FOOTNOTES:
[130] This period recognized the importance of vocational training as an important function of the public school, and developed an interest in other “expression subjects.” The content subjects were also expanded and liberalized. According to Cubberley, “The modern school aims to train pupils for greater social usefulness and to give them a more intelligent grasp of the social and industrial, as well as the moral and civic structure of our modern democratic life.” Cubberley, Ellwood P., Public Education in the United States (Boston, 1919), p. 370.
[131] Only the outstanding committee reports are mentioned. Cf. Johnson, op. cit. An N. E. A. committee report appeared in 1916 but played no part in the social studies curriculum of the period. It expressed, however, the practical and social viewpoint of the time.
[132] Eighteen states.
[133] See chapter VI for a discussion of the activities of the G. A. R. in the North and of pro-Southern groups in the South to direct the content of history textbooks.
[134] Laws of Vermont, 1900, no. 25, p. 19. The law of 1912 was substantially the same as that of 1900. Laws, 1912, sec. 1016, p. 68.
[135] Laws of Vermont, 1902, no. 27, sec. 3, p. 39; ibid., 1904, no. 137, sec. 4, p. 62; Public Statutes, 1906, ch. 47, sec. 1016, p. 277.
[136] Public Statutes of Vermont, 1906, ch. 46, sec. 1003, p. 275. Cf. Laws, 1888, ch. 5, sec. 95, p. 24.
[137] Public Acts of Vermont, 1915, sec. 44, p. 131.
[138] Supplement to the Public Statutes of New Hampshire, 1901-1913, p. 17 (1901, ch. 96, sec. 4, 1903, 31:1; 1903, 118:2; 1905, 19:1).