REVIEW of current literature and of responses solicited from teachertraining institutions thruout the United States reveals no great amount of careful, fundamental research on this topic during the past three years. Emphasis here is placed upon studies having research merit. Also included are some books, reports, and studies which, altho not always based on formal research, do indicate principles, activities, and trends which may be useful to persons interested in the general status of the curriculum for the period of 1945 to 1947, inclusive. This does not suggest that the curriculum is static. Emphasis is placed upon practice. Some reference to theory from time to time is helpful, however, in comparing what was being done with what might have been done. Of primary concern here is the organization and the content of the curriculum as shown by the research of the period covered by this issue of the REVIEW.

THE NUMBER of the investigations, studies, and surveys of teaching combinations has decreased markedly in the past few years. A bibliography of thirty-nine items accompanied Malmberg's review (403) of three years ago. Langfitt (402) attributed the improved conditions in the assignments of teachers to fewer subjects and, in part at least, to the professional leadership of many state departments of education in showing schedule-makers how to build adequate daily schedules without assigning classes to teachers in more than two teaching fields. He stated that happily the day is almost past when teachers, even in small high schools, need to be compelled to teach in three or more teaching fields. Progress in the selection of curriculum offerings, and in the principles and art of schedule-making has greatly improved the general situation in the high schools of most states.

Our Pilgrim forefathers were pious people, and it was inevitable that their secondary schools should be characterized by the spirit of severity, conformity, and obedience which was characteristic of their faith. In the Latin Grammar School, the master was supreme. Parents submitted their children to him in humble expectation of violent discipline. Life itself to these grim men was a matter of mental and physical hardship, partly self-willed. Better that a child’s body should be bruised and his spirit broken than that his soul should be lost through indulgence in mortal pleasures. Punishments were not bestowed entirely, nor perhaps in large part, for infractions of discipline, but for the failure or inability to learn. While among the incentives to study employed were the hope of approval, the pride in achievement, and some confidence in the value of learning, the most dynamic and universal stimulant was fear of the wrath of the master.

form taken by the record, which seems to lend itself to meeting all the problems involved in keeping records, would seem to give a preference to the ledger variety for home-room purposes. This could be either a separate sheet containing all the names with a complete record for a given semester or individual sheets for the number of semesters the pupil is in the high school, with the sheets for all the pupils in the home room bound together in one ledger. This makes possible a smaller binding cover. It lends itself to easier storage, easier transportation, and makes possible the transfer of the sheet from