laws 1896,p. 211, ch, 60, sec. 7: physiolog' and hygiene, stimulants and na¡cotics.p. 215, ch. 61, sec. 7: morals.

Puþlti* Løws 1901, p. 168, Ior

fch. 81S: day of special observance (Lin-Acts ønl' Besolues 1901,. f.olo¡, aug ¿rror* flag exercises.(January Session) p. 55, )

1913

GenÊraL Løws, Beuísion of 1g0g,p.267, cb,64, sec. 7: flag exercises.p.274, ch.67, sec. 4: physiolory and hygiene, stimutants a¡rd na¡cotics,p.275, ch.67, secs. 74, t5: flag display.p.275, ch.67, sec. 16: day of sepcial observance (Lincoln).p. 277, cÞ^. 68, sec. 8: morals.

Publí¿ Lanps 1908, p.277,or

Ads and Besolaes 1908' P.277Puþlí¿ Laws 1911, P. L43

orAds und Besolues 791L, P. 143,Publíc I'ans 1912' P' t?l,

orAds ü1d Besoloes 7972, P. l2l'

1923Gencîal Løws, 7929 Bai'siøn"

p. 335, secs. 936-938: fire prevention.p. 335, sec. 941: flag exercises.

p. 336, tutt. 942-945: day of special obsewance (State).

p. 346, .".. 985: physiolory and hygrene, stimulants and narcotice'

p. 348, secs. 995, 996: flag disPlaY.p. 349, t"". 998: civil government, government of the state, history of

the state.p.350, sec. 1006: morals.p.35Q sec.1007 and p.351, secs. 1008,1009: fire drill'p. 356, ..". 1033: d¿ys of special observa,¡oce (Arbor, Lincoln)'p. 362, sec. 1054: physical exa,mination.p. 363, sec. 1058: physical education.

Souce CaRor,rN¡1903

Constífuhíon, Art. XI, sec. 9: sectarian doctrine.Coile ol Laus 1902,Yol1,

p. 452, sec. 1175: secta¡ian doctrine-p.462, .ec. 1201: agricrftrne, algebra, arithmetic, constitution of the

state, constitution of the United States, English, geography, history

of the state, history of the United States, manners, morals, penm&n-

ship, physiolory and hygiene, reading, spelling, stimulants aûd nar-

cotics.p. 476, sec. 1242t døy of special observance (A¡boÐ.

1913Corætitutí'on, Art. XI, sec. 9: secta¡ian doctrine.Cod,e, ol Laus 1912, YoL l,

p. 472, sec. 1699: sectarian doctrine.p.480, t"c. 1731: agriculture, algebra, arithnietic, constitution of the

state, constitution of the United States, English, geography, history ofthe state, history of the United States, mamers, morals, peun¿urship'

physiolory and hygiene, reading, spelling, stimulants and narcotics.p. Æ0, secs. 1732, 1734: physiolory a,nd hygiene, stimulants and nar-

cotics.p. 496, sec. 1809: day of special observance (A¡bor).p. 496, sec. 1810: day of special observance (State).

Ref erences

1591: day of special observs,nce (State).

cL 726'. physical examination.

797: tue drill.

219

220 Append;i,r

1923Const;íki;ùon, AÉ. XI, sec. 9: séctarian doetrine.Coil,e oÍ LØts 1922, Yol. Ill,

p. 746, sec. 2533: sectarian doctrine.p. 761, sec. 2589: agriculture, algebra, arithmetic, consüitution of tho

state, constitution of the United Süates, English, geograph¡ history ofthe state, history of the United States, manners, morals, penmanship,physiolory and hygiene, reåding, spelling, stimulants and narcotics.

p. 762, secs. 2590-2592: physiology and hygiene, súimulants and narcotics.p. 792, sec. 2696: day of special observance (Arbor).p. 793, sec. 2697:. day of special observance (State).p, 793, sec. 2698: day of special observance (Temperance).

Ac:Is of 1923,p. 44, ch. 21: fi¡e prevention.p. 180, ch. 131, physieal examination.

Sours D¡ror¡.1903

Corætítuùion, Art. VIII, sec. 16: secta¡ian doctrine.Retlised Cod,es 1903,

p. 427, sec. 2349: all instruction in English.p. 429, sec.2358: social and ethical outcomes.p.432, sec. 2378: arithmetic, civil government, English, geography,

history of the United States, penmanship, physiolory and hygiene,reading, spelling, stimulants and narcotics.

p. 441, sec. 2A3: Flble reading, sectarian doctrine,p. 447, secs. 2457, 2458: humane treatment and protection of animals

andbirds.p. 447, sec. 2458 : animal experimentation.

1913Corætttuhí,on, Art. VIII, sec. 16: sectarian doctrine.Compiled, Law 1918, Yol.I,

p. 588, sec. 131: all instruction in English.p. 590ø, sec. 138: arithmetic, civil govenrment, drawing, English,

geograpby, history of the súate, history of the United States, music,penmanship, physiology and hygiene, reading, spelling, stimulants andnarcotics.

p.591, sec. 143: social and ethical outcomes.p. 591, sec. 144: humane treatment and protection of animals and birds,

animal experimentation.p.609, sec.203: Bible reading, sectarian doctrine.

Løws of 7913,p.234" ch.189: flag display.

1923

Cørrst/it1tidotu, Arb. VIü, sec. 16: secta¡iau doctrine.neûiseÅ Coi\e 1919, Vol. II,

p. 1878, sec. 7511: all instruction in English, arithmetic, civil government,drawing, English, geography, history of the state, history of the United

Relerences 221

States, penmanship, physiology and hygiene, readin5 spelling' stimu-

lants and nåxcotics.p. 1910, sec' 7631: social and etùical outcomes'

p. tgtO, tuo.7632: music.

i. rsrí, sec. 7637: humane treatment and protection of animals and

btuds.p. 1911, sec. 7638: animal ex¡perimentation'

-p. fSfZ, sec. ?659: Bible readlog sectaria'n doctrine'p. 1917, sec. 7660: Patriotism.p. 1917, sec. 7661: flag disPtaY.p. fSfZ, sec. 7662: dai of speciat observance-(Temperance)'

uws or isøg,p.14g, cb- 171: constitution of the state, constitution of the

United States.

Îp¡rivssson1903

Shnmtør¿'s Coiln of 1896'p.413, sec. 1416, sublec. 10: day of special-observance (Arbor)'

p,. aó,...". t4áz-1454: agricutture, algebr-a, aritbmet'ic, bookkeeping'^

civil'government, constitution of the United States, Euglish, 99oCt1ph{'bisto"y of the state, history of the United States, penmansbip' physi-

olory and hygiene, readin& spelli:rg'p. 42,J, sec. t45S: physiolory und hygieo", stimulants and narcotics'

tobacco.SupplemønÍ 190/¡'

p. Z¿¿ (1ASS, p.424, ch.205, sec. 1): secta¡ian doctrine'p. 269, tu". f¿Sa (fAgS, p. 38, ch' 28): constitution of the state'

1913thørvnot¿'s Code of 1896,

p. 413, sec. 14i6, subsec. 10: day of specia! obsewance (Arbor)'

;. 49f,, secs. 1¿-52-t454: agriculture, alg9bry, arithmetic, bookkeeping'- civilgovernment, constitution of the Unitecl Statæs, Tlnglish' geoera¡hq'

hiutoty of the state, history of the United States, penmanship, physi-

ologr and hygrene, reading, spelling'p. +ñ, sec. t+55: physiology ãnd hygiene, stimulanüs and narcotics'

tobacco.Supplønent 190t¡

p. 244: sectarian doctrine.p. 269, sec. 1453: const'itution of the state.

1923ConpíInli,on ol th'e Stotutes 1977,Yo1.f,

p. 974, sec. t447a2: Biþts ¡ea,rling'p. Sæ, t"t' 1455: physiolog' aoa hygiene' stimulants and narcotice'

tobacco.p. 9&, sec. 1456ø1: day of special observance (Temperance)'

p. 993, sec. L46!,a24; secta¡ian doctrine'Vol. I[ p.2185, sec' 3079ø295: fre d¡ill'Vol. V, p.6540, sec. 1453b1 (1917, p.25$ ch' 80): aritbmetic, constitution

222 Appenil;íø

of the state, constitution of the United States, Eng[ish, geogrLphy,tústory of the state, history of the United States, music, penmanship,physiolory and hygiene, reading, spelling.

Publi,c Acts 1919,p. 43, ch. 15: day of special observs,nce (A¡bor).p. õ79, ch. 153: flag display.

P1rþlic Ads 1921, p.408, ch. 157: forestry and plant life.Public Acts 1923,

p. 7g ch. 17: constitution of the United Stateg.p. 159, ch.61: physical education.

Tbx¡,s1903

Constihúi,un, Art. yII, sec. 5: sectaria,n doctrine.Sayles' Citil Stahdes 1897, Yol. II, p. 1421, sec. 3976d: all instrucüion in

English, foreign language.Genøol Løws 1903, p. 229, ct. 140: aritbmetic, civil government, English,

geography, history of the state, history of the United States, humanetreatment and protection of animals and birds, penmanship, physiologrand hygiene, reading, spelling, stimulants and narcotics.

Ge¡teral Laws 1903 (First Called Session), p.22, ch. 12, sec. 1: sectariandoctrine.

1913Cøratíkûínn, Arù. VII, sec. 5: sectarian doctrine.Vernøt¡,'s Sa,gles' Cùtil &ofutes 1914, Vol. II,

p. 1997, aú.2782:, all instruction in English, foreign language.p. 1998, art. 2783: agriculture, arithmetic, civil government, Engli¡h,

geography, history of the state, history of the United States, humanetreatment and protection of animals and birds, penmanship, physiologyand hygiene, reading, spelling, stimr¡Iants and narcotics.

p. 204O, art. 2896: sestsria,n doctrine.p. 20tf6, art. 29090ô; secta¡ian doctrine.

Get¿,eral I'øus 7978, p. 129, ch. 70: coüúon Crading.

1923Constíl,rúíon, A¡t. VIf, sec. 5: secùa¡ian doctrine.C ontplda Stotutes I 920,

p. 4ï/, aú,.2782: ùl instruction in English.p. a67, art.2783: a,griculture, arithmetic, civil government, cotton grad-

ing, English, geograph¡ history of the state, history of the UnitædStates, humane treatment and protection of animals and birds, pen-manshþ, physiology and hygiene, leåding, spelliag, stimulants andna¡cotics.

p. 491, arts. 2903a,2903b: history of the state.p.492, art. 2ñ4on: patriotism.p. 492, arte.2$Okoa,2904oann: flag display.p. 492, arh.2Ð4oaann: all instruction i¡ Tlnglieh.p. 298, art. 2909öö: secta¡ian doctrine.

1903Constítut'iørt,

A¡ü. III (Fourth) and Art. X, sec. 1: secta¡ian doetrine.Art. X, sec. 11: metric system.

neüißed Stnhàes 1898,p. 438, sec. 1829: physiology and hygieng stimulants and oarcotice.p. 441, sec. 1848: secta¡ian doctrine, Eocial and ethical outcomes.

p. 441, sec. 1850: all ¡nst'ruction in English.

1913Cønñíl1tfwtt,

Aft. m (For¡¡th) and Art. X, sec. 1: secùarla,n doctrine.Art. X, sec. 11: metric sYstem.

Cúwùlpd Laws 19tf 'p. 700, sec. 1829: physiology and hygiene, stimulants and narcotics.

p. 700, sec. 1829ø.' communicable diseases, senitation.p.704, sec. 1848: sectarian doctrine, social and ethical outcomes.

p. 704, sec. 1850: all instruction in English.p.742, sec.1965ø; flag displaY.

Løøs o! 1911, p. 285, ch. 140: physical examination.Laws of 1919, p. 93, ch. 60: d¿y of special obsercance (B¡rd).

1923Constí'tulíøn,

fut. m Fourth) and A¡t. X, sec. 1: sectarian doctrine.Art. X, sec. 11: metric system.

Compí,led, Lauss 1917,p.920, sec.4533: day of s¡lecial observance (Bird).p.920, sec.4534: physiology and hygiene, süimutants and narcoüice'

p. 921, sec. 4535: co-municable diseases, ss,Ditation.p. 922, secs. 4546-4550: physical examination.p.957, sec. 47M: frag disPlaY.

Laus of I 921, p. 284, ch. 95 : sectarian doetri¡e.Laws oJ 1923, p. 4, ct. 4; consüitution of the United States.

Vnn¡¡or.¡r

r903Sta,tutes 1894,

o. 187. sec.683ì

i: ;;å: :ï: äi;i: arithmeüic, constitution of the state, constituüion of the

United States, drawing, English, geography, government of the state,

history of the state, history of the United States, manners, penmansbip,. physiology and hygiene, reading, spelling, stimulants a,ud narcotics.p. 188, sec. 684: day of special observance (Memori¿l).p. 209, sec. 826: foreign language.

Reterences

Ur¿s

22t

224 Appenilir

1913Publíß Stntutes 1906,

p.274,sec.1003: a¡ithmetic, consùitution of the state, constitution ofthe United Süates, drawing, English, geography, government of thestate, history of the state, history of the United States, manners, pen-manship, physiology and hygiene, reading, spelling, süimularxts audna¡cotics.

p. 275, sec. 1005: day of special observance (Memorial).p.303, secs. 116G-1162: ûre drill.p. 303, sec. 1164: physical exa,mination.

Ads of 1910,p.77, ch.67: flog display.

r923Gen¿ral Laws 7977,

p. 295, sec. 124): day of special observance (Memorial).p. 295, sec. l24l:. ðøy of special observa¡ce (Lincoln).p. 308, sec. 1319: physical exa,mination.p. 309, secs. 1322-L324: fire d¡ill.p.310, sec. 1326: flag display.

Actsof1923,p.56, no. 35 (sec. 1237): arithmetic, citizenship, eonstitu-tion of the state, constitution of the United States, drawing, English,geograph¡ government of the state, history of the state, history of theUnited States, manners, penmenship, physiology and hygiene, read-ing, spidling, stimulâÃts aod na,rcotics.

Vrnerrv¡¡1903

Acts of 1903, p. 817, ch. 509 þp. 798-823), sec. 1497: a,ritbmetic, civil gov-ernment, drawing, Rnglish, geograph¡ bistory of the state, history ofthe United States, penmanshþ, physiology and hygiene, reading, spell-ing, stimulants arxd narcotics.

1913Acts o! 1906, p. 443, ch.248, sec. 1497: a¡ithmetic, civil government, draw-

iog, Ðnelish, geography, history of the state, history of t'he UnitedStates, morals, penmanshþ, physiolory a,nd hygiene, reading, spelling,stimulante and na¡cotics.

Ads of 1908, p.661, ch. 377: physical exa,mi¡ration.

1923General, I'øus 7998,

p. 189, sec. 702: accident preventio¡r, a,rithmetic, citizenship, civil gov-ernment, drawing, English, ûre prevention, geograph¡ history of thestate, history of the United States, morals, penmansbip, physiologyand hygiene. reâding, speling, sùimulants and na¡cotics.

p.19O sec. 702ø: personal hygiene, physical education, physical exami-nation.

p. 193, sec. 724: physical exa,minåtion.

Relerences 226

WesmroroN1903

Canstùtrúion, Art. IX, sec. 4: secta¡ian doctrine'

Baildwsfs Codes øttd, 9tÃhtfßs 1897r\oL I,p. 605, sec. 2329: social and eühical outcomes'

;: 6õt; t... 2335: all instruction in English, axithmetic' English' geog--

"upúy, history of the Uniæd States, humane treatment and protection

ot'aoi-als and birds, penmanship, physiology and lygiene' reading'

social a¡d ethical oútcomes; spelling, stimulants and narcotics'

p. 646, sec. 2.4ô4l. alr.rmøl experimentation'p. 646, sec. 2466: fløgdisPlaY.

aànoo'í Supplømønt ísss-ls:os, p' 228, sec' 2311 (Tenth): secta'riur

doctrine.

1913Cønstitui,íøn, AIE D(, sec. 4: secta¡ian doctrine

nønùnqtst¿ ønd' BattiWds Cotle 7910, Vol' II, - --";: di; ;. ¡¿oz,

"lt"i*t*ction in English, arithmetic, English' geograpbv'

- hisá; of the united states, humane treatment and protection of

ati-ais and birds, penmanship, physiolory and hygieng' reading'

social and ethical outcomes, spelling, stimulants and na¡cotics'

p. 453, sec. 4414: sectarian doctrine'p. 471, se". a4S1 (ninth): secta¡ia¡l doctrine'p.472, sec.4Æ2: flag disPtaY.p, 490, ."". 4550: social a,nd ethical outcomes'p. 533, ."". 4703: a¡imal experimentation'p.544, sec.4748: t¡e drill.

t923Corætiluli,on, Axt. IX, sec. 4: secta¡ian doctrine'RenaùngÍnn's ConNeiI Stntutes 1922, Yol' II,

;. 6*i8, sec. 468i : all instruction in Engtish, arithmetic, English' geogr¿'phy''historyoftheUnitedstates,humanetreatmentandprotectionof

animaL and birds, penma,nship, physiology andhygiene' reading'

social and ethical outõomes, spelling, stimulanfs and narcotics'

p.698, sec.4682: physical education' ,p. ZZZ, .uo. 4777, 4778: flag displan flag exercises'

p. ?51, see.4855: social and etbical outcomes'p.7OZ,""".4899: day of special obsersance (Armistice)'

p. 814, t.". 5061: animal experimentation'p. 827, sec. 5106: fire drill.

Lants of' 1923, p. 236, ch. 76: day of special observance (Temperancc)'

(Supplenenr 1 923, p. 257, sec. 4901-1)'

'Wnsr VrRarNrÂ

1903Wâ,rtlfs Coile 1899,Ch. 45 (pp' 38H55)'

p. 392, sec. 11: arithm;A;, bookkeeping,- civil governm:nt' F'nglish'

geogr"pby, history of the state, history of the United Stetes' penman-

tnip, pnvtiotos¡ and hygiene, reading, spelling'

226 Appenilìn

p, 392, sec. 11a.. physiology and hygiene, stim'Iants and narcotics.p.4O6, sec.32: social and eùhical outcomes.

1913Hogg'e Coile 1915, Yol. I,

p. 278, sec. Zl2: day,s of specia,l observance (Columbus, Lincotn).p. 88Q secs. 2L25-2L2g: physicat exa,min¿tion.n. t8S,-¡9c. 2181: agriculture, arithmetic, bookkeeping, civil government,

Flngtish, geograph¡.hisùory 9f the.staie, history of the Uúted Stat"",penmanship, physiolog¡r and hygiehe, reading, Àpe[ing, stinulants ;dna¡cotics.

1923Barnes' Coilæ 1gp3,

n.!f!, ch. 159: days of-¡gecial observance (Columbus, Lincoln).p. 823, ch. 45, sec. 9: all instruction in Engjish.p. 829, ch, 45, sec. 2Z: frre prevention.

. p. 845, ch. 45, sec. 52: day of special observance (Wa^shinston).

Ads of 1923p. 37, ch. 7: flag display.p' 39, cl' 10: civil government, constitution of the state, constiúution ofthe United States, history of the United States.

l90B WrscoNsrN

Constitttlion, Arü. X, sec. B: sectarian doctrine.Stuturßs of 1898,Yol.I,

p.357, sec. 436ø: flagdisplay.p' 363, sec' 447: arl.instruction in Engrish, arithmetic, constitution ofthe state, constitution.of ile-U3led States, English, í";"ig" ;;;;g;,geograph¡ history of the United States, penmaÃnip,

".r¿iliip?Uüg.p. 364, sec. 447ø: physiolory and. hygiene, Ãtihr:lantsãnd "ur.ãiiå.-'r913

Const:ittúion, Art. X, sec. B: sectarian doctrine.StahÅes 1913,

p. 251, sec. 436ø: flag displ,ay.p. j'!f _sec. 447: agriculture, all instruction in English, arithmetic,Tlnglisþ, foreign la1g1age, geograph¡ government of ãhe state, C;;_ment of the United Staùes, history of

-the state, history

"f tú-ti;;"d

Sta-tes, penmanship, reading, speli;.g.p. 258, eec. 447ø: pþsiology and hygiene, stimularxts and na¡cotics.p.258, sec. 4479: accíderrt prevention.p. 314, sec. 558ø: physical education.p' 314 sec' 558ø-r: l*T" treatment and protection of animars andbirds, imFortance of animarg and birds, .oäid

"od "tbi"d ;t*;;;t92,3

Cønstílttliøn, A"ú. X, sec. B: secterien doctrine.Sturures ß29;Yol.I,

p.422, sec.40.27, subsec. 3: flag display.p.424, sec. 40.28, subsec. 3: days of special observance (T'incoln¡

IMashington).p.425, sec. 40.30, subsec. 1: agriculture, all instruction in English,

arithmetic, citizenship, English, f oreign language, geograph¡ goven¡-ment of the state, government of the United States, history of thestate, history of the United States, penmanship, reading, spelling.

þ. Q\,.sec. 40.30, subsec. 2: communicable diseases, personal hygiene'physiolory and hygiene, sanitation, stimulants and narcotics.

p. 426, sec. 40.30, subsec. 3: physical edueation.p. 426, sec. 40.30, subsec. 4: accident prevention.p. 426, sec. 40.30, subsec. 5: humane treatment and protection of auimale

and birds, importance of animals and birds, social and ethical outcomes.p. 426, sec. 40.30, subsec. 6: ûre drill.p. 427, sec. 40.30, subsec. 7 : importance of animals and birds.p.427, see.40.30, subsec. 7a: frie prevention.p. 448, sec. 40.67: sectarian doctrine.

W'vou¡¡¡o

1903Cønsti;Iulion, Àrt. VII, sec. 12: secta¡ian doctrine.BeùùseÅ Stntutes 1899,

p.226, sec.612: physiologr and hygiene, stimulants and narcotics.p. 729, sec. 2697: døy of special observance (Arbor).

Sessi,on Lauts of 1901, p. 7, ch. 8: humane treatment and protection of ani-mals and birds.

S¿ss¿o¿ Løws o! 1903, p.114, ch. 83: flag dispLay.

1913Coræti,tulion, Art. VU, sec. 12: sectarian doctrine.Compil,ed, Stø,tutes 19 10,

þ. 5M, sec. 1976: humane treatment and protection of animalg andbirds.

p.547, sec.199l: flag display.p. 877, sec. 3582: day of special observance (Arbor).

Sessi,on Løws of 1913, p. 45, ch. 53: agriculture, arithmetic, elementar¡rscience, English, geography, government of the state, hisüory of thestate, history of the United States, humane treatment and protection ofanimaJs and birds, penmanship, physiolory and hygiene, reading,spelling, stimulants and naxcotics.

t923Corætitrádon, Art. II[I, sec. 12: secta,rian doctrine.C otnpild, Statutes, 1920,

p. 479, sec. 2267: agriculture, arithmetic, elementary science, English,geography, government of the state, history of the state, history ofthe United States, humaoe treatment and protection of animals &ndbirds, penrnanship, physiolory and hygiene, reading, spelling, st'imu-l¿nts and na¡cotics.

Ref erences 227

228 Appeniliø

p. 481, sec. 2282: Ll:umare treatment and protection of animats and birds.p. 481, secs. 2283-2287: pbysical examination.p.4&1, sec. 2302: fløgdispLay.p.831, sec. 4523:. day of special observance (Arbor).

IIBIBLIOGRAPHY

Gp¡¡¡n¡r,..Facts on the Publie School Curriculum,, il Reseo¡ch Bulldin of the

Nariînol,Edncaniar¿associaliun,volumel,no.S(1924),containingstatu-øtyr"¿stateBoarclofEctucationRequirementsRelativetoElementaryÈcúool cur"icula, based upon information obtained. from the superinten-

ã""t ãtìu" r,ortí-eielt states; containing, also, a selecteil and Annotated

Bibliography.ThestoktresatLargeoltheUníted'Søteso!Amqica.Edited,printedandp"¡li'h"¿¡yauthorityofCongressrrnclert\jirectionoftheSecretaryof'Stut".

W'ashilrg¡oo, Government Printing Ofrce (as cited)'

Barnps' Fedøratcode, containing all Federal statutes of General and Public

Nature now in force. Eclited iy uriah Bames, Indianapolis, Bobbs-Mer-

'il;m"r, 1923, to Barnes' Fed'erol' Coile,'coúaíting all Federal Statutes

ãt ã""*ui árrd Public Nature enacted during the years 1919-1922' Edited

by Uriah Barnes, Indianapolis, Bobbs-Merrill'

The Fed'erol, ar¿d, State Cortsttitulions, Colnruiøt Chartørs, ani' othsr Organ:þ

io*s oÍ the Stntæ, Terr¿tori'æ ønd' Col'oni'es noxr or heretofore lorming the

Uni,ted' St.øtes of AmøiÆa, compiled and edited by Francis Newton thorpe'

7 vol. Washington, Government hint'ing Ofrce, 1909'

The sto,te constituíion and th,e Feiterøt constitution ønì' orgøniß Lans oJ the

rerl'i'toríßs ani' other Cotonint Depadenci,es o! thn Unitad Stotes of America,

ã^pif.¿ and eclitecl by Charles Kettleborough' Indianapolis' B' F' Bowen

& Co., 1918.

Ind,er Dþest of the Støte Corætittrli,ons, prepared by the Legislative ^Drafting

Resea¡cL Fu¡d of columbia university. The New York state constitu-

tional Convention Commission' 1915'

Note.Acopyofthestateconstitutionisincludedalmostinvariablyineach compilation'

n.ÐF'ERENCES TO STÀTE IJÀ'W'S

Ar,¡g¡¡¡¿Cod,e of 1896, approved February 16, 1897, 2 vol'Cod'e oÍ 7907, approved July 27, 1907, 3 vol'Ger,erãt nat;s in¿ Joh¡ nesotulinns of the Legíslntttre of Alabarn'a, 1898-1923

(as cited).

A.nrzo¡r¿.

The Bwßed' Statutes of Arizonø Tøni'tory, L90L'

229

230 Appenilia

The Raised, Stølutes, Civil Code, 1913.Acts, Besolutinns and, Mem$iaLs of the Leg¿sl,oJwe of Arizonø, 1g03-lg23(as cited).

Anr¡¡¡sÂsA Dígest oÍ tltp Statules in Farce 1909, compiled by \M. F. Kirby (cited asKirby's Digest of the Statutes, 1904).Supplønent l.o Ki,rby's Digest oJ the Stufuf¿s i,n Force lgl.1, compiled by J. T.Castle.A Dígeßt o! the Stotutes in Force l9-l9, compiled by Crawford and Moses.Generol, Ads and Jøtrú Corwurrerú Besolut;ions ol the General Assemblg, LglS-1923 (as cited).

C¡¡,rronrvr¿The Poltif;í¡a,l Cod,e, as amended to and including 1903.The Politi¿al, Coilc, *s amended to and including 1909.Consoliløtd, Supplernml,tø the Cod,es anil General -Løøs, showing changes for1911 and 1913.Gøneral I'aws of 191õ, as amended to end of extra session 1916.Coræolidnteil Suppl,etnent to the Cod,es anì, GønerøI .Laøs, showing changesfor 1917, 1919 and 1921.The Poli,tiøL Coile, as amended to and including t923.Stnl,ules, 1923, includtng General Laws, Amendments to Codes, Resolutions,passed ât session of Legislature 1923; Measures submitted to eleetors 1922.Thp Constifutinn wilh Amsndmprús to anil includì,ng Not¡entber 7, 1929,edited by E. F. Treadwell. trTfth Edition, 1923.Indea to the Lonns, 18õ0-1920, including Statutes, Codes, and Constitutionwith Amendments, prepa,red by Legislative Counsel.

Co¡,on¡¡oMills' Anrntateil Stnlutes,

Volumes I and II, Embracing the General Statutes of 1883 and sub-sequent General Laws in force Januar5r 1, 1891.Volume III, embracing sì¡bsequent General Laws to January 1, 1897,

Mills' Annatai,ed, Statules, Revised Eötion, 1912. 2 vol.The Compil,eÅ, I'aws, 7921.-Løøs passed at sessions of the General Assembly, 1897-1923 (as cited).

Cou¡roqr¡curThe Gønøral,Stnhics, Revision of 1902.The Gene¡ol, Statu;tes, Revision of 1918, 3 vol.Prrblic Adß passed by the Gene¡al Assembl¡ 1903-1923 (as cited).

Dp¿¿w.lao

The Ratßd. Sntuæs ol 1869, as a,mended to and including 1893.naliseÅ Stntules, /9/6 (including General Larrs in force in 1913).Løws of the Sta,te oJ Delaware passed at sessions of the General Assembly,1895-1923 (as cited).

trbonrp¡The Retí'sed' Statutes, 1892.The Compi'ted, Løws, 1914 (inclu'ìing General Laws in fo¡ce in 1913' Anno-

tated), 3 vol.The neûísed Genøral Stahttes, 7919,3 vol'Acts a¡td Resolulíons adopted by the Legislature, 1893-1923 (as cited)'

Gponor¡The Cod'e o! 1896, adopted December 15, 1895, 3 vol'Supptøment to the Cod'e o! 1895 , prepa,red by Howard Van Epps' 1901'

fne-Coae of 1910, adopted August 15, 1910, prepåred by John L' Eopkins'

2vol.Parlc's Anrntøted' Coite, 7914, embracing amendments and additions to

Code of 1910 to and including 1914. 7 vol.Supplem,ent to Parlc's Anrtotateil Coile, 7922, embracing amendments and

additions 1915-1921 inclusive, prepared by E. B. Skillman. 4 vol. (iesued

¿s Volumes VIII, IX, X and XI).Ar,s ønÅ ße,sotutíons of the General Assembl¡ 1901-1923 (as citecl)'

fp¡soPoliti,col, Cb¿t, Cí,uit Proceilttre ond' Penal Coites, 1901 (annotated)' 4 vol'

The Eati'sed, Coilcs, 1908, prepa,red by John F. McLane' 2 vol'The Cornpi,ted' StÃ,tutes of 1919. 3 vol.Generat iøøs passed at sessions of the State Legislature, 1903-1923' (as

cited).

b,r,r¡¡orsTlw Reïí,sed stohtres oÍ 7909, çea6qining the Genpral søhnes i,n Force Jønnnry

7, 7904, compiled bY E. B. Ilurd.Á**øtø Sto¡r*" i,n Fuce Jønrnrg 1, 7913, edited by Jones and Addington'

6vol. (Cited as J. and A'., A¡notated Statutes, 1913')

nØ¿sed-SøArø, embracing all general laws in force July l, L923, compiled

by J. C. Ca,bill.Zäøs enacted a,t sessions of the General Assembly 1903-1923 (as cited).

Ivore¡rrThe Ra¡ßd, $tnl1úes, embracing General Laws in force October 1' 1901

(annotated), compiled by F. A. Horner. 2 vol'b*ns' '+rrnnøtea

*a*¡ps, showing General Statutes in force January 1,

1914. 4 vol.A Genørøt Inl'ea ta Bwns' Anrwtateil Statutes oÍ 1914'

Bwns, AnnntøtrÅ Stahrtps, Supptetttøttt of 1921, containing the General

statuües enacted at Legislative sessions 1915-1921, prepared by Burns and

Gifford. 2 vol..Løøs passed at sessions of the General Assembly 1903-1923 (as cited).

Bi,bliogra,phy 231

232

foweAr¿notdpì Coilp o! 189?, containing all lawe of a general nature to July 2, 1892

Supplømmt, 1909, to ttæ eode, containing general and permanent lawrenacted by General Assemblies 27-29.Suppl,ertørt, 1913, lþ the Coile, containing general and peunanent lawu

enacted by General Asse.mblies 27-35.Coitc, 1919, containinglaI general laws, compiled by Trewin, Mabry and'Whitney, CodeaCommissioners.Supplønent, 1g2g, tþ the Cønpited, Code, containing all general law¡ enacted'

by 39th and 40th General Assemblies.

ÃA, *A ¡oø,¡ Resohúí.ons passed at sessions of General Assembly (as cited).

K¡,¡¡s.lsGeneral, Strltutes.fg0f , including the Session Lsws of 1901-

Genørøl Statutes /909, including the Session Laws of 1909 (annotated)'

na,i,sed sti,tutes 1923 (annotated), contsining all laws of a general natu¡e inforce, including acts passed at the regular and special sessioûs of 1923'

Sesstio¿ .Løøs 1903-1923 (as cited).

I(¡NrucrvThe Staiutcs of 1903, ssafaining all general laws, prepared by J' D' Carroll(cited as Cartoll's Statutes 1903).

The Stalutes o! 1909, containing all general laws, prepa,red by J' D' Ca'rroll

(cited as Ca,moll's Statutes 1909).

The Statut¿s oÍ 1922, containing all general laws. Six0h Edition, revised toJanuary 1922 (cited as Carroll's Statutes 1922).

Acts of the Generøl Assembly 1910-1922 (as cited)-

Lou¡sr¡x¡Csnsti,httí'on und Beùísed.Løtos, compiled by Solomon Wolfr.

Volumes I and II, 6o ¿,rr¿ ¡nsl¡rling L902.

Yolume III (supplemental), eontaini'g General Sùatutes, 1904-1908'

Consti,tutiun o,¡til Sntutns, as Ameniteil tp Jontarg 1990, compiled by Solonon'W'olfi. 3 vol.Condntun¿orr adopted June 18, 1921.

ácfs passed by the Gene¡al Assembly 1910-1922 (as cited)'

MrnvsThe Rañsed StdnÅes,1909, passed September 1, 1903.

fhß na]ßed Stnturea Sixth Editioû, passed September 29, 1916'

Adß tttd Resoh¡es of the Legislature 1905-1923 (as cited)'

Menr¡,arvo

The Cad'e of 1888, public general lawe codiûed by J. P. Poe, adopted Ma'rch

14, 1888. 2 vol.Su,gpl,emøì't lp the Cod¿, o! 1888, ssnf,qining the general pubüo lsws passed

¿t sessions of the General Assembly 1890-1898.

AppenilùrBibti,ogra'PhA 233

The Annatnttl' Coite oÍ tlß Puþtí,c Ciui!' Laws, the general laws of

1910, editedby G. P. BagbY- 2vol.in"'.lo*mrA Codc o! tin-p,øl¿" Gm'erat 'Løøs, including 1914' edited by

G. P. Ba,gby (volume III).;;";"ã;'t;d passed at sessions of the General Assembly 1900-1922

(as cited).

M¡ss¡cgus¡rrsThe Rwísed, Laws, 7902, etactedNovember 21, 1901, to take effect January

1,1902. 2vol,Th,e Indþt o1 th'e Rwise'd' Lans' 1902'

Supplønert¡"ø the Batísed' trøøs, conta'rning the general laws enacted 1902-

1908.The Generat I'aws, 7921, enacted December 22, t92O' 2 vol'

The InÅ'er to the Gøn'erol Løws of 1921'

idt-;r,Å Besol¡tespassecl by the General Court 1902-1908 (as ciüed)'

MrsEcÀNThe Cornpite'd' Laws, 1897, compiled by L' M' Miller' 3 vol'

Indeatnin" C"*ptl*¿ Laws oÍ 7897, by L' M' Miller'Hatseys Annotatd, Stafufps; Second Edrtion, 1913,. compiled by- C.- P.

õråp¡"il, including the acÉ of t'he second extra session of 1912' 6 vol'

The CørnPite'd' I'aws, 191õ. 5 vol'Antr¡núed' Suplønwtl, 1922, tþ th'e Compíted' Laws o! 1916' prepared by

J. C. Cahill.Pubti,c Acts o! the Legisløhne 1898-1923 (as cited)'

M¡Nrvssor¡Th'eGenørøl,stotules,lsgy',includingallgenerallawsinforceDecemberSl'1894' 2 vol.Getwral Stahàes' 1913.

S"Wt **t, 19i7, to the Genzral Statules, including General Laws .of 191? '

Crir*AZaós pasåed at sessiors of the Legislature 1895-1913 (as cited)'

S;sr,o".Løæs iassed by Legislature 1915-1923 (as cited)'

M¡ss¡ssrppr

TheAnnotated,coiteo!theGønerøt,støl,uteLan,aclopteclatregularLegislativesession iû 1892.Thn Codp of 1896 of th'e Puhli'c Sturuf'e LutD'

Ttæ Annoiateit Coile, sbowinggeneral statutes in force August 1, 1917, pre-

pa,red by William Hemingway' 2 vo-l' .'S*it

"",x ,¡ lg2| to thp ir¿natated Cod,e, including General Statutes of 1920-

ät! p*t"¿-ut sessions of Legislature 1892-1922 (as cited)'

M¡ssoun¡Thê Røüised &arures, 7899,rqviqed and promulgated by the Fortieth General

.Assembly. 2 vol'

234 Appenilin

Th¿ R@ised Stotutes, -1g09, revised and promulgated by the Forüy-ûfthGeneral Assembly. 3 vol.Th'e nalised støllttes, f9.f9, revised and promulgated by úhe Fiftieüh GeneralAssembly. 3 vol.Zøæs passed at sessions of the General Assembly 190l-1929 (as cited).

Mor¡r¡N¡,The Cornplete Coiles anil Statutes in Force JuIy l, 1896, edited, by W. F.Sanders.Th,e Reuisetl Codes oÍ 7907, containing all general laws in force at close ofTenth Legisla,tive Assembly. 2 vol.The Bañsed, Code* of 1921, cottaining the permanent laws in force 1g21,4 vol.Laws, Resolutioræ ønd, Mempríol,s passed at sessions of the LegislativeAssembly 1897-1923 (as cited).

NosnesrrTIw Cornpíled, Statutes, -288-1, with Amenrlments, 1882 to 1g01, comprisingall general laws in force July 1, 1901 (cited as Compiled Statutes 1901).The Rqùed, Statutes, 1913, containing all general laws in force January 1,1914.cotnpilcil staháes, 1999, compúsing all sùatutory laws of a general ch¿racterin force July 1, 1922.Latns, Besohitions and Mø¡,nríals passed by the Legistatures 1g03-lg23 (ascited).

Nsv¡o¡The Cømpiled, Lans in Force 1861-190e compiled by E. C. Cutting (citedas Compiled Laws 1900).Beûßeil Løws,1912, soafaining general statutes from 1861, revised to 1g12.2 vol.Reúsed, Laws, Supplernent 1g1g, containing statutes of a general naturefrom L913 to 1919 (Volume III).Statut¿s passed at sessions of the Legislature 1901-1924 (as cited).

Npw E¡¡¿psErn,E

Thp Pubhc Stotut¿s anil, GenoraL Løws in force January 1, lg0l, compiled byChase and Chase.Supplønent tþ the Public Stolutes, giving all amendments to and including1913.

Zøøs passed at sessions of the Legislaüure 1901-1923 (as cited).

Nsw JnnsevGen¿rol, Statates 1896. }vol.CunpíleÅ, Statutes 1910. 5 vol.First Su,pplement to thc Cornpíteil Statuteß (1911-1915).Ads of the Lcg¿slnhrîe 1896-1923 (as cited).

Bibli,ography 235

Nnw MnxrcoCanpild, Zøøs (Territory of New Mexico), approved March 16, 18g7.Sto,tutes Annotnieil, 1915, contruning the Codiûcation passed at the gecondsession of the State Legislature.Acts oÍ the Tsn"ítari,o,l Legíslnti.ae Assørnblg 1899-1903 (as cited).-Løøs passed by sessions of the State Legislature 1915-1923 (as cited).

Now YomThn Rai,sed, Jtøtules, Cod,es ani, General Lans i,n force Jonnnrg I, IgOg.Third Edition, compiled by C. F. Birdseye. 3 vol.Th¿ Consolid,ot¿tl Laws, 7909, edited by F. E. Wadhams, Secreta,ry of üheBoard of Statutory Consolidation. 7 vol.The Consolidateil Laus as amended by the Legislature of 1910 (Laws 1910,Chapter 140), Volume VIII (ciüed as Corcoúülateil Ed,trarisn Law 1910).Annotatd, Cotæolil,alnil Zøøs, Second Edition, as amended to January 1,1918, edited by Cummings and Gilbert. 9 vol.Cumul,al;íue Supplem.ønt to Annotateil Consolil,atd, Zøøs, Second Edition,with amendments a¡d other general statutes to a¡d including 1g20. 2 vol.

' Cwnulalipe Suppletnmt to Ar¿noÍøleil Coræolida¡ed Zøøs, Second Edition,with amendments a¡rd other general statutes to and including 1g28. 2 vol.Edited by Cummings and Gilbert.Zaøs passed at sessions of the Legislature 1902-1923 (as cited).

Noans C¡nor,rx¡Code of 1899.Ratísal of 1908, prepa,red by G. P. Pell, including public larvs of 1g08. 2 vol.Supplønent ta Pell's Revísel, edited by Ð. C. Gregory, containing GeneralLaws of 1913 (cited as Gregory's Supplement, 1913).Cansolidniel, Stakúes, 7979,prepared by L. P. McGehee (annotated). 2 vol.Publ;i,c Løu:s anl, Resohrti,ons pa^ssed by the General Assembly at sessions1899-1923 (as cited).

Nonîe D¡ror¡.Thp na,íse¿l Coil,es, 1899.The Com,pileil Løui, 1913. 2 vol.Zøøs passed at sessions of the Legislative Assembly 1901-1923 (as cited).

Os¡oThe AnnatateÅ narised Stnhttes, ineluding all general laws in force January1, 1902, compiled by Clement Bates, Third Edition. 3 vol.The General Codß, 1910, approved February 15, 1910. 4 vol.Thp, General, Code, Revised QemFact Edition, including all laws of a generalnature in force Janua4y I, 1921. Revised by W. H. Page,Genarol anil Local Aets anil, Joi,r¿t Resolulioræ adopted by General Assemblies1902-1908 (as cited).Legisl,o,t/íile Acß an¿ Jøír¿t Besolutíoas adopúed by General Assemblies 1g0S-19æ (as cited).

296 Appenil;ir

Qrr,¡s9¡44Anwtatd, StÃtutps oÍ th,e InÅ:inn Terrítorg,./899, embracing all laws of gen-eral and permanent cha¡acter in force at close of second session of Fifüy-ûfth Congress, prepared by Dorset Carter.ne1)tsed ønil Annotol¡d, Sta,tules, 1903 (Ternün,ry of OHahoma), prepared byW. F. W'ilson. 2 vol. (cited as'W'ilson's Statutes of 1903).netißeÅ Laws o1 Okl,a,ho?t¿ø, 7910, preparcd. by Ea^rris and Day, edited byC. O. Bunn. 2 vol.Compi,led Stalutes, 1921, annotøtnd by C. O. Bunn. 2 vol.,Sæstlo¿ Zøøs passed at sessions of Legislative Assembly of Territory 1903-1905 (as ciúed).Søssrb¿ Zotrs passed at sessio¡s of the State Legislature 1907-1923 (as cited).

Onpco¡¡

The Cod,es utd Statutes, including general laws in force 1901, compiled byBellinger and Cotton. 2 vol.Loril's Laws, including general laws in force 1909, 3 vol.Zøøs, including general lav¡s in force 1920, compiled by C. P. Olson. 2 vol.Getwrol, Lo,ws ani, ,Ioint ResofutÌ,ons ønd, Mer¿orials adopted at sessions ofLegislative Assembly 1903-1923 (as cited).

PpNwsv¡,v¡¡r¡¡A Dí.7æt of the Statute Løw fram 1700 tþ 1903. Originalty compiled in 1811by John Pu¡don. Thirteenth Edition, sompiled by Ardemas Stewart.4 vol.Supplønent to Stanart's Pwdørls Dígest. A Digest of the Statute Law forthe years 1905-1909.Cumulal:iue Supplemmt to Pu,riløn's Dí4est, A. Digest of the Statute Law forthe year 1911.Dí4est of the Statufe Løu, 1920, conüaining all the General Statutes of theCommonwealth dorvn to 1920.Supplømcrú, 192/¡, to Digest of Statule Law, containing general súatutes of1921 and 1923.Laws of the General Assanbly passed at sessions 1903-1923 (as cited).

Rsoop Isr,ÂND

Gqneral Laus of the 9Aúe o! Bhod,e Island, and, Prøüløwe Plarúatbns, 1896.General Lanq Rwision of 1909.Indæ to Gencral Iøuts, Rañ,sion of 1909.Genpral Løws, Rati^siøn, of 1923.Indea to Gen¿ral, I'aus, Rañsíøn ol 1923.Publ:i¿ Laws of the State of Ehodn Islnnd at¡Å Proodiletæe Plmúnfínns passed atsqssions for the General Assembly 1896-1923 (as cited).Ads üttd Resolues passed by tbe General Assembly of the State of R.bodeIsland and Providence Plantations at sessions 1896-1923 (as cited).

Sorns C¡¡or,rN¿

Çode o! Løus, 1902,2 vol.

Bibli,ography 237

Coile oÍ Laws, 1.912,2 vol.Coile of Laws, 7922,3 vol.Ads ønd, Jø¡n¡ Resotutøns passed at sessions of the General Assembly

1902-1923 (as cited).

Sours D¡ror¡TheReúsd' Co¿lps, 7903, Official State Edition.Tlæ Cornpild' Law, 1919.Thp Ret)ißen Code, 1919. 2 vol..Løus passed at sessions of the Legislature 1903-1923 (as cited)-

Tolrrvssssp

Annotateil, Coil'e, 7896, including public and permanent statutes of a general

nature, compiled by R. T. Shannon (cited as Shannon's Code of 1896).

Supptønent, 1904, to Shør¿ntn's Code, including general laws of 1903'

A Cotnpi,lnríon, of tlæ staiutes of a general public nature in force Januar5r

l, 1917. A¡¡otated by R. T. Shan¡on. 4 vol.A Com'pítalim' of tlt¿ Stakips of a general n¿ture i¡ force on January 1' 1919'

.by inciuding acts of 1917 in body of work and in a supplement. (Vol' V)'Ir1Åætn Sh,an'rwtt's Code, prepared by R. T. Shannon.

Plrb\i,c Ads passed by the General Assembly 1903-1923 (as cited)'

Tox¡sAnnatateÅ, CóvÍL, Statutes,l89?, compiled by Sayles ancl Sayles. 2 vol'(eited as Swlns' CõuL Sturures ß97).na^eil Ci,tt¿l, Stokttps, .f9l.f, adopted at regular session of Thirty-secondLegislature.Vernan's So'gtes' Armotated' Cfuil' St,¿tutes, 7974, embracing Revised Statutes

of 1911, with amendments to close of Legislature 1913. 5 vol'Complete Støtules, 1920, Ád]ulding generâl statutes to and inclucling Thirty'sixth lægislature.General.Løøs passecl at sessioDs of Legislature 1897-1923 (as cited)'

Ut¡gThß BÊùíseÅ &otutes ån Force Jørumrg 1, 1898, revisetl by Young, Smith and

Lee.TIw Cunpítnit Lanos, 19t1, compiled by Eammond and Smith'Thp CønpíLcÅ Imws, 7917, €ompiled by Sanford and Thurman'.Løøs passed at sessions of the lægislature 1899-1923 (as cited)'

Vpn¡¡owrTh,e, Sto,tlrtes,lS9$ including the public acts of 1894.

Thc Publ¿c Stalules,1906, including the public acts of 1906'

Ttæ Gqnprot Laws, 197?, including the public acts of 1917.

Ac¿s ønd Besotpæ passecl by the General dssemþly a-t sessio.ns 189E-1929

(as cüed).

ît{i,it'4

ià

tJ

_!

I.

238

VncnnrTIw Codp, 1887.Su,ppl,enenf b üw Codø, containing acts of general and permanent nature,1898.

Codp æ amended to adjournment of General Assembly 1904 (annotated).Edited by J. G. Pollard. 2 vol.Polløril's Suppl,emøtú fn tlæ Coile, containing general statutes passed 190&-1910.

General Lonn, as ín Foræ JulU, 1 1923, edited by C. H. Morrissett.Acts ønd Joùnf næolulittß passed by General Assembly, sessions 1899-1923 (as cited).

W¡sEr¡ÍorouAnnatnieð, Codas Ød Sta,tules, showing all statutes in force 1897, preparedby R. A. $allinger. 2 vol.Supplenæni to Ball;ùn4er's Cod,es and, Statulcs, containing general statutesand code a,mendments, 1899-1903, compiled by J. II. Mahan.Awntatd, Cod,es anl, Støtul,es, showing süatutes in force 1909, prepared byR. C. Ballinger and Arthur Remington. 2 vol. (cited as Remington andSallinger's Code 1910).InÅßa tþ Eerufut4tan ønÅ, Bail;ingør's Annotatd, Cod,e, prepated by E. G.IGeider, 1910.

Su,ppl,enønt rø Bøntí;ngton and, Balli,n4efs Annotold, Coilcs qnd, Statutes,showing general statutes 1911 and 1913 (Volume III) prepared by ArthurRemington.Co¡t¿pild, Stalules, showing all statutes in force to and i¡sluding 1921,prepa,red by Arthur Qpmington. 3 vol.ßuppløment, 1923, to Remington's Compiled Statutes (including 1923).

TV'osr VrnorxraTlw Coit¿ (Fourth Edition), containing the code as a,mended ão snd includ-ing 1899 with an appendix eontaining all other general statutes in force,compiled by J. A. Warth.Cod,e Annntntnd, containing the code as amended to and i¡çl¡¡¡ling 1913¡

edited by C. E. Hoggs. 3 vol.Coile, 7923, conta,ining all statutes of a general natu¡e now in force, editedby Uria.h Ba,rnes.

ácüs of the Legislature at sessions 1901-1923 (a"s cited).

W¡scoNerN

S!Ã¿ufes ol 1898, approved August 20, 1897, edited by Sanbono and Berry-man. 2 vol.Staháes, 1913, embraøl:g all general laws in force at the close of the GeneralSession of 1913, consolidated and revised by Nash and Belitz.Stntules, 7923, edtted by E, E. Brossa¡d. 2 vol.Thc I'øus, Jaint Besolunínt* and, Mønmíal's passed at sessions of the Legis-lature 1899-1903 (aß cited).

Appenilin Bibtí,ogrøphg 239

'Wvoun¡c

Beüked }øtu¡es i,n force Decenùer 1' 1899, revised by Van Orsdel end

Chatterton.compíIed, 9tatutes, Annntateil, 1910, including permanent laws in force on

March 10, 1909. Compiled by W. E. Mullen'cønpi.t¿d'statules, arwøtøtd' 1920, ir¡clwling permanent laws in force on

March 10, 1919, compiled by Mullen and Swainson'

Sessí,øtt.Løæs passed by Legislatures f901-1923 (as cited)'

Accident Prevention, 97Agriculture, 114Alcohol,6SAlgebra, 167AII instruction in Trngl;sh, 1g

Amerioanim, 16Animal expe,rimentation, 137

Admal husbandry, 119Anti-Darwinim, 171

Arbor Da¡ 107Arithmetic, 139A:mistice Da¡ 56[fi, ln

Bible reading, 155

Bird Da¡ 111Boolùeeping, 123

Ca¡leton Da¡ 55Cigarettes, 65, 98Citizenship, 38Civics, 34, 38Columbus Day, 54Commerc;ial work, 123Communicable diseases, 95Conservation, 101Conservation Da¡ 60, 110Constitution

State, 48United Süates, 40

Cottongrading 125

Crea,m tesüing, 118

Darwinism, 171Days of special observaoce, 49Decla¡ation of trodependence, 48Defining, 148Dental inspection, 90Dictiona,r¡ 171Domestic scieûce, tl9, 122Drawing, 120

INDEX

Tlgg shows, Ll9, 124Elocution, 14Sf'nglish, 18, 139

Evolution, 171

Exhibitions, 124

Fire drill' 101

Fire prevention, 105

Firc hevention Day' 112trlÌst eid, 84trlag Day, 57Flae display, TtrIag exercises, 12

tr'lower Day, 112

Foreip language, 23Forest4r, 119, 170French,2¿Fu¡da,mental subjecùs, 139

Geography' 139

Geology, 147' t67Geometry, L47, L67

Germanr 23Good behavior, 162

Good Roads Dø'Y, ll2Government

Civil,34,36Sta,te, 35United States' 34

Grain grading, 118

Grand Army llag DaY, 52, 57

Eandwriting, 139

EistoryGeneraù f66Stete, 33United States, 29

Eorticr:lture, ll9Household arts, L22Eumaneness, 129Eygiene, 65, 93

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Importance of ¡nimals and birds, 135Indushiâf anüs, 122Industry- 107 .

Labor Da¡ 58Iand rtesig'aú¡on, L72Lee's Birthda¡ 54Lincoln's Birthda¡ 52

Maine Memo¡ial Day,57Manaers, 162Ma¡rual training, 175, 722Medi€al inspeetion, 89Memorial Da¡ 55Metric system, 170MoralÀ, 163Mother's Day; 58Music, 121

Narcotics, 65Natrual philosoph¡ t47, 167Natu¡e stud¡ 166

Orthoep¡ 148fthograph¡ 139

Pat¡iotie songs, 14Pat'riotim, 15Penma,nsbþ,,139Physical education, 81Physical e-amin¡tion, $$Physiology and hygiene, 65Plå€årdq 74 98PlsnJ¡ife 170

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IndÆ ' '

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Poultry shows, 11g 121Premiums, 1l?4

Reading,l39 .

Rhetorie, t{1,167Road building, fI9Roosevelt's Birühda¡ 55

Safe{y first, 98Salute to the tr'lag, 12Sanitatiôn,97Science, 166Sestariån doctrine, 149September. Seveirteenth, 57Sex hygiene, 88Social and etJrical outcomes, 158Sp¡¡ish, 2ß,27, XjSpelling, 139'State Da¡ 58State Fire Day, ll2Sùimulants and na,rcotics, 65Stock raising, 119

Teaching, f,heory and practice, 166TemperarceDa¡ 601 79fbånksgiving Da¡ 58Thfift, 107Tobacco, 65- 98î¡berculosis,95

Vivisection, 137

Washineton's Birthda¡ 53IVilla,rd trlances 8., ?9Wriúing, 139

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legislative control of the elementary curriculum (1925)

Documents

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public school curriculum

elementary curriculum

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system of public education