SIXTH YEARBOOK of the NATIONAL ASSOCIATION of SECONDARY -SCHOOL PRINCIPALS Edited by H. V. CHURCH Secretary of the Association Published by the Association 1922 —— el NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS eee acm CONTENTS OFFICERS OF THE ASSOCIATION, 1922-1923...........0c0000: VII Dr1RECTORY OF MEMBERS, 1922........... cee ceeceececeeces IX PROCEEDINGS OF THE SIXTH ANNUAL MEETING, 1922........ 1 —_ — SUR — NOMINATING COMMITTEE John L. Stewart, High School, Parkersburg, W. Va. Louis P. Slade, Senior High School, New Britain, Conn. David E. Weglein, Director of High Schools, Baltimore, Md. S. M. Brame, Bolton High School, Alexandria, La. R. T. Hargreaves, Central High School, Minneapolis, Minn Dwight E. Porter, Omaha Tech. High School, Omaha, Neb John L. G. Pottorf, McKinley High School, Canton, Ohio. J. S. McCowan, High School, South Bend, Ind. RESOLUTIONS COMMITTEE R. R. Cook, High School, Topeka, Kan. L. L. Forsythe, High School, Ann Arbor, Mich. Lee Byrne, Director of High Schools, Dallas, Tex. Chas. H. Slater, Cleveland High School, St. Louis, Mo. A. J. Burton, East High School, Des Moines, Ia. C. B. Walsh, Friends’ Central School, Philadelphia, Pa. T. J. McCormack, High School, La Salle, IIl. NECROLOGY Otto F. Dubach, Central High School, Kansas City, Mo. M. H. Willing, Central High School, Springfield, III. W. C. Graham, Wilkinsburg, Penn. H. H. Culley, Glenville High School, Cleveland, Ohio. Mrs. Lucy L. W. Wilson, South Philadelphia High School for Girls, Philadelphia, Penn. 1. 2. 3. AUDITING G. W. Willett, Hibbing, Minn. Eugene Briggs, Okmulgee, Okla. Louis FE. Plummer, Fullerton Union High School, Fuller- ton, California. 3 —" a I a — — ene. ——— 3 —" RN a ne Sixth Yearbook 4? PRINCIPAL LEONARD POWERS OF FRANKLIN SCHOOL, Port ARTHUR, TEXxAs, President of the National Association of Elemen- tary-School Principals, spoke without notes on How May We Best Familiarize the Eighth-Grade Pupils with the Work of the High School? AN OUTLINE OF HOW HIGH-SCHOOL PRINCIPALS MAY FAMILIARIZE THE SEVENTH AND EIGHTH GRADE STUDENTS WITH THE WORK OF THE HIGH SCHOOL Introduction: We may familiarize grade children with high- school work by establishing more points of contact. A. Through the Personal Touch: Sending High School to Grades. 1. Addresses by High School Principal. 2. Addresses by Department heads and teachers. 3. Addresses by High School honor students. B. Through bulletins, pamphlets, and newspaper articles. 3. Use of mimeographed messages from H. S. Principal. 2. Use of charts from Departments. 3. Use of standard booklets. a. Presented to Grade children by individual. b. Presented by Rotary or other club. C. By Exhibiting High-School products in Elementary Schools. 1. Shop products. 2. Traveling exhibits to be shown on High-School day or High-School week. 3. Demonstration experiments performed in Grade school auditorium. D. By bringing Grade children to High School. 1. Letter of invitation to Grade principal. 2. Planning trip for visiting committee of Grade children. 3. Publishing report of committee in local papers. 4. Publishing report in High School paper which always reserves space for news from Elementary Schools and which is sent to Elementary School children. E. By dramatizing High-School ideals and methods in a play to be presented to Elementary School children. F. By encouraging active interest of Grade children in all High School contests. 1. Arranging to have Grade children participate. G. By influencing policies of administration. 48 National Association of Secondary-School Principals — In favor of departmental organization in upper elemen- tary grades. In favor of best teachers for Grades. In favor of larger Elementary Schools. In favor of promotion by subject in the grades. In favor of pupil self-government in the grades. wk wh HOW HIGH-SCHOOL PRINCIPALS MAY FAMILIARIZE THE SEVENTH AND EIGHTH GRADE STUDENTS WITH THE WORK OF THE HIGH SCHOOL We realize at once that familiarity depends for its degree upon the number of points of contact that exist. Our problem is to in- crease the number of opportunities afforded to grade children to meet with high-school children and their products and high-school methods of organization and instruction. The high-school principal may establish personal points of cou- tact with his future students. He may address them at their schools or, by special invitation, at the high school. He may address a letter to each of them. The letter or the address need not neces- sarily explain high-school methods. If he gets the stamp of ap- proval for himself, if his personality receives a favorable reception in the minds of the children, he has accomplished much. A large part of the work of the American high school is to give the youth the highest type of leadership during a most important formative period. Go, then; tell these grade children how YOU will assist them to SUCCEED. Heads of departments and certain teachers may go from the high school to the elementary school with messages about special offerings of the high school. These teachers may meet the children in class room units and offer helpful explanations and inspirational appeals. They may bring with them sample products of their work. They may learn from the principal of the grade school what certain particular children are interested in learning. Each of these visits will help and the character of some teacher or the appeal of some subject may be the deciding factor which wins a decision to attend high school. You may also send leaders from your student body back to their schools to describe their successes. You may make the successes of students from each school the successes of the school itself. A —s eee i Sixth Yearbook 49 certain elementary school in a slum district sent the honor pupil of each graduating class of a high school where twenty other schools were sending students. This record was kept for five years in succession. Not only may these student leaders of yours describe successes ; they may successfully perform experiments in the pres- ence of the grade children. The high school may make use of printed pamphlets. These may be written by high-school students, teachers and_ principals. They also may be written by successful business men in the com- munity who place a high value upon their high-school training. The high-school paper may allot a certain share of its space to con- tributions written especially for grade school children and to grade school news. The children of the grade schools should all sub- scribe for the high-school paper, but it would pay to send certain issues to all grade pupils with the compliments of the managing editor. In a certain city a citizen sent each seventh grade child a copy of “Will It Pay to Go to High School?” by Thos. E. Sanders of Racine, Wisconsin. In other cities Rotary clubs and other organ- izations have done likewise. The high-school principal may learn of this and other pamphlets and may influence some individual or club to help him use it. The high-school principal may send high-school products to elementary schools. Traveling exhibits may be sent from school to school. These may arrive on high-school day or may be centers of interest during high-school week. The boy who loves to work with tools will find products in wood and metal that will appeal to him. The boy who loves to work with electricity will be amazed when a wireless set is brought into the auditorium and operated before him. The girl who is interested in language will be delighted to see the charts showing how Latin functions in English and other languages. There is not a department of instruction in the high school that may not participate in these exhibits. There is not an elementary school child who will not be interested in them. The high-school principal may establish a visiting day for grade children. If his facilities are not adequate to accommodate all of the upper grade children from an entire school, he may entertain from each of the graduating classes. If these committees are carefully chosen and entertained they may make such forceful and interesting reports to their classmates that all will want to go to high school. An advisory committee from the high-school faculty should care- 50 National Association of Secondary-School Principals fully plan the trip. Reports of it should be published in the local newspaper and in the high-school publication. We learn of life through the press and through the stage. A carefully written play with an interesting plot which carries the hero or heroine through high school could be written and presented by high-school students. It would appeal to grade children and might be the deciding factor in the lives of many. All high schools are now interesting children of the grades in high-school contests of all kinds. It is possible in many such con- tests to attract grade school children by having them participate. The preliminary basket ball game between two schools in the high school district will entertain the spectators before and between halves of the high-school game. Debating and declamatory contests may be planned so that grade school children will appear on the same program with high-school children. In closing, I wish to solicit your support for all administrative policies which will decrease the differences in method of handling upper grade children and high-school children. Lend your support to those principals who favor departmental organization in the upper grades. There is no reason why the large elementary school should not promote by subjects; no reason which cannot be met with a successful plan of organization. The high schools have been enabled to make more provision for individual choice largely because they have had more students and fewer students per teacher. Lend your influence to support large elementary schools and the highest quality of teachers in the upper grades. Finally, it seems to me that this matter is of sufficient importance to warrant the appointment of a commitiee from your department and a committee from our department to make further investigations and to report to both bodies a year hence. This would please me greatly as the first step toward a better mutual understanding between us, and I shall lend my time and efforts to see it done. The Association then proceeded to the discussion of the general subject, Adaptation of High-School Curricula to Students of Vary- ing Capacity. SUPERINTENDENT IRA J. BriGHT oF LEAVENWORTH, Kansas, presented his paper without notes. Sixth Yearbook 51 THE INTELLIGENCE EXAMINATION AS THE DETER- MINING FACTOR IN THE CLASSIFICATION OF HIGH-SCHOOL STUDENTS ' SUPERINTENDENT IRA J. BRIGHT LEAVENWORTH, KANSAS A year ago last fall we began an investigation in the Leaven- worth schools primarily to determine whether or not a reliable prog- nosis could be made of the scholarship attainment of high-school students in the various school subjects by means of an intelligence examination so that in the future a better classification of high- school students might be made and, secondarily to provide the teach- ers in the high school with a statement of the mental abilities of the individual members of their classes, that they might better adapt their methods of teaching, the subject matter of their courses, and their requirements to the needs of the individual members of their respective classes. I am sure no one would question the statement that the intelli- gence quotient or index of an individual is a contributing factor in determining the success of this individual in school subjects, yet there certainly is a question as to how potent a factor the intelligence quotient is. Some contend that the habit of industry, the condition of health, the character of the home environment are more important factors than intelligence in determining the success of an individual in school. So we sought to determine whether or not there is a positive correlation between accomplishment in the school subjects and intelligence ; to determine whether this correlation, if it exists, is more pronounced in some subjects than in others; to determine, if possible, for the different subjects, that intelligence level below which profitable work is not likely. The Terman Group Intelligence Examination was the intelli- gence test used in this study. This examination was given to all high-school freshmen at the time this study was made and has been given to all freshmen entering the high school from our elementary schools since that time. All the tests were given by the same per- son, a man trained in giving tests, so that there was absolute uni- formity and reliability in the giving of the tests. All grading and statistical work was done in the superintendent’s office and under his immediate supervision and direction. 52 National Association of Secondary-School Principals The scholarship grades of all freshmen were secured from the Teachers’ Grade Sheets filed in the principal’s office at the close of the quarter. The correlation coefficient mentioned in this study in every case refers to the Pearson Product-Moment Coefficient of correlation. That we might use the seventy-five-percentile, the median, and the twenty-five-percentile as bases for comparing the results of this study and also as bases for the organization of class groups the semester following, a distribution of the intelligence scores of all freshmen was made. From this distribution we found the median intelligence of the freshmen group to be 97.3; the seventy-five-per- centile to be 126; and the twenty-five-percentile to be 76. We have, so far as possible, grouped children in their academic classes accord- ing to these standards, placing children whose intelligence scores are above the upper quartile in classes by themselves; children whose intelligence scores are between the median and upper quartile in classes by themselves, etc. In other words, we divide our high school pupils into four groups on the basis of their intelligence scores and assign them to their academic classes according to their quartile rank on the intelligence scale. Let it be understood, however, that a pupil may readily pass from one of these groups to another as his work in class warrants. This eliminates the danger that might result from an error in classification. While a pupil’s assignment to a class of high rank or low rank depends upon his intelligence score, whether or not he shall remain in that particular class depends en- tirely upon his work in that class. The following table shows the distribution of all freshmen by intelligence scores and by ages. Eleven years means from 11 yrs. 1 mo. to 11 yrs. 11 mo.; 12 years means from 12 yrs. 1 mo. to 12 yrs. 11 mo., ete. AGE Intelligence Score. 18 17 16 15 14 #13 «12 Total 2 ere ve ee l 2 1 1 5 DEE 6k ¥ecwwrnedee ee Ke S & 3 SY | kievexieeeene We a ee 5 es « ‘ PY sc ekvnvendsdes ae i 1 3 4 1 1 10 SEE kccvxsceennns 0s 1 1 + 4 3 1 14 EE 6s uuvecwcecax 2s ' 5 3 4 2 14 rae - 2 S @ -# 11 SE vandeeecinwen. we - l 5 10 3 1 20 Sixth Yearbook 53 Intelligence Score 18 17 16 15 14 = «13 = «12 Total Be EP Kk oneesasekee a3 1 6 10 3 1 21 errr ee ee 1 3 4 9 6 23 SO ek kcekenncecck 3 9 9 3 24 COM verekese wanes .0s 3 2 3 2 10 +h dee eewiae 44 2 3 3 1 9 GPP ek ic dcdeavesa 1 3 3 9 1 2 16 49 74 31 7 ~=180 A study of the above table shows that in spite of the process of selection that has been going on from the time children enter the elementary school until they enter the high school, there is still wide variation in mental ability among high-school freshmen. In this case the variation ranged from 42 to 178. This table, I think, shows very clearly the necessity for a better classification of high-school students and a better adaptation of teaching methods and subject matter to these varying needs. Incidentally this table shows that in the high school we may expect the younger pupils to have the higher intelligence scores. It shows that the median intelligence scores for pupils of age 12 is above 120; that for pupils of age 13 is above 100; that for pupils of age 14 is above 90; that for pupils of age 15 is above 90; and that for pupils of age 16 is above 70. This, coupled with the fact shown below that the younger pupils make the higher scholarship grades, fully answers the question as to whether or not children now enter the high school at too early an age. SCHOLARSHIP-AGE TABLE Age. Median Scholarship. Failures. Under 14 yrs. 5 mo. (lower quartile age for freshmen)............ 87% 4% Over 15 yrs. 5 mo. (upper quartile age for freshmen)............ 79.6% 20% CO kk veces cawsenes 83.9% 11.3% The above table shows that only 4% of those whose ages were under the lower quartile age for freshmen failed in their academic courses, while 20% of those whose ages were above the upper quartile age for freshmen failed. It is clearly evident that a major portion of our failures in high school come from over-age, low in- telligence group. 54 National Association of Secondary-School Principals The correlation table following shows the distribution of algebra scores and intelligence scores. ALGEBRA GRADES Intelligence. 70-74 75-79 80-84 85-89 90-94 95-100 Total PD aéivvee we ee “ 1 + 2 3 EE swede 0% is es 2 - 1 3 SEED ocnees os ee “a “ 1 5 6 140-149 ...... .. 2 2 1 3 8 190-1399 ....... ] 2 3 2 + 12 EE cave 4% 1 1 2 4 —5— 13 Co). ee 3 l 2 2 8 100-109 ...... 2 3 , 4 —-4— 4 17 dk MT 2 3 2 —-+— 5 16 eee —i— 4 —5— 3 1 2 19 sit AOE 2 —k— 3 3 3 1 20 GD oivcs 3 4 1 1 9 ok MTT 5 1 2 8 40- 49 ...... 2 1 1 1 5 Peer 19 33 19 27 24 25 147 Medians ...... 84 78 84 99 106 124 97 A review of the above table will show that there is a marked tendency for those with high intelligence scores to make high scholar- ship grades in algebra. It wili be observed that the median intelli- gence of highest scholarship group is higher than the median intelligence of the next highest scholarship group, and so on with one exception. The correlation coefficient for this table is plus .50. For the more detailed distribution we found that practically 90% of those receiving the highest scholarship grades in algebra had in- telligence scores above the 75-percentile for the whole freshmen group; and that 71% of those receiving the lowest scholarship grades in algebra had intelligence scores below the median intelligence for the freshmen group. This is significant, for it shows that intelligence is a dominant factor in placing children in the higher scholarship groups. It shows that there are a great many more children of high intelligence making low scholarship grades than there are children of low intelligence making high scholarship grades. ee ee ee ee Sixth Yearbook 55 To further test the conclusions formed from the scholarship grade distribution in algebra summarized in the table above, we gave an educational test in algebra to all pupils enrolled in algebra the past semester. Following is the correlation table giving the algebra test scores and the intelligence scores. ALGEBRA TEST SCORES Intelligence Score. 1-2 3-4 5-6 7-8 9-10 11-12 13-14 15-16 17-18 Total ee ee ws 4 1 1 | a ee S. we bi ‘4 1 2 ee « << & « ee 1 “a 1 2 ee xs. es oe - 1 1 2 ] 5 i) ee 1 1 2 a + 120-129... .. 1 2 1 1 $ 110-119... 1 1 2 1 . —l— 1 7 100-109 .. + > «= ee 2 es 7 eo FF ke Ow 2 —3—3— .. 1 ‘5 10 80-89 .... 1 —3— 3 2 2 11 70-79 .. 2 —l— 4 1 1 1 10 60- 69 .. “ 3 1 1 “a 1 7 50- 59 s 2 3 1 5 40- 49 1 1 Totals ....1 4 7 21 14 Ii 10 5 4 77 The coefficient of correlation for this table is plus .44. After all, the real test of the advantages to be gained by classi- fying high-school students on the basis of the intelligence examina- tion is to compare the results of classes organized on that basis. Following is a table showing the results of a standard algebra test given to an A class, a class of individuals with intelligence scores above 126 (the upper quartile) and a C class, one of individuals with intelligent scores near the lower quartile (76). These classes were selected at random. STANDARD TEST IN ALGEBRA Number right. A Class. B Class. 18 - - 17 6 1 16 3 56 National Association of Secondary-School Principals Number eight A Class B Class 15 4 “s 14 1 ‘i 13 - 2 12 1 + 11 or 1 10 1 2 9 2 1 8 2 3 7 2 6 1 5 4 3 3 2 1 Median 15 6 This table tells its own story and little discussion of it is neces- sary. It is evident from the results of this test that the A group is doing much more thorough work than the C group and that is no comparison between the two groups in ability in algebra after a semester’s work in algebra. In comparing the work of these two classes it is interesting to know what the teacher’s judgment is. Following is the teacher’s statement : “The A division was much more easily taught as each new principle was grasped with one demonstration and in many cases the individuals of the A group needed no help while in the other class it was necessary for me to develop each step carefully and to repeat the development often in order to ‘drive it home.’ The mem- bers of my A group do extra work and many work far ahead of the day’s assignment. Some have been able to delve into factoring and ‘study out’ the methods alone long before we reached that division of our work.” It is obvious from these facts that a large number of our first year high-school students are enrolled in algebra who, on account of their low intelligence, can never receive material benefit from it. These studies indicate that there is practically no chance for the pupils whose intelligence scores place them in the lower quarter of the distribution to do anything like creditable work in algebra. It Sn... a Sixth Yearbook 5% is certainly evident that if algebra is required of all high-school students the subject matter, requirements, and methods of teaching should be modified to meet the varying mental abilities represented in the freshmen group. The table following shows the correlation between scholarship grades in Latin and intelligence scores. The correlation coefficient for this table is plus .65. LATIN GRADES Intelligence 70-74 75-79 80-84 85-89 90-94 95-100 Total 170-179 ” x es 1 2 3 160-169 wi as “A 2 2 150-159 1 1 2 1 5 140-149 " re 1 i iy oe _ 130-139 i 3 1 —]— 1 — 6 120-129 1 7 Z 12 110-119 Z a4 1 3 100-109 2 1 1 4 90-99 1 ae 1 Z 80-89 2 3 1 Z 8 70-79 2 3 ne 1 6 60-69 1 ag 1 2 50-59 P ‘a a ‘ 3 ea P 40-49 an oe he ‘i 1 Total 1 i 13 14 8 . =—56 Medians 85 84 122 129.5 137 It will be observed from this table that those pupils whose intel- ligence scores are high tend to make high scholarship grades in Latin. The lowest intelligence score represented in the highest scholarship group is above the median intelligence of the entire fresh- men group. As was the case in algebra only those with high intelligence scores get into the higher scholarship groups in Latin. Eighty-five per cent of those whose intelligence scores were below the median of the whole freshmen group received scholarship grades below 80%. A comparison of the results secured in an A group in Caesar with a C group in Caesar is given in the table following: National Association of Secondary-School Principals CAESAR A Class C Class Median scholarship grade................. 82% 77% POE ons censvccistcaxaretreseeien 12% 50% It is safe to say, therefore, that pupils whose intelligence scores on the Terman Group Intelligence Scale are below 76, the lower quartile, have practically no chance of making a passing grade in Latin and that those pupils whose intelligence scores are below 97, the median, will do unsatisfactory work in Latin. The table following gives the distribution of English grades and intelligence scores. The coefficient of correlation is plus .72. ENGLISH Intelligence 70-74 75-79 80-84 85-89 90-94 95-100 Total 170-179 0) “f 2 2 4 160-169 zeae we Ms 2 2 150-159 vee 1 4 2 7 140-149 1 ee i [i @ 130-139 2 3 3 5 1 14 120-129 oe rn 1 i wis 2 © 110-119 2 3 1 3 1 a. a 100-109 3 2 i «i» & 1 19 90-99 3 3; «ie 2 19 80-89 i «in 2 3 5 2 19 70-79 atin 7 6 1 23 60-69 3 2 2 Bg 8 50-59 1 1 2 3 2 9 40-49 3 1 1 _ 6 Total 20 27 2 37 3 16 154 Medians 805 85 865 95 122 145 This table shows readily that there is a close correlation be- tween teachers’ marks in English and intelligence scores, the median intelligence scores of the respective scholarship groups being in exact correspondence. A study of the more detailed distribution shows that 70% of all those who received the highest scholarship grade in English had intelligence scores above the seventy-five-percentile for the whole freshmen distribution. Only 344% of those whose intel- ligence rating was lower than the seventy-five-percentile succeeded in making the highest scholarship grade in English. A study of the Sixth Yearbook 59 detailed distribution of English grades and intelligence scores war- rants the statement that if we predict for those whose intelligence score is above 120 the highest scholarship grade, we would hit it three times out of four and that we would be right 24 times out of 25 in the prognosis that none whose intelligence scores are below 120 would make the highest scholarship grade. The Charter’s Language test was given to the first year English classes during the semester which ended January 27, 1922. Follow- ing is a table giving the distribution of scores in this test and intelli- gence scores including all the pupils in these groups whose intelli- gence scores were known. CHARTER’S LANGUAGE SCORES Intellgnce. 0-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40 Tot 0-5 6-10 11-15 16-20 21-25 26-30 31-35 36-40 Tot. es ka“ lk ee 1 Wa .. ks ue Ce eee (‘sw 150-159 6. ke 1 1 140-149 Go bee ay 130-139 120-129 110-119 100-109 9099 .. ..., 80-89 .... 1 70-79 . 60-69 50-59. 40-49 1 hile a — ps WOR ONDA LPM LD YB — mrmnwo:: 4 —10 | men WR — DO DY | Ww OO 6 30 75 Total 1 ye 1 Medians 97 112 = 145 The coefficient of correlation for this table is plus .54. This table shows that pupils who made high scores in this stand- ard language test also had high intelligence scores and adds strength to the statement that intelligence is a dominant factor in the suc- cess of high-school pupils in English. The following table gives the distribution of scholarship grades in citizenship and intelligence scores. ios) msg 1 1 3 1 aoe 3 1 22 9 10 oO — uo 60 National Association of Secondary-School Principals CITIZENSHIP GRADES Intelligence 70-74. 75-79 80-84 85-89 90-94 95-100 Total 170-179 ‘a 7 ‘s 160-169 ia és 1 i én 7” 1 150-159 ‘im - eh oi re =l— 1 140-149 l 1 1 va ] 1 5 130-139 l 2 , 1 + 120-129 ‘i “3 | 3 4 110-119 on = - 2 2 100-109 | 2 2 2 —2— 9 90-99 —..— —— —2— 7 80-89 | 2 3 2 | 9 70-79 2 -—6— 1 2 11 60-69 ‘ 5 2 7 50-59 2 l ~y 66 National Association of Secondary-School Principals 3. Use comma before the simple conjunctions, and, but, or, nor, and for when they join members of a compound sentence, unless this sentence is short and the mem- bers very closely related. (Should always be used before for, to distinguish from the preposition. ) 4. Use comma to set off a clause interrupting a quotation. 5. Use quotation marks to enclose a direct quotation. 6. Use quotation marks to enclose both parts of an inter- rupted quotation. Use an apostrophe to form the posessessive case of a noun. C. Capitals: 1. To begin a direct quotation. 2. To begin all important words in the title of a theme. 3. To use capitals to begin only the names of languages in giving subjects of the curriculum. 4. Avoid the use of capitals to begin the names of the seasons, unless personified, and the names of the points of the compass. D. Diction: 1. Distinguish between— a. to, too, two. b. quite, quiet. c. your, you're. d. its, it’s. e. hear, here. 2. Master a minimum of four words a week; spelling, definition, use. NI MINIMUM REQUIREMENTS IN ENGLISH 9A-SECTION A (1) I. All the minimum requirements for B and C sections. II. Additional requirements. A. Grammar: 1. Be able to analyze simple sentences containing not more than two phrases. 2. Be able to analyze compound sentences containing two simple clauses. ~~ Sixth Yearbook 67 3. Be able to analyze complex sentences containing one dependent clause. 4. Know the parts of speech (not various subdivisions) and uses. 5. Know the declension of the personal and relative pro- nouns. 6. Know the principal parts of a verb and the tenses of the indicative mood. 7. Use the nominative case of the pronoun after the verb to be. B. Punctuation: 1. Use commas to set off distinctly parenthetical expres- sions. 2. Use commas to set off introductory phrase or depend- ent clause at the beginning of sentence when neces- . sary for clearness. 3. Use the semicolon to separate the members of com- pound sentence when not joined by a conjunction. 4. Use single quotation marks to set off a quotation within another. 5. Write out numbers consisting of one or two words and use figures for those consisting of more than two, unless a series of numbers is being used. C. Capitals: 1. Use a capital to begin North, South, etc., when they name sections of the country. 2. Use capitals to begin the words high school only when naming a specific high school. 3. Use a capital to begin words as street, river, college, when used to name a specific street, etc., in all work of literary nature. D. Construction: ¢ 1. Avoid long, incoherent sentences thrown together with- out plan. 2. Avoid sentences distinctly lacking in unity. E. Diction: 1. Use said in past tense instead of says. 2. Distinguish between who’s and whose. 3. Distinguish between respectively and respectfully. 68 National Association of Secondary-School Principals 4. Distinguish between know and no. 5. Master a minimum of six new words a week; spelling, definition, and use. III. ON WHAT BASIS ARE STUDENTS TO BE GROUPED ACCORDING TO LEARNING RATE? We first tried the judgment of 8th grade teachers and found it fairly accurate, but too many misplacements were evident. Next we supplemented the teacher’s judgment with the Illinois General Intel- ligence Test and found the misplacements reduced, but results were still not quite satisfactory. Experience reveals what must be clear to all: the safest way is to take the teacher judgment, school records and mental test scores for the preliminary basis and then follow this with a “tryout” in class work before making a final adjustment as to the section best suited to the students’ needs and abilities. The following table shows the grouping according to teacher judgment and Illinois Test scores, before rearrangement, of 112 9a (1st semester) students entering January, 1921. Basis for classification : Sec. \—Score 110. Sec. B—90-110. Sec. C—70- 90. I.Q. demands for economy and business efficiency. From the standpoint of organization and economy the class unit must be preserved. The classifying of students into ability groups does not remove the problem of individual differences, it lessens the range of differ- ences and tends to minimize the hardships placed on the extremes of the class. By lessening the range of differences the teacher can more easily adapt the work to meet the needs of the individual members of the class. From the administrative standpoint, segregation makes it possible to hold each student up to his own highest standard of accomplishment. The superior students can be forced to work to their maximum capacity or they will be failed into a: middle group. The students of lesser ability can be moved forward at a pace suited to their own needs. Segregation makes possible a program of no failures without lowering the standards of other groups. In general, segregation makes it possible for superior students to do a higher type of work than they were permitted to do in the mixed group, it allows the average student to go on as he has done in the past, it per- mits the slow student to progress at a rate that removes the necessity of failures, repetition, and elimination. The advantages of classified ability groups are probably greater from the psychological than from the administrative standpoint. Here again it is necessary that the class unit be preserved. Students need the social contact and close competition afforded by group reci- tation. The more uniform the group the greater the competition and the greater the mutual helpfulness. Just as we strive to secure a better working unit by limiting the study of physics to seniors, so the working unit may be further improved by grouping seniors ac- cording to their ability in physics. It is argued that the weaker students are helped by their class contact with the stronger students. So far as I know there are no data to prove or disprove this statement. I would suggest, however, that the high-school age is the age of development. Students are sup- posed to develop most rapidly when competing with others of nearly equal ability. It might make the featherweight feel stronger to put him in the ring with the heavyweight, but I rather suspect that in this case it would be possible to find evidence to the contrary. It is also argued that to be placed in the slower section is a deadening humiliation. I suggest that high-school life should be typical of life 82 National Association of Secondary-School Principals in the world of affairs. Here we must admit that we are rated ac- cording to our ability to do particular things well. My classification as a speaker may be one thing, as a singer another and as an artist yet another. It is no humiliation to me to be rated a poor speaker if I can prove to my own satisfaction and the satisfaction of those who know me that I excel as a singer. If I am good at nothing, it is true that the world will give me little consideration and I am not sure that I could show any good reason why it should. Ultimately, social recognition depends upon social efficiency. So it is in school. Stu- dents are segregated by subject. The student who poor in Latin may excel in mathematics, domestic science, manual training, or art. The student who in open competition can win recognition in no phase of high-school work will probably fail regardless of the school or the method. The idealist in school work may not recognize any- thing as impossible. The practical school man interested in return- ing to the taxpayer a fair interest on his investment, will analyze his school and determine its powers and its limitations. It has already been suggested that the classification of students in ability groups makes it possible to maintain different standards in the same school system. This may mean different standards of quan- tity, quality, or progress. In the study of history we may have a quantitative reading standard, in English a qualitative standard in the writing of themes, in mathematics, we may maintain a progress standard. ‘Then again the whole class procedure may differ in the case of different groups. In one group, work needs only to be sug- gested, in another, the work needs to be specifically assigned and definitely required. Superior students love to do some original thinking. Slower students learn best by routine drill. Here, we are acting in accord with principles maintained in the world of affairs into which the high-school student is about to enter. Some students will deliberately choose routine jobs because they are unhappy under new or changing conditions. These students love routine drill. Others will deliberately choose occupations in which there are oppor- tunities for original, independent action. Students should be given every encouragement in school to fix habits and cultivate traits of character that will best fit them to meet the requirements of the work which they will elect to do upon leaving high school. It is one thing to determine that a school program is worth while and quite another thing to put that program into practice. The plan of segregation in operation in the Burlington High School might not Sixth Yearbook 83 adapt itself to any other school. There are, however, some general suggestions that may apply to all schools. The size of the school is important. The larger the school the greater the possibilities fo: segregated groups. The need for well organized administrative ma- chinery has been emphasized. The office must be responsible for a program of segregation and must be organized to execute that program. Among the first things to be done in starting out on a program of segregation is to define and limit as nearly as possible the mean- ing of school marks. Sooner or later school marks will affect the lines of grouping. Some group intelligence test should be used and a point score or I. Q. rating secured for each student before entering school. In the Burlington High School the principal visits each eighth grade graduating class and gives the tests during the first week of school. From time to time an opportunity to take the tests is given to students who have entered from other schools. Country students take the tests during the first week of school. The office should keep easily accessible, full and complete information concern- ing the character of work done by each student, his rank in the grade school, his score in the test, and the record of high-school grades in all subjects completed. ‘The office registers all students on the basis of a personal inter- view. This interview must of necessity be short. The student pre- sents himself to the office assistant who takes his record card from the files, checks it to see that everything is recorded, enters his present program and last term grade. When the student presents himself to the principal or his assistant this card shows his rank in his eighth grade graduating class, his score in the intelligence test, his high school credit and grades to date, his present program and last term grade in each subject and by its color the course which he is follow- ing. All these data may be summarized at a glance and all play a part in determining the student’s program for the next semester. You will understand that the student has already elected his course and knows just what subjects he is to take. You may ask why the interview, at all? For the sake of the exceptions. Nine students may pass by at the rate of one every two minutes but the tenth may have some special adjustment to make that needs to be carefully con- sidered. Segregation in ability groups demands a special program. Every precaution is taken to assign students at registration to the unit 84 National Association of Secondary School Principals which best meets his needs. It is always necessary to make trans- fers. A stndent’s success in a given subject depends upon a multi- tude of forces, many of which may not have been taken into con- sideration. A student may do better or poorer work than expected. Again the standard of work maintained by a given student may change within the semester. The program must make necessary transfers possible. Any method of segregation that does not make it clear to the student that in the end what determines the group that he is in, is the character of work done will cost more than it is worth. The student must be made to feel that errors in assignment will be quickly corrected and that a change in the character of work done suggests a change in his assignment. It can be seen that our program must provide for the different sections of a given class to fall within a given period. We assign approximately 50, 75 or 100 students to a class, then divide it into two, three or four sections, assigning a teacher to each section. The best working unit seems to be 100. In this case we would have one superior, two average and one retarded section. The number of students enrolling in a subject has much to do in determining the way in which the class will be segregated. In a school of eight hun- dred students it is easy to provide for classes of 100 in both first and second year English and still offer the subject in two different periods on the program. In some of the senior courses it is not pos- sible to carry out a segregated program at all. This paper has attempted to establish the necessity for recogniz- ing the wide range of differences among our students by providing for different types of training, different rates of progress, different standards of accomplishment and different class room methods. I have argued that it is better to provide for these differences by organizing classes on the basis of approximate ability rather than tc attempt to accommodate them within the unselected group. I have presented a working plan for giving instruction in groups selected on the basis of ability. There are school men who will not approve of this program The movement for segregation is new and will have to prove itself The whole measurement movement is less than twenty years old. It is only since the war that intelligence tests have been accepted for general use in classifying students on the basis of their ability. We have allowed the fact that many college presidents were once uncouth farmer lads to cause us to look upon every boy as a prospective col- Sixth Yearbook 85 lege president. We have resented any evidence that tended to dis- illusion this hope. To me there is nothing more significantly Ameri- can than the fact that one’s parentage or early environment does not limit his ambition or hope of success. I should hate to see the time come when the boy of rail-splitting surroundings and presidential capacity could not reasonably hope to rise to the level of his ability. Our public school system is the strongest guarantee that all may succeed according to their ability and their efforts. The fact re- mains that society needs relatively few college presidents and nature has equipped few boys with the particular abilities required to earn the degree of Doctor of Philosophy. Modern society demands a variety of service and our cosmopolitan schools present a variety of abilities. Each individual should, while in school, have an oppor- tunity to exercise powers, develop skills, and establish habits that best fit him for the service which he is to render to society. The school is not at present organized to select one boy to be a carpenter, a second to be a judge, or a third to be a merchant. It can offer to the first industrial, to the second college preparatory, and to the third commercial training. The school may not pick out the suc- cesses or failures in life. It can urge each to do his best and provide for each to make progress according to his ability and his effort. What could be a better goal for our democratic high schools than to strive to adjust themselves to provide for each student to attend school for four years, follow methods that will best equip him to at- tain his own highest standards of excellence, and to accomplish his own maximum progress. The chairman of the committee on Standard Requirements for High-School Graduation, HEADMASTER PuiLip W. L. Cox or THE WaSHINGTON ScHooL oF NEw York City, presented the following report: STANDARD REQUIREMENTS FOR HIGH SCHOOL GRADUATION COMMITTEE REPORT PRESENTED BY THE CHAIRMAN PHILIP W. L. COX, HEADMASTER, THE WASHINGTON SCHOOL OF NEW YORK High-school graduation, like many other ceremonials of society has two connotations. It carries first those meanings that have be- 86 National Association of Secondary School Principals come attached to the word by past usage, and it also refers to the final stage of secondary education now in process of reconstruction and readjustment. In the latter sense, the significance of graduation is complex, to understand it means to understand the whole phil- osophy of the high-school ‘curriculum, indeed of democracy itself. But there is no time now to go into this matter. Perhaps a preliminary statement should be made regarding terms to be used: “Program of Studies” refers to the total offering of the school. “Curriculum” is a systematic arrangement of subjects in terms of a purpose to be accomplished ; for example, a Commercial Curri- culum, a College Preparatory Curriculum. “Curriculum Differentiation” means merely that pupils must select one curriculum rather than another. “Core-Curriculum” or “Constants” refer to those subjects that are prescribed for all pupils and which are similar in kind and amount for all; for example, ninth grade English. “Curriculum Prescription” means those subjects within a given cur- riculum which all pupils electing that curriculum must take; for example, bookkeeping in a commercial curriculum. “Curriculum Electives” refer to those electives within a curriculum which may be chosen only by those registered in a curriculum; for example, salesmanship in a commercial curriculum. ‘Free Electives” mean that margin of subjects which may be chosen by any pupil in no matter what his curriculum; for example, music or advanced algebra. The term “Course of Study” is limited to a single subject; for ex- ample, course of study in Latin or in algebra. The term “Pass Mark” is hard to define, but it signifies a line drawn between inferiority and sufficiency; a credit level below which the school cannot recognize work done. Inglis suggests that approximately two-fifths of the program of studies may be in the core, two-fifths in the curriculum prescriptions and electives, and one-fifth for free electives. This committee has been in existence too short a time to have accomplished all that it could have wished in preparation for this report. In order to be strictly conventional, we of course drew up a questionnaire,—a cumbersome affair that called for a maximum of thinking and a minimum of writing. We sent it out to a select group eR ce Sixth Yearbook 87 of twenty schoolmen who we know had been giving the question careful consideration. On the basis of these questionnaire returns, the committee is ready to set forth several standards which now seem satisfactory. It also presents two moot questions, answers to which we are not ready at this time to give. The following principles relating to graduation are agreed upon by most of those replying to the questionnaires and are approved by all members of the committee present at its meeting Monday, Ieb- ruary 27th: 1. Senior High Schools containing grades 10, 11 and 12, should grant the graduation diploma to pupils who have received credit for 12 unit courses or the equivalent, in grades 10, 11 and 12, under conditions specified in paragraph 2. A unit is defined as the equivalent of 120—60-minute recitation hours of work requiring preparation outside of class, with provi- sions for equating shorter periods or unprepared work on this basis. 2. Of these 12 senior high-school units, (a) Five should be prescribed by subject, viz., a minor of two units of English, a minor of two units of social study, and one unit of health education. (b) Four units should be prescribed for concentration, viz., two minors of two units each, the subjects themselves to be elective. (c) Three units should be free additional electives. 3. For those schools that are still on the four year basis, contain- ing Grades 9 to 12, the graduation diploma should be granted to pupils who have received credit for sixteen units or the equivalent, under conditions specified in paragraph 4. 4. Of the sixteen units completed for the four year high school diploma. (a) Six should be specified as follows: a major of English (3 units), a minor of, Social Study (2 units), Health Education (1 unit). (b) Five units should be prescribed for concentration, the subjects themselves to be elective, as follows: a major of three units and a minor of two units. (If a third social study subject should be chosen, making a major 88 National Association of Secondary School Principals in this field, two elective minors would be satisfactory instead of a major and a minor.) (c) Three units should be free additional electives. (d) One unit each of science and mathematic should be prescribed unless the seventh and eighth grades have given elementary courses in these subjects. 5. Of the social studies appearing in the prescriptions, the ques- tionnaire conforms with the present practice of prescriptions of half unit courses in civics and economics and in a full unit course of American history. Problems of democracy, sociology and modern history were also named. The com- mittee is not prepared to suggest any change in the courses named ; but it is our feeling that the curriculum prescriptions of social study for graduation are to be justified only as the experiences gained from the courses make essential contribu- tions to the interpretation of present and probable future problems that children and adults face, individually and col- lectively, in human affairs. 6. The questionnaire results indicate much less unanimity for the prescription of a science ; about half the replies urge a general science prescription of one-half or a full unit, one-third of the replies indicate a preference for a biology prescription, and one-fourth of the replies do not name a specific science but would require that the candidate for graduation have passed one unit of laboratory science. The committee recommends that no specific science pre- scription for graduation be set up at this time, merely stating it as one unit of some laboratory science, which may be omitted if a satisfactory course has been given in the seventh and eighth grades. 7. In regard to mathematics, the replies were divided just half and half, for the prescription of one unit or for no units in mathematics. The propaganda of the various mathematics committees for a more intelligent attitude toward prescrip- tions in mathematics has borne fruit, in that all the replies that name mathematics, urge one-half or one full unit in gen- eral mathematics. A half-unit prescription in bookkeeping is also mentioned. The committee assumes that the junior high school makes adequate provision for general mathematics, and therefore rec- FP 10. 11. 12. Sixth Yearbook 89 ommends that no graduation prescription of mathematics be made by the senior high school, but that in four year high schools, one unit of general mathematics be prescribed, unless the seventh and eighth grades are giving adequate instruc- tions covering the topics set down in the report of the Mathe- matics Council (Bureau of Education leaflet, Circular No. 6, National Committee on Mathematics Requirement). The questionnaire replies are unanimous in recommending that there be no general graduation prescriptions in foreign lan- guages. The committee so recommends. Of other subjects, a third of those replying would prescribe one half or one full unit in practical arts or home economics, and about as many urge a half unit of chorus-music. Art- drawing, art-appreciation, and public speaking also gained some approval. The committee recommends that these be not included in a prescription for graduation, though any or all may, of course, be required of the pupils as a matter of curriculum practice. The committee recommends that pupils be granted as much as one unit credit a year for the serious study of music, art, or for other serious educative experiences in home-making, office practice, salesmanship, shop work, if proper provision can be made for impartial and critical reports on the efforts and suc- cess in these extra-school activities, and if the school can assure itself of the amount of progress made. In conformity with consensus of opinion as shown by the ques- tionnaire returns, the committee recommends that the high- school diploma, the school’s official seal of approval, be granted only to pupils of reasonable mental and moral attain- ments, who have completed the required amount of school work with at least a pass grade. Colleges should be urged to accept this diploma as evidence of fitness to do such college work as their curriculums qualify them for. A completion certificate should be given to all others who have done what could be expected of them (A. Q. 100), but who have not for any reason been able to “pass” their subjects, or who, for other reasons, the school would be unable to spon- sor. It is not recommended that these pupils be in any other way set apart, however. They should be permitted full par- ticipation in the graduation ceremonial. 90 National Association of Secondary School Principals 13. Sixth Yearbook 149 school receive its visitors to the building or to individual classes? How shall the pupils care for their individual property? What is the school’s attitude toward clubs and athletic teams—shall there be clubs and teams for everyone, or shall there be just three debaters) and eleven football players? These are, of course, just a few of the more general problems that the whole school must solve. The principal can solve all these problems himself and an- nounce the solution to the school. Even if he could solve all the problems correctly and do the impossible by putting his solutions into immediate effect, he would have robbed the pupils of the educative opportunity afforded by these insistent problems that must be solved. The pupils by discussing these problems in the home room, in class organizations, in student associations, and in assembly, are educating themselves. Such a democratic process is slower than an order from the principal’s office, but a principal who works through this process will get more lasting and more satisfying results. The forming of intelligent public opinion is one purpose of the assembly. The assembly may aid in developing a sense of unity in the school. The pupils are divided into classes according to their academic advancement ; further divided by their curricula; and still further by their recitation groups. This same breaking up into groups is carried on in the diversity of extra-curricular interests and in the location and social position of the home. How can any unity prevail when there is of necessity almost an infinite variety of in- dividual differences? The assembly can aid in developing desired unity by stressing factors and interests common to all; by singing together; by programs that explore for the pupils and teachers the interests and activities of each subject matter department ; by devel- opment of public opinion of the whole school; by the support of the schools’ representatives in inter-school contests; by assembly pro- grams in which representatives of the whole school participate. The assembly may bring to the pupils and teachers by knowledge, by spirit and by habit the consciousness of the unity of the social group. Each pupil and each teacher through the assembly may get a view not only of his privileges but his responsibility for the interests and happiness of the whole group and he may through participation form the habit of contributing his small best for the good of the group. The conscious forming of intelligent public opinion and of de- veloping a sense of unity in the school may be carried further by these assemblies devoted to transacting the school’s business, espe- 150 National Association of Secondary-School Principals cially its extra-curricular business. Here may be the campaigns and the culminations of school elections, the installation of student of- ficers, the awarding of insignia or of any form of special recognition. The assembly may take on the form of a town meeting to consider the needs of the school, initiate and carry out plans for improving the internal life of the school or promoting better relationships with outside groups. These assemblies that plan action for the whole group are usually devoted to backing up the team that is to meet the ancient rival. Such an assembly points the way to action. The com- bative spirit of this same group can, through assembly periods, strive for the honor of the school in eliminating abuses or promoting school virtues new or ancient. The assembly may aid in tuning up the whole school. The united efforts of pupils and teachers to promote the school’s best interests, to sing their best songs, to produce or listen to their best plays, or debates, to learn what various departments of the school are doing, even to hear individuals or a group present worthwhile ideas which they understand intellectually and emotion- ally and believe in, is in itself a tuning-up process for the hearers and of still greater value to the most active participants. The mental attitude and mood of the’ school at the close of an assembly is not an accident when an assembly committee composed of teachers and pupils in active co-operation with the whole school, has planned and directed the presentation of an assembly program. The attitude of respect for knowledge may be developed still further when a class, or representatives of various classes, share with the whole school in assembly period, knowledge, worked out in various recitation groups, that is of interest to the whole school. Assembly programs should, to a very large extent, grow out of regular class of extra-curricular activities. This sharing of knowl- edge gives a social value to information. Such a plan may aid in motivating class of extra-curricular work; pupils can see the value of the method and content of their work in preparing it so as to share its results with the whole school in assembly. When the participation in assembly programs is wisely dis- tributed by the assembly committee, there is training for a large per- centage of the school in the expression of worthwhile ideas to an in- terested group. So far as the actual presentation is concerned, it might be as well or even better done by members of the faculty, but the educational value that lies in organizing, preparing, and present- ing the material would be lost to the pupils. The teacher does not — Sixth Yearbook 151 rob the pupil of his educational opportunity by solving his mathe- matical problems for him; rather the teacher aids the pupil by advis- ing and guiding him in working out their solutions. In the same manner the teacher aids pupils in presenting assembly programs. Likewise the material the pupil presents is not what the teacher or someone else has written for him but what he, profiting by the crit- icism of his classmates and teacher, has worked out and what he understands emotionally and intellectually. Even the shyer pupils may succeed admirably for they can be so interested in what they have worked out and are presenting that they forget about them- selves. When the emphasis is on presenting ideas clearly and intel- ligibly so that hearers understand and get the point, the value of the training in expression may be very great. The programs of assemblies may serve to widen or deepen the interests of many of the pupils. The material presented may be a demonstration of wireless, or of how the school newspaper is gotten out, an account of a class or club excursion, poems that some class has come to like, poems of a single author, or of a group of authors on a single subject, the story of Joseph, or Sinbad, or Gulliver. Any group when well prepared can tell the stories of King Arthur, or Howard Pyle, Joel Chandler Harris, O. Henry, or Bret Harte so as ta start a run on the library. Original short stories or poems by pupils may discover to others that at least the beginning of literary effort is not surrounded by magic. One-act plays, or scenes from longer ones, that have been prepared in class, or dramatic club, may be presented in accordance with present tendencies of simplified stage setting and costume, so to give expression to the work of the class and interest others in plays and in dramatic action other than that of the “movies.” Pupils from appropriate classes might work out the setting and story so that crafty Ulysses should tell his adventures to his bright-eyed Telemachus; Aeneas recount his wanderings, or Cicero expose Catiline in a meeting of the Roman Senate in the Temple of Jupiter.* Pupils’ interests may be widened also by inviting persons from outside the school to participation in the assembly program. Such outsiders can of course bring new material or possibly a new view- point or a new technique. This is quite true of artists, especially musicians, but such speakers or artists should not be brought in *Francis W. Parker—School Year Book, Vol. II, 1913. 152 National Association of Secondary-School Principals “unless the subject matter is in some way connected with the work going on in the school or unless the topic will be of immediate value in giving a new direction to some phase of school life.”* The intro- duction of outside speakers is too often a lazy way of neglecting an educational opportunity, The observance of special days throughout the year in assembly programs furnishes great temptation to neglect the education oppor- tunity that is presented and to fall back on the easy method of bring- ing in an outside speaker. Hallowe’en, Thanksgiving, Christmas, Lincoln’s and Washington’s birthdays, May Day, Memorial Day, as well as local days, furnish opportunity for the moving spirit of the school to express itself. Where the assembly as an educative agency is a vital part of the school, comparatively few outside speakers are needed or desired. Pupils form habits and are educated by what they do rather than by what some one, however able, tells them they should do. Where all teachers and pupils have constantly in mind the possibility of developing in classwork, something that may be of use in assembly, there may be in that school, as there was in the Francis W. Parker School, requests to present worth while programs as much as forty assemblies in advance. This does not mean that there is never any need for the outside speaker who can contribute to the work already undertaken by the school or who can utilize the theme of a special day for immediate value to give a new direction to some phase of school life; but it does mean that the emphasis will not be on such speakers but on the co-operative efforts of teachers and pupils. This same idea of the participation of the pupils in the assembly as one of the educative agencies of the school, will express itself in the assembly program at the beginning of the year, to welcome new pupils and new teachers to the school and for pupils and teachers to utilize the vacation experiences for the benefit of the whole school. Such experiences may serve to re-awaken school ideals and at the same time furnish suggestions to all the mem- bers of the school of how to make the next vacation period happier and more productive of educational results. In a school where such a spirit and method prevail, the assemblies and the com- mencements at the close of the year, may so capitalize the achieve- ments of the graduating class as to be a powerful incentive and *“Some Uses of School Assemblies,’”’ The Lincoln School, p. 19, 1922. OO 0 Sixth Yearbook 153 stimulus to the whole school. Instead of aping in an ineffective way the college and university commencement, the secondary school can through its assembly committee and _ through the advisers of the senior class, work out a commencement program in accord with the possibilities of pupils of this age and in keeping with the aims of secondary schools. The whole aim of assemblies is based on the recognition that pupils are citizens of the school, that if they are to share in the opportunities of the school they can do so to the greatest advantage by sharing in the responsibilities that are associated with these oppor- tunitics. These school citizens are educated by what they do. It is the business of teachers and advisers and school leaders to arrange the situation so that the pupils can perform better those desirable activities which they will perform anyway and to use these activities so they will reveal higher types of activities and to make these activi- ties desired and to an extent possible. The assembly is one of the school’s best means of securing these results in the citizens of the school. The aims of the assembly here presented find little, if any, room for the routine assembly made up of perfunctory reading of the Scriptures, formal announcements and didactic addresses. There is room and need for assemblies of real devotion. There are, in every efficient administrative office, better ways of handling announcements, and the didactic address, when often repeated, defeats itself. This inherited type of assembly happily has passed or is rapidly passing out of our high schools. How often shall there be assemblies? A daily assembly in a school of one thousand pupils costs at least twenty-five hundred pupil hours per week. Can any school with any serious regard for the economy of time afford such an outlay? I think not. While the amount of time devoted to assemblies will depend on many phases of the school life, probably one general assembly, consuming one full recitation period, per week, is enough. In addition, there can be, with due economy of time, one assembly each week for each class. The three remaining periods for the groups that compose each class, can be devoted profitably to home room activities. The fundamental business of the school is to train its pupils to perform successfully their duties and to meet their responsibilities as citizens. The school assembly, as one phase of extra-curricular activities, can train the citizens of the school to perform better those 154 National Association of Secondary-School Principals desirable activities they are going to perform any way. Hence under skillful guidance the pupil’s participation in the assembly may reveal to him and to his fellows higher types of activities and make these activities desired and, to an extent, possible. Pupils are citizens of the school. Practice with satisfying results makes perfect. Organization for Educational Guidance was presented from manuscript by Principal Burton P. FowLer oF CENTRAL HIGH SCHOOL OF CLEVELAND, OHIO. THE ORGANIZATION OF EDUCATIONAL GUIDANCE PRINCIPAL BURTON P. FOWLER, CENTRAL HIGH SCHOOL, CLEVELAND, OHIO Guidance is one of the most inspiring conceptions of modern education. As an educational principle it makes concrete many of our traditional aims that have been but vaguely conceived and only incidentally achieved. Being a principle rather than a procedure, it is difficult to say whether in any real sense guidance can be organized. It must rather permeate the school atmosphere, determine the empha- sis in administration and run through every course of study and class exercises. Vocational guidance in the strict sense of the term has not been a success. Misused and misunderstood by its friends and cast out by its foes it is being supplanted by a much worthier successor. Vo- cational guidance was persistently misconstrued to be guidance into jobs instead of guidance into training. Educational guidance where intelligently practiced is an advis- ory function which helps boys and girls to get their bearings in the social and moral maze of modern life. Educational guidance pur- poses to point out in concrete fashion the social responsibilities which good citizens must bear; the moral principles which they must prac- tise; the opportunities which the school provides; and the diversity of occupations which the world affords. An ambitious, all inclusive program to be sure, but nevertheless a compelling one. As a basis for discussion I should like to outline the general plan in operation at Central High School in Cleveland. While in some respects this plan has been an incidental development, it is neverthe- less based upon the definite principles outlined in the preceding para- graphs. Sixth Yearbook 155 The school, which numbers twenty-seven hundred pupils, is organized on a six-year basis with a fairly definite division into 3—3 groups. At the head of the advisory system is an educational ad- viser who normally gives all of her time to the work of guidance. She is a trained worker in this field and has charge of the counselling and placement for part-time employment in the tenth, eleventh, and twelfth grades, besides teaching classes in occupations which are elective in the eleventh grade. These classes, in which the pupils receive school credit, meet three hours a week in addition to field trips. This educational adviser is assisted by three grade advisers, one each in the seventh, eighth, and ninth grades, who devote one-third of their time to counselling. In the seventh and ninth grades the work consists wholly of personal conferences, the largest attention being devoted to the first semester grades, while all eighth grade pupils are organized into advisory classes which meet once a week and study a series of lessons prepared by a vocational director on the superintendent’s staff. These lessons which are outlined with remark- able skill constitute one of the most valuable features of the whole advisory plan. They deal wth biographical material, social and moral situations, and information about the leading occupations. The teachers have been trained to teach these lessons by extension courses and frequent group conferences. In the personal conferences which are held with all new pupils coming into the school, with seniors about to graduate, and as many others as the time of the advisers permits, the pupil is encouraged to talk freely about his work and plans. The adviser endeavors to set up a close sympathetic relationship with the pupils in her grade, which will prompt full confidence and enable her to give helpful sug- gestions regarding the social life of the school, aims of courses, and election of new courses. Except in the case of seniors little is said about individual fitness for occupations. The seniors are also organ- ized into informal groups to discuss college requirements and to receive information about local opportunities for advanced study. In cases of misconduct, irregularity of attendance, and failure the advisers have been especially helpful. Teachers are encouraged to refer pupils to the advisers, where a personal investigation, includ- ing conference with the parents may be desirable. The school em- ploys a full time social adviser and home visitor who is of invaluable assistance in co-operating wth the advisers. 156 National Association of Secondary-School Principals While this personal counselling is intangible and does not permit of actual measurement, it does meet a real need in a large crowded city school where personal contacts between pupil and teacher are hard to establish. The question of what kind of records are worth keeping is a difficult one to dispose of. Pupils have been card-indexed to death. After we get their eyes, teeth, back bones, absences, and marks on a card, we go further and try to make their virtues, vices, hopes, and aspirations a matter of written record. Cubic yards of cabinets have been filled with filing cards that never again see the light of day. It takes rare skill to make intelligent use of a record card. The ten- dency to excess in record-keeping, which has, indeed, been partly responsible for the ill repute into which vocational guidance has fallen has been a warning to us in our attempt to set up an organiza- tion of educational guidance. After a year’s experience, the advisers have evolved a very simple form which records essential facts and the advisers’ own comments set down at the time of the interview. Thus a sort of continuous record is kept during the pupil’s stay in the three lower grades, so that at the beginning of the senior high- school course the educational adviser has these records as a guide in further conferences and in placement work. Besides the work of the group advisers there is another most important part of our organized guidance. Every Wednesday morn- ing the home room period is lengthened to a half-hour, at which time the home room teacher, who is expected to be in close touch with the interests of her own group, directs a discussion or plans a pro- gram on the basis of an outline prepared in the principal’s office. In this way all the pupils in the school during a so-called advisory period are considering the same general topics at the same time. The sub- ject assigned may be “Student participation,” “Habit formation” or “The protection of public property.” From a psychological stand- point such a plan has distinct advantages. There is not a doubt that the morale of the school and the social efficiency of the individual pupils are greatly advanced by this arrangement. This advisory period can be made, in my opinion, to be a great unifying factor in a large school. It helps to remove, moreover, from the realm of chance the development of the social and ethical values which have been held to be important by-products of education, and makes them pri- mary objectives to be consciously striven for and directly developed. Space forbids an enumeration of the syllabus of topics studied Sixth Yearbook 157 and discussed and projects engaged in during these weekly advisory periods. The following partial list will serve to illustrate some of the major aims: 1. Organization of the home room. 2. Simple dramatization to demonstrate: correct manners, how to apply for a position, how to dress, etc. 3. Forms of school service, e. g., offers of assistance in the control of traffic, lunchroom, library, and washrooms ; written recom- mendations to the Student Council; offers of help to the Student Council. 4. Facts about occupations. 5. Why graduate? 6. Value of a college education. 7. Leadership. . Qualities of leadership. b. Great leaders of history. c. Notably successful Central High School graduates. d. Opportunities in Central High School for the devel- opment of leadership. 8. Central High School as a school community. The plan, which is new in the school, having been in operation for only one semester, is not without its difficulties. Not all home room teachers have equal enthusiasm in making the most of the ad- visory periods. We are confident, however, that as the plan is devel- oped further and its good results made apparent entire co-operation will be achieved. It is evident, of course, that the success of the plan depends also, not upon a formal use of the material provided but upon its adapta- tion through original ideas and supplementary helps. Furthermore, the preparation of suitable outlines which are richly suggestive in concrete material and social activity instead of mere moral abstrac- tions is a tremendous task. During the present semester we are having the preparation of these outlines handled by a committee of teachers, chosen for their success in the use of the advisory period with their own pupils. In this way it is expected that a manual of suggestions for the regular use of this period will eventually be developed. , After an effective organization for guidance has been set up, there still remains the important problem of utilizing the resources of the whole school for the ends desired. There is not a subject in the a 158 National Association of Secondary-School Principals curricula which can not be made a contributing factor in guidance if the intelligent effort of all the teachers is enlisted in making the re- sources of their instruction available to the pupils. Student activities, assembly programs, the school paper, and campaigns each has its contribution to make in guiding pupils into the types of activity, conduct, and training which we believe to be the great ultimate ob- jectives of secondary education. Mr. WiLuiAM S. Roe, PrincipAL oF CENTRAL H1GH SCHOOL, CoLorapo SprinGs, CoLorapo, read his paper, Problems of the Stu- dent Body. SOME STUDENT-BODY PROBLEMS Tue Hicu Scuoor A Co-oOPpERATIVE ENTERPRISE PRINCIPAL WILLIAM S. ROE, HIGH SCHOOL, COLORADO SPRINGS, COLORADO Those problems which are to be considered “student-body prob- lems” will vary in range and number with our conceptions of the function of the student body in the administration of a high school. I like to think of a high school as a co-operative enterprise, in which the educational endeavors of community, teaching staff, and students are co-ordinated for the production of efficient citizens, whose citi- zenship is to express itself in terms of capable leadership and intelli- gent co-operation. MORALE The contribution which the student body is to make in this three-partner enterprise will depend for its effectiveness upon the development of a sane and virile school spirit, a sound morale. “Morale” then, is the one outstanding, all-inclusive student-body problem. There is no shortcoming in manners or morals, no inade- quacy of organization, no feebleness of idealism, which cannot be found to relate itself in some way to an underdeveloped morale. How to broaden and deepen “school spirit” so that it will not merely spend itself in the “rah-rah” side of school life but will be a potent factor in all departments of school activity,—that is the question. Shall we consider briefly the development of school morale? The kind of spirit which may be expected to function in all depart- ments of high-school life must grow out of a sympathetic under- standing of the aims, purposes, objectives, goals of high-school edu- Sixth Yearbook 159 cation, both in the large and in terms of specific subjects and activi- ties. We cannot expect students to feel any degree of responsibility for the ideals and practices of the school if they have not been en- couraged to share in the formulation of those ideals and the determi- nation of those: practices. Of course any wide-awake teacher will strive to relate his subject to the personal needs of his students ; and many will frequently seek to discover and capitalize life-purposes. But something more is needed. A definite effort should be made to enlist the interest of every student in discussing, in some suitable group, the school’s ideals and aims in every aspect of its life. It is all very well for writers of books on education to set forth the aims of secondary education; it is well that teachers and administrators should discuss these aims. But we have no right to assume that the “aims of secondary education” are the real aims of your school and my school unless we have given the boys and girls an opportunity to share in their formulation. American high-school boys and girls have a right to know what they are getting and why, what they are doing and why. Why do we show so little faith in the rationality of our boys and girls? Would we, as intelligent citzens, lend our en- thusiastic co-operation to any enterprise whose purpose we did’ not thoroughly understand and approve? Why should we expect intelli- gent high-school citizens to become imbued with an enthusiastically co-operative spirit in respect to all the activities,—scholastic and extra-curricular,—in which we think they ought to interest them- selves, if we deny their intelligence a generous opportunity to exer- cise itself in relation to the purpose of these activities? Is there any good reason why groups of thinking students, under the stimulating leadership of live teachers, should not be able to draw up, after thoughtful discussion, perfectly sane and intelligible statements of the objectives of their high school, in terms of knowledge, of physi- cal skills, of mental abilities, of citizenship ideals? Just as the gen- eral aims of the school ought to be formulated and published as a result of teacher-guided deliberations on the part of the students, so should the aims and objectives of the several departments of study find expression as a result of similar deliberations. Definite goals can thus be set for the work of every group, goals which will be in- viting because co-operatively determined. Will not such formulations serve as the rallying points of scholastic and extra-curricular activ- ity? These formulations agreed upon, and dominant as school and department ideals, will not the ordinarily puzzling problems of school 160 National Association of Secondary-School Principals life become soluble because seen in their relation to fundamental school aims and objectives ? A vital school spirit cannot be created, in my opinion, in any other way than by developing—through some method of the sort indicated—a set of common understandings and ideals. If it then be granted that students should share in the formulation of school ideals and the determination of school practices, it follows logically that they should be expected to co-operate in administration. This means not “student-government,” but such reasonable, safe, and sane sharing of administrative functions as may be feasible in specific instances. Of course the extent to which students may be encouraged to participate in administration will vary with local circumstance. SOME SPECIFIC PROBLEMS Let us merely list some of the shortcomings which frequently exhibit themselves as problems: Overemphasis on athletics, especially interscholastic contests; overindulgence in other extra-curricular activities; magnification of fraternity-spirit or caste-loyalty at the expense of school-loyalty; lack of concern for the interests of the larger community; lack of the feeling of obligation to render to society a fair return for the benefits conferred by it upon the stu- dents ; little concern for scholarship ideals ; low ideals of industrious- ness; poor standards of honor; undemocratic attitudes; painfully inadequate recreation ideals and ideas; restriction of leadership opportunities to the few fortunate ones ; failure to discover and bring to fruition much latent talent. Many other shortcomings might be indicated, which, like these, are “student-body problems.” A FEW SUGGESTIONS REVIEWED It may not be amiss to review some of the ways which have been found helpful in meeting the difficulties inherent in high-school situations. Athletics will perhaps never shrink to its proper import- ance in the eyes of students, but other activities may grow into proper recognition when deliberate effort is made to set forth their merits. Frank discussion in student groups of the merits and defi- ciencies of all phases of school activity, scholastic and extra-curricu- lar, is useful. Many of the evils which seem at times almost insep- arable from interscholastic athletics can be averted in this manner, for the spirit of a school can be led—through co-operative considera- tion—to admire and practice the good features and abjure the evi! ones. Sixth Yearbook 161 Eligibility requirements for participation in any school activity should be expressed not merely in terms of “hours passed” but also in terms of effort, attendance, attitude, general school citizenship ; by this means real emphasis is given to the idea that the school is to be represented only by “representative citizens.” In schools which suffer from the presence and activities of cliques and factions, unity of spirit may be fostered through inter- society combinations, “Boosters’ Clubs,” or all-school organizations. A feeling of responsibility for general community welfare may be fostered by the organization of a committee whose business should be the discovery of ways and means by which the school can co-op- erate in community enterprises. Every school organization should include general community welfare among the objects for which it exists. A tax of ten per cent might well be levied upon all proceeds of school enterprises, for the creation of a fund to be expended as the contribution of the school toward the objects for which the town or community is expected to raise money. This process of “tithing” would serve to emphasize the reality of social obligation. If “scholarship” is ever to assume, in the minds of students, its rightful preeminence among secondary-school ideals, it must receive recognition parralleling that currently given to successful endeavor in athletics. Publication of comparative standings, honor societies, awards, inter-class or inter-society scholarship trophies, additional representation in the “School Council” to groups excelling in scholar- ship,—these and other means have proved effective. Many schools commit a grave error by the practice of exempting from examina- tions those who attain high grades in their daily work. We do not train athletes that way ; we do not insult the football team by urging them to practice faithfully in order to avoid the necessity of playing the Thanksgiving game! But we do insult scholarship aspirants by urging them to work hard in order to escape a test of their mettle. Examinations ought to be considered a privilege to be earned, not a penalty to be avoided. Is there anything essentially grotesque in the idea of interscholastic competition in scholastic achievement? Could not groups of thinking “educators” devise plans under which sane competition would be feasible? Is it unthinkable that in due time a scholarship “letter” might come to be almost as honorable a posses- sion as an athletics trophy? The recreation problem is one to tax every resource of a highly developed school morale. It is hard to say which school is in the 162 National Association of Secondary-School Principals more difficult position—the one which permits the dance, or the one which forbids it. Surely the modern type of dancing must be strictly supervised, for it is all too frequently done in most barbarous fashion. The most serious drawback of the dance as a form of school recrea- tion is its tendency to crowd out everything else. It ought, if per- mitted at all, to be allowed to form only a part of any social after- noon or evening. Other forms of entertainment should be equally prominent. Those schools in which dancing is taboo are of course under necessity of substituting something else, for it seems that a high school must be to some extent a “recreation center.’ The vari- ous organized groups within any school should be able, under skilled adult direction, to take their turns at providing entertainment for the social hours. The school is not meeting its obligation to train for “worthy use of leisure” unless it provides opportunity for students to learn how to play. Some of the most perplexing problems are those which arise in connection with the effort to educate students through participation in organizational activities. How to give everyone some chance to practice leadership, how to eliminate too much “politics,” how to make certain that the “good citizenship” of the school dominates in organi- zations, how to prevent students from overloading themselves with extra-curricular responsibilities, how to discover and exploit hidden talent, how to limit the financial burdens, how to make the school paper a vital force in the development of morale,—these and many similar problems give the administrator of the modern high school plenty to think about. Everyone should have opportunity to take some part in organi- zation life. Some will find their chance in the clubs which spring up in connection with subjects of study ; others, in social clubs or “frater- nities” (whether so named or not) ; still others may never find other opportunity than that provided by membership in a home-room group or in a class-organization. One may practice leadership through being permanent chairman of a recitation-section, others through the rotating responsibility of the “socialized recitation.” If the large class organization is to offer leadership training to more than the few officers, then it must be divided into “tens” or “twenties” for activity purposes, each member of such a sub-group taking his turn at the presidency of his group. Politics can be “purified” and good citizenship stressed by the insistence upon eligibility requirements of significant character. The Sixth Yearbook 163 boy or girl who is not a good “school-citizen,” not a fair representa- tive of the school’s ideals, ought never to be allowed a candidacy for any postion of trust or responsibility. Overloading a student with extra-curricular responsibilities can best be prevented by limiting him to active participation in not more than two or three organizations, the number depending on his scholarship standing. He might be allowed associate membership in more groups.