Abstract
THE aim of the present paper is to summarize evidence gathered in a study of the purposes dominating the curriculum changes in American city school systems during the period 1836-1944. For the most part, the data presented here are borrowed from a study previously published by the writer,' but additional data have since been gathered for more recent years in order to make possible an estimate of present trends in curriculum changes and to show the reasons for such changes. In the original study a total of 2,725 tabulations were shown for separate changes made or proposed in the curriculums of ten large city school systems during the period from 1836 to 1936.2 The ten cities were Baltimore, Boston, Chicago, Cincinnati, Denver, Louisville, Oakland, Pittsburgh, St. Louis, and Seattle. The data were gathered from original documents of all kinds published by the school systems during the hun-
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