Administration, 33-39;
democratic, 34-37;
different types of, 33-39;
leadership in curriculum change, 33-39;
problems of, in reconstruction, 35
Administrator (see also Principal);
faith by, in others, 34
Admission to college (see College admission)
Adolescent concerns (see Concerns of youth, Needs of youth, Problems of youth)
Adult society, demands of, as criteria for curriculum, 74, 76
Adventure, spirit of, in the Study, 25, 45
Adviser (see Counselor)
American way of life (see also Deniocracy);
co-operative planning in, 135-136;
examination of, in Preparation for reconstruction, 132-134;
maintenance and promotion of, its school concern, 30;
meaning of, 31-32, 133-134; taken for granted, 9;
understanding of, lacking, 4 or 4
Appraisal (see Evaluation)
Areas of Adult Activity, curriculum built on, 74
Areas of Living, core curriculum based on, 58-62
Arts, the, for all, 70-72;
enrich other activities, 70;
in the core curriculum, 71;
as "fads and frills," 6;
importance of, in life of youth, 71-72;
reflective thinking in, 83;
release of creative energy through, 145
Associated living, as a means of individual development, 31 or 31
Association of American Colleges, implications of the Study reported to, 150;
report of the Study to, 115, 147-150;
results of the Study reported to, 114-115, 150
Assumptions regarding college preparation, questioned, 22, 104
Authoritarianism, by administrators, 33-34;
change from, to democracy, by teachers, 78
Autocracy of schools, 4-5
Autonomy of Thirty Schools, 15

Basic course (see Core curriculum)
Behavior Description Report, 98-100
Beliefs, Scale of, test, 92 or 92
Broad-fields curriculum, 50-53;
content and organization of, 52-53;
difficulties and mistakes in, 53;
science in, 51-52

Carnegie Corporation, grant to Commission, 140, 147
Career-centered curriculum, 55, 56, 57
Changes (see also Reconstruction, Curriculum reconstruction);
parents' participation needed for, 39; or 39
in pupils, as purpose of schools, 132 or 132;
needed in school-college relations, 115;
sought by the Study, 18, 144-147;
in subject matter in conservative schools, 46-49
China, unit on, in culturc-epoch course, 54-55
Civilization, understanding problems of, 145
Classroom, co-operative activity in, 18;
democratic processes in, 77-79;
discussion in, 79;
pupil-tcacher planning in, 43;
purposes (larger and immediate) in, 50
College admission (see also College, preparation for);
arts and music courses offered for, 70 or 70;
criteria for, 12, 143;
information (sources of) for, 123;
prescriptions for, abandonment of, desirable, 122 or 122, 125;
continuing subjects beyond, 49,
credits as, 102, 103;
as excuse by schools for inaction, 22,
schools freed from, 22, 104;
unnecessary, 122-123;
proposed plan for, 122 or 122-124;
records (desirable types of) for, 95;
tests for, 143
College credits, as admission prescritions, 102-103;
as school goals, 7;
College, preparation for, Columbia instructors preference of, 120-121;
conventional, assumptions concerning, questioned, 22, 104;
concepts of, 102-103, schools dominated by, 10, 102;
not inost satisfactory means, 115, 150;
cooperative planning for, by seltools and colleges, 125-126;
depends on college purposes, 119;
description of, essential, 119;
true meaning of, 23
College, purpose of, not determined, 119
College Study (College Follow-up Study) (see also "Matchees," College, success in);
colleges cooperate in, 107, 108-109 or 109; conclusions of, 112 or 112;
findings of, 109-114, 117, 122 or 122, 149-150;
findings of, analyzed by college officials, 114-115;
report of, to the Association of American Colleges, 148-150;
Staff of, investigates Thirty Scliool graduates and "matchees," 108-115
College, success in, criteria for, and sources of evidence for, 105, 106-107;
subject matter's role in preparation for, 120-121;
Tliirty Scliools' graduates, 108-115, 148-150
Colleges (see also Association of American Colleges);
approval of the Study's results, 114-115, 124-125;
criticism of, by conventional schools, 118;
sympathetic understanding of, in the Study, 103-104
Columbia College, instructors' preparation preferences, 120-121
Commission on the Relation of School and College (see also Eight-Year Study);
members of, 140-141;
and schools question conventional college preparation, 104;
and schools, I)elicfs of, regarding school-college relations, 117;
Committee on Records and Reports (see also Records), 13, 95-101, 143
Communications, competence in, bigh school gradoates lacking in, 8;
as a purpose of the curriculum, 138
Community, as laboratory for students, 63; life of, students not prepared for, 4;
and school, closer relations of, souglit, 63;
stores in, co-operate witli arts classes, 71;
students desire to "do something" about affairs in, 64-65;
study of, in recons I ruction preparation, 129
Concerns of youth (see also Needs of youth, Problems of youth);
as basis of curriculum content, 138;
as basis of college preparation, 12-23;
as basis of core curriculum, 57-62; as criteria for determining content, 74-75;
"long-time," 76;
prescnt, 75-76
Conferences (see alw Co-operative planning);
of counselor, parents, and pupil, 37 or 37;
school-college, 126
Conservative schools in tile Study, changes in, 48-49;
graduates of, in college, coniparcd Nvith others, 112-115
Constructive thinking, need for in reconstruction, 130
Continuity, of experience in school, 21;
of learning, 141-145;
of Nvork in school, lack of, 9
Control group (see "Matchees")
Co-operative planning (see also Conie'rences);
by administrator and teachers, 33-36;
by counselor, parents, and Pupil, 37, 128;
for reconstruction, 128-137;
by schools and colleges, 12, 125-126;
see also School-college relations
Co-ordination of School and College Work, a Proposal for Better, 140, 146
Core curriculum, the arts in, 71;
based on Areas of Living, 58-62;
based on concerns of youth and demands of adult society, 74-77;
based on roblems of youth, 57-62;
counsSing in, 38;
relationship
problems studied in, 58-60
"Core" teacher, 62;
as counselor, 38
Counselor, as "core" teacher, 38;
continuity of service with same group, 37;
every teacher a, 136-137
Creative energies of students, not
developed, 6;
release of, 145
Creative self-expression (see Arts, tile)
Critical thinking (see Reflective t1iinking)
Culture-Lpoch courses, 53-55
Curriculum (see also Curriculum re-construction);
and concerns of youth, 7, 20;
see also Concerns of youth;
Needs of youth;
Problems of youth;
prescription of, by colleges, 104, 122-123;
purpose of, 5
Curriculum Associates, work of, 85
Curriculoin reconstruction, continuous COUUNCS s0light in, 144-145;
critcria for determining contents in, 74-77;
experimentation, belief in, necessary for, 130;
guiding principles of, 17-18;
"long view" necessary in, 145;
materials necessary in, 145-146;
parent participation in, 128-129;
preparation for, 18, 33-36, 129;
see also Co-operative planning;
pupil participation in, 134-135;
subject matter in, 46-62;
teacher participation in, 33-36, 42, 130-134;
Thirty Schools' conclusions regarding, 137-138;
types of, conventional nuw content in, 46-49,
broad fields, 49-63,
culturc-epocb, 53-55,
career-centered, 55-57,
fusion of courses, 52-53,
based on problems of youth, 57-62,
see also Core curriculum

Defense program, youth needed in, 66
Democracy (see also American way of life);
ap reciation of, through school as Temonstration of, 19;
in classroom, 77-79; function of schools in a, 32-33, 135-136;
reflective thinking in a, 82; schools' opportunity in a, 139;
student concepts of, 44;
taken for granted by teachers, 9;
teacher in a, 41
Diploma, conventional. meaning of, 10
Directing Committee of the Study, co-operation of colleges with, 12;
dictation avoided by, 15;
functions of, 142-147;
guidance plans of, 146;
and principals meet, 16;
selection of participating schools by, 13-14
Discipline of mind and character in college, 119-120
Discussion in classroom, 78-79
"Do something," students' desire to, about community affairs, 64-65

Earning a living (see Vocational guidance, Work-study curriculum)
Economic relationships, as roblein for study in a core curriculum, 60
Education, complacency in, 9;
guidance, function of, in, 146;
meaning of, 23, 144;
new responsibilities of, 139;
purposes of, 18, 75, 133
Eight-Year Study (see also Commission on the Relation of School and College);
analyzed by college authorities, 147-150;
beginnings of, 1-24, 140-147;
changes sought by, 144-147;
Directing Committee of (see Directing Committee);
Evaluation Staff of (see Evaluation Staff);
exploratory studies by, 116;
implications of results of, 118-125, 150;
schoolcollege co-operation planned in, 12;
renewed vitality of Thirty Schools in, 138;
Records and Reports Committee (see Records and Reports, Committee on);
report of, to the Association of American Colleges, 147-150;
"unnecessary and dangerous-," 23
English, as example of continuous course, 144-145
English and history in the broadfields curriculum, 53
English language (see also Communications);
competence in, desired, 120;
incompetence of stu(]cuts in, 8
Evaluation (see also Tests);
devices and techniques of, 92-93;
lack of comprehensive, 10;
as a means of "knowing" students, 36;
preparation for, in reconstruction, 129;
relation of purpose to, 88-89;
responsibility for, 21;
student participation in, 94;
and teaching, linked, 94
Evaluation Staff, work of 89-94
see also Evaluation;
and Committee on Records and Reports-, teachers helped by, to construct own tests. 93;
tests devised by, 91-92

Faculty, college, co-operative thinking by, 120
Faculty, school (see Teachers)
Field trips (see Visits)
Financial resources for materials, 81
Follow-up Study (see College Study)
Freedom from college prescriptions;
abuse of, lacking, 124;
extension of, 125, 139;
responsibilities entailed in, 136;
teachers' inability to use, 16, 22
Fusion courses, 52-53

"General Education" (see Core curriculum)
General Education Board grant to Commission, 147
Gifted intellects, curriculum revision to meet needs of, 68-69
Goals (see also Purposes);
college credits, as, 7;
common, of Thirty Schools, 29;
evaluation, importance of, 88
Growth, continuity of, 21;
by Thirty Schools, 49
Guidance (see also "Knowing" students, Vocational guidance);
functions of, in education, 146;
needs of students, basis for, 146;
all teachers responsible for, 136

Hawks, Dean Herbert E., report of the Study by, to the Association of American Colleges, 115, 147-150
Health, student, school's responsibility for, 138
History courses, comparative studies in, 145
History of student, a criterion for college admission, 13, 143
Home-making, preparation needed for, 67-68
Home-room teacher, as subject teacher, 37;
see also Counselor
Home-school relations, changes needed in, 39;
see also Parents<9>

Interest Index Test, 92
Interpretation of Data test, 91

"Knowing" students, inadequacies of, in conventional schools, 5;
necessity for, 21, 136;
-ways of, 37-39

Laboratory, community as, 63;
arts and gencral, in core curricultini, 71
Latin, enriched content in, 47-48
Leadership, administrative, in curricultun reconstruction, 33-39;
democratic, 36-37;
ethicational, in reconstruction, 134;
intellectlial, school's responsibility for, 69-70;
reconstruction progress affected by, 27-28;
student, in community affairs, 65
Learning, continuity of, sought, 144-145;
concepts (new and old) of, 17;
greater mastery in, sought, 144;
new materials for, 79-81
Liberal education, failure of colleges to define, 119-120
Librarian, school, important role of, 81
Libraries, value of, in learning, 79-81, 92
Library, school, expanded resources of, 80-81
Life's meaning, sought by youth, 72-73
"Long" view of subject matter, 144-145

"Marks," abolition of in records, 97;
Marriage and home-making, preparation for, 67-68
"Matchees" (Control group);
Thirty School graduates compared with, in college, 109-115, 148-150
Materials of instruction, 79-81;
financial resources for, 81;
motion pictures and radio as, 80;
school ibrary services as, 80-81
Meastirement (see Evaluation)
Motion pictures, use of in learning, 80

Needs of youth (see also Concerns of youth, Problems of youth, Curriculum);
as source of curriculum, 75;
bases for guidance, 146

Open-mindedness, meaning of, in Behavior Description Record, 99

Parents (see alvo Co-operative planning, Home-school relations, Patrons);
conferences with, 40;
interpreting school to, 40;
participation of, in reconstruction plans, 128-129;
and school, collaboration of, 39-40
Participation, of students, in community life, 64-65;
of students, in evaluation, 94;
of students, in general life of school, 41-42;
of teachers, in general life of school, 41-42
<-- 155 --> Patrons, schools must satisfy, 118-119
Personal characteristics, records of students', 97-98
Personal living, as problem in core curriculum, 58-59
Personal-social adjustment, test of, 92
Personality, development and enrichment of, 31
Philosophy, need for in reconstruction, 30-31
Placement tests, Thirty Schools' graduates' results on, 148
Prestige, schools', based on graduates' college records, 11
Principals (see also Administration, Administrator);
democratic leadersbip of, 9-10, 33, 134;
and Directing Committee planning, 16;
inability to lead in reconstruction work, 134
Problems of youth, 57-62;
see also Concerns of youth, Needs of youth
Problem-solving, technique of, 82-83
Progressive schools, graduates of, compared. with others in college, 112-115, 149-150;
true meaning of, 19
Pupils (see also Classroom, Teacher, Teacher-pupil relations);
investigation of own topics, hy, 48;
participation of, in evaluation, 94;
participation of, in reconstruction, 134-135;
purposes of, not enlisted in conventional schools, 6;
and teacher, planning, 43, 77-79
Purposes, clarification of, by teachers, 47;
in classroom, 50;
of education, 18, 75, 133;
of Eight-Year Study, 87, 116;
in reconstruction preparation, 131-134;
of records, 96-98;
of schools, as place for college preparation, 102,
as social organism, 17;
as a society, 29;
of school and society, linked, 132;
of students not enlisted, 6;
of tests, 88;
of Thirty Schools, 29, 30, 88-90

Radio, use of, in learning, 80
Reading, competence in, needed, 8, 138;
tests on voluntary and free, 92
Reconstruction of schools (see also Curriculum reconstruction);
administrator's role in, 35;
preparation for, 127-137;
constructive thinking in, 30;
copying other scliools unsatisfactory in, 131-132;
determination of purposes in, 131-134;
parent participation- in, 128-129;
physical environment in, 131;
pupil participation in, 134-135;
teacher participation in, 128;
time needed for, 131;
progress of, factors affecting, 27-29
Records (see also Evaluation);
flexibility of, needed, 97, 100;
forms of, 97-98;
meaning of words, in, 99-100;
objectives revealed by, 95;
purposes and working objectives or, 96-98;
schools devise own, 100;
to all school work relation of, 100-101;
uniformity, necessary in, 98
Records and Reports, Committee on, 13, 95-101, 143
Records of Thirty Schools' graduates in college, 112-114
Reflective thinking, developing habit ofo 81-83;
in a democracy, 82;
in social studies, 83
Religions, study of, provided for by schools, 73
Report to Association of American Colleges, 115, 147-150
Reports (see also Records);
Behavior Description, 98-100;
joint preparation of, 37
Research, in preparation for reconstruction, 129;
by student, of own topic, 48
Revision of curriculum (see Curriculum reconstruction)

Scholastic Aptitude Tests, 123
School, function of in a democracy, 32-33, 135-136
School-college relations, Committee to Study, 2;
co-operative plan-ning for better, 125;
Co-ordinqtion of, Better (Proposal to Study), 140-146;
poor co-ordination of, results of, 126;
future, 115;
improvement of, as purpose of the Study, 116, 140-141
School Policies Councils, 36
"School within a school," 38
Schools, conventional, and college, relations between 22-23, 104, 118-119;
changes needed in, 140;
contributions of, 127;
criticism of, by colleges, 118;
extension of freedom from college prescriptions to, 125;
graduates of, in college, as control group, 109-115, 149-150;
inadequacies of, 3-11;
preparation by, for college, 118-119;
reconstruction of (see Reconstruction, Curriculum reconstruction);
superior student not challenged by, 5;
unity of working lacking in, 8
Science, broad-fields curriculum in, 51-52;
continuous courses in, 144-145;
general, test in, 91
Security, sense of, needed by teachers, 34-35, 130
Self-expression (see also Arts, the), 72
Social-civic relationships, as a problem in the core curriculum, 59
Social Problems test, 91
Social responsibility, 145
Social sciences, continuous courses in, 145
Social studies, reflective thinking in, 83
Specialization, subject, abolition desirable, 137;
teachers impoverished by, 8-9
Stem course (see Core curriculum)
Student Council, The Philosophy of the, 44
"Student government," sharing of responsibilitics by, 42-43
Subject matter in revised curricula, 46-62
Superior students, 5

Teacher-education, 83, 136-137;
146 Teachers, collaboration of, 55, 137;
"core," 62, 83-84;
culture-epoch courses, teachers in, 55;
growth of, through freedom, 124, 139;
'Imowing" and guiding students, 21;
in general school life, 41-42;
nature of youth, knowledge of, lacking, 9;
"new life" for, 85, 130;
Participation of, in reconstruction planning, 128
(see also Reconstruction);
security, sense of, needed by, 34-35, 130;
specializa tion by, impoverishes, 8-9;
and Student collaboration, 77-79, 94, 135;
test-construction by, 93
Teaching, and evaluation, inter woven, 94;
high quality needed for reconstruction, 146;
methods, changes in, needed, 77-86
Tests (see also Evaluation);
construction of, 89-91, 93;
placement, Thirty Schools' graduates, results of, 148;
purposes of, 88;
teacher constructed, 93;
use of, for college admission, 123, 143
Thirty Schools (see also Eight-Year Study);
conclusions of, regarding curriculum reconstruction, 137-138;
graduates of, in college, 107-115, 148-150;
names of, 14-15;
participation in the Study, reasons for, 19;
requirements for, 141;
proposals, original, of, 25-27;
purposes of, 29, 88-90
Time, needed in reconstruction preparation, 131;
problem of, for teacher conferences, 35-36
Traditional studies (see also Schools, conventional);
content of, retained, 47;
devitalized, 7;
revitalization indicated, 23
Trips (see Visits)

Visits, to community resources, 63-64, 79;
to homes, by counselor, parents, and teachers, 38, 40;
student participation as a result of, 63-65
Vocational guidance, 65-69, 100;
see also Career-centered curriculum
"What and how to teach:' concern of faculties, 16; changes in, 46-86
Words, care in choice of, on record forms, 97, 99-100
Workshops, suggestions for materials, by, 80
Work-study curriculum, 55-57
Youth, concerns of (see Concerns of youth, Needs of youth, Problems of youth)

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