Overview

""Secondary Education"" by Aubrey Douglas provides a comprehensive examination of the American high school system during a transformative era in educational history. Written during the late 1920s, this work explores the fundamental principles, objectives, and administrative structures that shaped secondary schooling at the time. Douglas delves into the evolution of the curriculum, the psychological foundations of learning for adolescents, and the social functions of the school in a rapidly changing society. The text analyzes the relationship between secondary schools and higher education, as well as the vocational and civic roles that high schools were increasingly expected to fulfill. It offers a detailed look at the pedagogical theories of the early twentieth century, addressing how educators sought to balance traditional academic instruction with the practical needs of a diverse student body. As a historical study, ""Secondary Education"" serves as an essential resource for understanding the roots of modern educational practices and the philosophical debates that influenced the development of the contemporary classroom. Scholars and educators will find value in Douglas's rigorous assessment of the challenges and goals of the twentieth-century education system. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you may see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

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