SEVENTH YEARBOOK of the NATIONAL ASSOCIATION ao SECONDARY-SCHOOL PRINCIPALS Edited by H. V. CHURCH Secretary of the Association Published by the Association 1923 Oss.ct Se, ie) : 20, —> “Vac o ” > adashaneneiieiiienas : CONTENTS vo . OFFICERS OF THE ASSOCIATION, 1923-1924..............000. pe Directory OF MEMBERS, 1923............ 000 cece ee ee eens PROCEEDINGS OF THE SEVENTH ANNUAL MEETING, 1923.... President’s Address—“‘Guidance of the Adolescent,” Prin- cipal Edward Rynearson, Fifth Avenue High School, Pittsburgh, Pennsylvania .............00eeeeceees ‘Rating Students on the Basis of Native Intelligence and Accomplishment,” Headmaster Ira A. Flinner, Hunt- ington School, Boston, Massachusetts.............- “Criteria for Judging the Success of Moral Training in the Secondary School,” Principal Charles C. Tilling- hast, Horace Mann School for Boys, New York City “Curricular and Extra-Curricular Aspects of Sex-Social Training in High Schools,” Dr. T. W. Galloway, American Social Hygiene Association, New York City “The Management of High-School Finances,” Director Charles H. Judd, School of Education, University of CHEN 1 vk ovat i gas de cF4 HER ER eR kk ce ies Junior High-School Conference .............000. 00005 “Status of the Junior High-School Differentiation of Cur- ricula,” Mr. J. M. Glass, Director of Junior High Schools for Pennsylvania..............0eeeee eves “The Junior High School and College Entrance Require- ments,” Assistant Superintendent Frank G. Pickell, CES 3 55a adic cdwkknted cs cetannaseuwees “The Government of the School,” Supervisor of Junior High Schools, H. H. Ryan, St. Louis, Missouri...... Rural and Small High-School Conference............. “Social Life of Pupils,” Principal Cecil K. Reiff, Central High School, Muskogee, Oklahoma............... “How to Retain Good Teachers,” Principal John Ruf, Luther L. Wright High School, Ironwood, Michigan. “Financing Student Activities,” Principal R. W. Ward, High School, Mt. Clemens, Michigan.............. “The Curriculum and Daily Schedule,” Mr. C. B. Ulery, High-School Supervisor for Ohio................. “An Experiment in Teaching Patriotism,” Principal Milo H. Stuart, Arsenal Technical High School, Indianap- OUR, CU uv 0.0.9 54 ca tastes caeceedacaehaeeaeds 11 16 22 27 33 34 61 40S nMO.7 1/92 “Place of Social Affairs in the High School,” Principal J. G. Masters, Central High School, Omaha, Nebraska “Administration of the High School on the Platoon Plan,” Principal Lucy L. W. Wilson, South Philadelphia High School for Girls, Philadelphia, Pennsylvania. . “Case Group” Methods of Determining Flexibility of General Curricula in High Schools, Professor David Snedden, Teachers College, New York City........ “The Place and Value of Extra-Curricular Activities in the High School,” H. E. Winner, Principal, South Hills High School, Pittsburgh, Pennsylvania....... “Conforming the Curricula to the Cardinal Objectives of Secondary Education,” Principal Merle Prunty, Cen- tral High School, Tulsa, Oklahoma............... “Tulsa Central High School Curriculum Extension Re- quired Combination Courses with Physical Education “Effect of Compulsory Education Laws,” Principal George Buck, Shortridge High School, Indianapolis, Indiana. “The High-School Principal as Supervisor of Instruction,” Professor Stephen S. Colvin, Teachers College, New | PP eee Te rere ert eee “To the High-School Principal,” Principal C. W. Geth- mann, Central High School, Oklahoma City, Okla- MOU «44 cada Dtee acl icdcessiorapadeetetsiaees “To the High School Girl,” Miss Margaret Kiely, Bridge- muh, COMED 6.5 60+ ceenanverseseueuanders. “To the High-School Girl,” Miss Sarah M. Sturtevant, Associate in Education, Universty of California... “The Relation of the Work of a Real Dean of Girls to the High School Girls,” Miss Sarah M. Sturtevant, Associate in Education, University of California... Report of Treasurer, National Association of Secondary NS TOE a0 ons. 60005 5 keends0eeess hbeune “Is the New Education Scholarly?” Director Otis W. Caldwell, Lincoln School Teachers College, New COO GO wad cnc ewaeneeees ac dbkaeeeeedenigaen “The Broader Curriculum of the New Secondary School,” Professor of Education H. L. Miller, Principal Wis- consin High School, University of Wisconsin...... Meetings of the National Council of the National Honor Society of Secondary Schools at Hotel Winton, eB eo en omni re ey mne, Seven Constitution of the National Association of Secondary NS WI on Sk cddasanncasakaduasanesacne: Map Showing Number of Members of the National Asso- ciation of Secondary School Principals............ vi 93 95 101 105 121 127 130 150 THE OFFICERS OF THE ASSOCIATION 1923-1924 President: CLAubDE P. BriGcGs Principal of Lakewood High School Lakewood, Ohio First Vice-President: Lucy L. W. Witson Principal of South Philadelphia High School for Girls Philadelphia, Pennsylvania Second Vice-President: CLARENCE T. RICE Principal of Kansas City (Kansas) High School Kansas City, Kansas Secretary-Treasurer: H. V. Cuurcu Principal of J. Sterling Morton High School Cicero, Illinois THE EXECUTIVE COMMITTEE Epmunp D. Lyon Principal of East High School, Cincinnati, Ohio MERLE PRUNTY Principal of Central High School, Tulsa, Oklahoma EpwarD RYNEARSON Principal of Fifth Avenue High School Pittsburgh, Pennsylvania vii DIRECTORY NATIONAL ASSOCIATION OF SECONDARY-SCHOOIL PRINCIPALS 1923 1919 Harry D. Apes, S.B. Superintendent, Morgan Park Military Academy, Morgan Park, Illinois. 1923 T. J. ABERNATHY. Ellsworth, Maine. 1920 W.S. Apams, Delevan, Illinois. 1919 Sister Mary AGNEs. Villa de Chantal; Rock Island, Illinois. 1922 L. J. ATKINS, Limington, Maine. 1922 H. W. C. Arntey, A.B., B.D. 1922, Principal, Stanley Schools; Stanley, New Mexico. 1921 Dwicutr ALDEN, Newfield, Maine. 1919 J. .. ALEXANDER, Windsor, Illinois. 1923 H. O. ALLEMAN, Vilas, Kansas. 1922 A. W. ALLEN. Eastport, Maine. 1923. SHELDON R. ALLEN. Lanark; Illinois. 1922 T. T. Acien, A.B., A.M. 1918, Superintendent of Schools; Du Bois, Pennsylvania. 1921 W. O. Aten, A.B., 710, 1919, Principal, Washington Irving Junior High School; Des Moines, Iowa. 1923 W. H. ALLEN. East Millinocket, Maine. 1922 R. Y. ALLISON. Pekin, Illinois. 1922 AGnes ANDERS. Udall, Kansas. 1920 Apa ANDREWS. Dundee, Illinois. 1923. (Mrs.) Genevieve H. ANpREws. Glasco, Kansas. 1921 A. E, Arenpt, Collinsville, [linois. 1921 J. E. ArMsSTRONG, Principal, Englewood High School; Chicago, IIlinois. 1922 Harry R. ATKINSON. Battle Creek, Michigan. 1921 E. T. Austin. Sterling, Illinois. x 1918 1922 1922 1918 1922 1922 1922 1921 1921 1922 1923 1922 1919 1921 1921 1923 1921 1918 1916 1922 National Association of Secondary-School Principals Joun M. Avery, A.B., '14. 1914, Principal, Public High School; Hillsboro, Illinois. F, L. Bacon, ° Newtonville, Massachusetts. H. G. Bapcer. Ashmore, Illinois. W. C. Barr, A.B., 11. 1913, Principal, Danville High School; Danville, Illinois. JouHn FRANKLIN Battey, A.B., 03; A.M., '04, Principal, Servin Junior High School; 48 Hemphill St., N. S., Pittsburgh, Pennsylvania. A. C. Barro. Fifth Avenue High School; Pittsburgh, Pennsylvania. Wm. J. Barrp. 1921, Principal, Jefferson County High School; Boyles, Ala- bama. H. V. BaLpwin. Fulton, Illinois. J. H. Batpwin. Chrisman, Illinois. CLAUDE BARBER, Hominy, Oklahoma. RicHarp W. BARDWELL, Woodstock, Illinois. V. H. Barker, Sparland, Illinois. MARGERITE BARKLEY, Douglass, Kansas. Joun R. Barnes, Lawrence, Kansas. Percival Barnes, 1919, Superintendent of Schools; East Hartford, Connecticut. V. G. Barnes, Principal, Madison High School; Madison, Wisconsin. V. H. BaRNEs. Scotland, Illinois. J. W. Barney, A.B., '10, 1920, Principal, High School; Munising, Michigan. W. W. Bass. Cherryvale, Kansas. L. W. Bates, B.S., ’13. 1920, Principal, High School; Cherokee, Iowa. R. G. Beats, A.B., A.M. 1922, Principal, DeKalb Township High School; DeKalb, Illinois. Wiirrep F. Bearpsiey, A.B., '93. 1906, Principal, Evanston Township High School; 1704 Hin- man Avenue, Evanston, Illinois. W. E. Beck. Iowa City, Iowa. 1918 1919 1921 1918 1920 1923 1922 1920 1921 1922 1922 1920 1922 1919 1922 1921 1922 1922 1921 1921 1923 1918 1923 Directory of Members x1 Ernest J. Becker, A.B., '94; Ph.D., ’98, 1909, Principal, Easton High School; Baltimore, Maryland. Lutu G. Becxincton, A.B., 712. 1918, Principal, Belvidere High School; 628 South State St., Belvidere, Illinois. Henry D. Beprorp, A.B. 1920, Superintendent, Consolidated Schools, Plainfield, Illinois. Grant Bees, B.S., ’88, 1913, Principal, Calumet High School; 8025 Normal Avenue, Chicago, Illinois. R. E. Breese, Principal, Township High School; Mendota, Illinois. H. H. BeecHer. St. Clair, Michigan. Enocu BEICHLEY. Falum, Kansas. F. A. Bett, Buda, IIlinois. P. E. Bextine, College of Education, University of Illinois; Urbana, Illinois. C. BEMER, Principal, High School; Sault Ste. Marie, Michigan. C. E. Bemis, Selden, Kansas. FraNK A. BEN, Hebron, Illinois. James F. BENCHAM, Kirkland, Illinois. A, F. Benson, M.P., 713. 1918, Principal, Charles M. Jordan Junior High School; Thirty-second and Emerson Ave., N., Minneapolis, Minne- sota. Eima H. Benton, A.B., A.M. 1919, Principal, Hosmer Hall; St. Louis, Missouri. B. C. Bere, A.B., 716, 1920, Principal, High School; Newton, Iowa. W. R. BeErcEs, Norwich, Kansas. F, A. BERKENSTOCK. 1919, Principal, High School; Renova, Pennsylvania. M. M. Berry. 66 North Fourth St., Martin’s Ferry, Ohio. E. G. BEssE, Scarboro, Maine. CHESTER W. BIDLEMAN. Offerle, Kansas. Frep L, Brester, A.B., 14, 1919, Principal, Glenbard Township High School; Glen Ellyn, Illinois. E. R. Biccers. Hartland Academy; Hartland, Maine. xii National Association of Secondary-School Principals 1922 Pau. W. BiG er, Hebron, Illinois. 1922 Forest W. BINNION, Middletown, Illinois. 1923 Evizasetu BIsBee. Manning, Iowa. 1922 De Hut Brack. Eaton Rapids, Michigan. 1919 F, L. Brack, A.M., ’08, 1922, Principal, Princeton Township High School; Princeton, Illinois. 1919 H. B. Brack, Mattoon, Illinois. 1921 R. E. Brack, Sesser, Illinois. 1922 Warp N. Brack, Georgetown, Illinois. 1916 H. FE. Biaine. Joplin, Missouri. 1923 JoserH E. BLarspeL. Belgrade, Maine. 1923. Hl. A, BLAKE. N. H. Fay High School; Dexter, Maine. 1922 H. W. BLancHARD, Tamaroa, Illinois. 1922 Rutu BLeKKINK, Principal, High School; Lowell, Michigan. 1916 Louis J. BLocx, A.B., 68; A.M., ’72; Ph.D., ’82. 1895, Principal, John Marshall High School; 3250 W. Adams St., Chicago, Illinois. 1920 C. W. BoarpMAn, Ph.B., ’08. West High School; Minneapolis, Minnesota. 1920 Oscar L. BocHSTAHLER, Palestine, Illinois. 1922. Ray A. Bock, 1920, Principal, High School; Holly, Michigan. 1916 Wa. J. Bocan, Ph.B., ’09. 1905, Principal, Lane Technical School; 1225 Sedgwick St. Chicago, Illinois. 1920 Vava H. Bort, East Peoria, Illinois. 1922 B. F. Bortnc, Willow Hill, Illinois. 1921 Joun H, BossHart, A.B., '02, 1920, Principal, Columbia High School; South Orange, New Jersey. 1921 A. W. Boston. Westbrook, Maine. 1920 CLarence W. Bosworth, A.B., 09; A.M., '10, 1917, Principal, Cranston High School; Auburn, Rhode Island. 1918 1922 1919 1920 1919 1922 1920 1916 1921 1922 1916 1920 Directory of Members xiii E. O. BetrenrieLp, Ph.B., 16, 1916, Principal, Sparta Township High School; 501 N. Vine St., Sparta, Illinois. J. R. Bouton. Sidell, Illinois. B. R. Bowven, Ph.B., ’17; Ph.M., 718. 1917, Superintendent of Schools, Principal, Community High School; Gilman, Illinois. R. D. Bowpen. Havana, Illinois. Witiiam W. Bowers. Seneca, Illinois. Harotp E. Bowte. Harmony, Maine. H. E. Bowman. Lisbon Falls, Maine. E. L. Boyer. Principal, Bloom Township High School; Chicago Heights. Illinois. Ray H. Bracewe.t, B.S., ’15, 1919, Principal, High School; Burlington, Iowa. Cuartes A, Braptey, U. S. Military Academy, ’77; D.Sc., °16, 1893, Principal, Manual Training High School; 2243 Race St. Denver, Colorado. C. E. Brake, Mt. Pleasant, Michigan. S. M. Brame, A.B., 02. 1909, Principal, Bolton High School; Alexandria, Louisiana. H. D. Brasertecp, Ph.B., ’91, 1917, Principal, Fremont High School; 460 Hanover Ave. Oakland, California. James F. BrasHBars, Joy, Illinois, ARNo BraATTEN. Marion, Illinois. Jacos P. Bremincer, A.B., ’85; A.M., ’88, 1901, Principal, High School; 15 North Franklin St., Wilkes- Barre, Pennsylvania. J. H. Brenneman, B.A., '04; B.A., ’20, 1920, Principal, High School; 713 North Fifth St., Ottumwa, Iowa. R. P. BrigceEL, Columbia, Illinois. C. P. Briccs, A.B., 01, 1920, Principal, lakewood High School; Lakewood, Ohio Eucene S. Brices. Okmulgee, Oklahoma. J. O. Brices, Sidney, Illinois. Tuomas H. Brices, Ph.D., ’14, 1915, Professor of Education, Teachers College, Columbia University ; 525 West 120th St., New York City. XIV 1920 1920 1920 1923 1916 1921 1919 1922 1916 1923 1916 1918 1922 1920 1922 1922 1921 1922 1916 1916 National Association of Secondary-School Principals L. O. Bricut, A.B. 1920, Principal, Antioch Township High School; Antioch, Illinois. J. H. Bri. Bement, Illinois. A. B. Bristow, Mathew Fontaine Maury High School; Norfolk, Virginia. Eva J. Broxaw., Clarinda, Iowa. L. W. Brooks, A.B., 03; A.M., ’15, 1919, Principal, Wichita High School; Wichita, Kansas. M. M. Brooks, Buckhannon High School; Buckhannon, West Virginia. C. A, Broruers, A.B., ’11. 1919, Principal, Township High School; Dwight, Illinois. A.rrep O. Brown, Public School Publishing Company; Bloomington, IIlinois. B. Frank Brown, A.B., 91; A.M., ’98, 1912, Principal, Lake View High School; 4051 North Ashland Ave., Chicago, Illinois. C, A, Brown. Abbott, Maine. Epwarp L. Brown, A.B., ’86; A.M., ’90; Lit.D., 14. 1898, Principal, North Side High School; 3324 Zuni St., Den- ver, Colorado. Georce A. Brown, C.E., ’81, 1897, Managing Editor, “School and Home Education” ; Bloom- ington, Illinois. Mary M. Brown, Portland, Michigan. Rice E. Brown, Emporia, Kansas. R. G. Brown, Armstrong, Illinois. V. I. Brown, A.B., 719, 1920, Principal, Community High School; Watseka, Illinois. WALKER N. Brown, East High School; Peoria, Illinois. Wa tker W. Brown, Stoughton, Wisconsin. Georce F. L. Bryant, B.S., ’17, 1920, Principal, Porter High School; Kezar Falls, Maine. W. C. Bucwanan, A.B. East Lansing, Michigan. BENJAMIN F. Buck, A.B., ’93. 1913, Principal, Senn High School; 5900 Glenwood Ave., Chi- cago, Illinois. Grorce Buck, A.B., 91; A.M., ’01. 1910, Principal, Shortridge High School; Michigan and Penn Sts., Indianapolis, Indiana. ee -_—-— _—- — —— 1918 1920 1922 1923 1917 1921 1921 1920 1923 1917 1921 1922 1916 1923 1922 1923 1922 1921 1922 Directory of Members xv B. R. BuckincHam, Ph.B., 01; Ph.D., 713, 1921, Director of Educational Research, Ohio State University ; Columbus, Ohio. J. B. BucKkuer. Minonk, IIlinois. Cuester A. Buckner, A.B., 09; A.M., 11; Ph.D., 18, 1920, School of Education, University of Pittsburgh; Pitts- burgh, Pennsylvania. E. W. Burron, Netawaka, Kansas. P. C. Bunn, Ph.B., ’09, 1914, Principal, High School; 860 Sixth St., Lorain, Ohio. Eva Burnet, B.A., 07; M.Di., °19, 1920, Principal, High School; Allerton, Iowa. Harry H. BurnHAM. Biddeford, Maine. A. J. Burns. Sterling, Illinois. CuHartes Burscu. Riley, Kansas. ALLDEN JAMES Burton, A.B., ’08. 1918, Principal, East High School; Des Moines, Iowa. Ratpeu H. Busu. Joliet Township High School; Jolict, Illinois. Cuas. H. Butter. Pittsfield, Illinois. Witiiam M. Butter, A.B., ’77. 1909, Principal, Yeatman High School; 3616 North Garrison Ave., St. Louis, Missouri. C. C. Byery, Princeville, Illinois. C. E. Byers, A.B., ’11; A.M., ’13. 1915, Principal, High School; Huntington, Indiana. Lee Byrne, A.B., A.M., 17; Ph.D.. 30 South Governor St., Iowa City, Iowa. W. H. Carn, Western Normal High School; 717 West Lovell St., Kala- mazoo, Michigan. Frances M. Camp. Eagle Grove, Iowa. Paut N. CAMPBELL, Norman, Oklahoma. Witi1AM CAMPBELL, Pratt, Kansas. Witiiam CaRDEw, Trenary, Michigan. R. Carcey. Ogden, Illinois. Grorce N. Carman, A.B., ’81; A.M., ’06, 1895, Director, Lewis Institute; Chicago, Illinois. Xvi 1919 1922 1923 1923 1920 1921 1919 1921 1922 1919 1921 1922 1922 1921 1919 1917 1916 1922 1919 1922 1922 National Association of Secondary-School Principals J. W. Carrincton, Homer, Illinois. R. B. Carson, Milledgeville, Illinois. D. M. Carrer, Sawyer, Kansas. J. Frank CARTER. Stevens High School; Rumford, Maine. Joun Linton Carver, B.L., '93; A.M., 03; Ph.D., ’05, 1917, Principal, Friends’ Seminary; 226 East Sixteenth St, New York. J. W. CAsTeLo, La Moile, Illinois. Tuomas C. Cuarree, A.B., '02. 1914, Principal, Gardiner High School; 216 Brunswick Ave., Gardiner, Maine L. W. CHALCROFT, Valmeyer, Illinois. H. FE. CHANDLER, Junction City, Kansas. Leo E. CHANGNON, 1919, Principal, Donovan Township High School; Donovan, Illinois. E.izaBetTH K. CHAPMAN, Principal, Dixfield High School; Dixtield, Maine. Ira T. CHapMan, A.B., A.M. 1917, Superintendent of Schools; New Brunswick, New Jersey. Ivan CHAPMAN, Western High School; Detroit, Michigan. CLaupE S. CHAPPELEAR, Sugar Grove, Illinois. L. W. CuatHam, B.S., 10; M.S., ’17, 1919, Principal, Pana Township High School; Pana, Illinois. Joun O, Cuewnine, A.B., '01, 1916, Principal, Central High School; Sixth and Vine Sts., Evansville, Indiana. A. CHICK. Monmouth Academy; Monmouth, Maine. H. C, CHRISTOFFERSON, Red Wing, Minnesota. Harry Victor Cuurcnu, Ph.B., '94. 1899, Principal, J. Sterling Morton High School; Twents- fifth St. and Sixtieth Ave., Cicero, Illinois. A. H. Crarxk,. Principal, Hamtramck School; Detroit, Michigan. A. L. Crark, B.S. 1048 Nineteenth St., Des Moines, Iowa. M. Cray, Caro, Michigan. A. B. CLose. Taylorville, Illinois. 1922 1921 1921 1921 1923 1919 1922 1922 1919 1922 1920 1923 1922 1921 1921 1921 1916 1917 1922 Directory of Members XVil G. F. Crose, Woodhull, Illinois. Harotp P. Cosr, South Windham, R. No. 1, Maine. Joun L. Coss, Lostant, Illinois. J. R. Covert, Greenfield, Ilinois. H. J. Cotpurn. Washburn High School; Topeka, Kansas. W. P. Corsurn, Ph.B., ’05. 1912, Superintendent and Principal, Rhinelander Schools; 4 North Baird Ave., Rhinelander, Wisconsin. C. F. Corr, Ph.B. 1907, Principal, West High School; Green Bay, Wisconsin. M. F. Core, Lincoln High School; Ferndale, Michigan. G. H. CoLeBank, 1914, Principal, Fairmont High School; Fairmont, West Vir- ginia. C. W. CoLeMAN, Southwest LaGrange School; LaGrange, Georgia. G. R. CoLirins, Westville, Illinois. B. F. ComrForrt. Cass Technical High School; Detroit, Michigan. E. M. ConkKuin. Marshall, Michigan. D. E. Connor. Durham, Kansas. WitiiaM L. Connor, A.B., '14, 1920, Principal, Longwood High School; 432 East 109th St., Cleveland, Ohio. (Mrs.) Nettie Conrarpy. La Harpe, Illinois. A. F. Cook. Superintendent; Hinsdale, Illinois. Leon E, Cook. State College Station; Raleigh, North Carolina. R. R. Cook, A.B., ’08. 1918, Principal, Topeka High School; Topeka, Kansas. WALTER Francis Cooxince, A.B., 99; A.M., ’01; A.M., '14. 1913, Principal, Granite City High School, 2325 D. St., Granite City, Ilinois. W. C. Coomss, Principal, Livermore High School; Livermore Falls, Maine. R. J. Cornext, A.B., ’19. 1918, Principal, Amos Hiatt Junior High School; Des Moines, Towa. J. H. Corns. Principal, Southeastern High School; Detroit, Michigan. XViil 1922 1923 1921 1923 1920 1921 1917 1923 1923 1922 1919 1923 1918 1922 1922 1921 1921 1922 1922 1922 1920 1919 National Association of Secondary-School Principals E. D. CornweE Lt. Greenup, Illinois. Joun J. Corey. Principal, South Side High School; Denver, Colorado. ANNA E, CouGHiin. Rockland, Maine Rutu L, Coutter. Forest City, Iowa. H. M. Couttrap, A.B., 08; A.M., ’14. 1912, Superintendent of Schools; Geneva, Illinois. Rutu L, Courter, Ph.B., 14. 1919, Principal, High School; Forest City, Iowa. Grorce S, Counts. Yale University ; New Haven, Connecticut. Puiie W. L. Cox, A.B., ’05. : 1922, Principal, Junior-Senior High School, Lincoln School, Teachers College; New York. Joun A. Craic, A.B., 09; A.M., 10. 1915, Principal, Muskegon High and Hackley Manual Train- ing School; 178 W. Webster Ave., Muskegon, Michigan. (Mrs.) E, B. Crain. Mankato, Kansas. Heten B. Crane. East Lansing, Michigan. Percy F. Crane. Washington Academy, East Machias, Maine. J. H. Crann, B.Sc., '06. 1918, Principal, York Community High School; Elmhurst, Illinois. T. T. Cranny. Grinnell, Iowa. J. R. Cranor. Sandwich, Illinois. Lewis D. Crawrorp. Mattawan, Michigan. Frep H. Cronincer, B.S., ’05. 1921, Principal, High School; Fort Wayne, Indiana. H. E. Crooxer. Berwick Academy ; South Berwick, Maine. G. A, CrosTHWAIT, Yates City, Illinois. C. Crouse. Lebanon, Illinois. M. M. Crurt. Virginia, Illinois. J. A. CULLEN. 1920, School of Industrial Arts; Mt. Vernon, New York. H. H. Cutty, A.B., ’87. 1905, Principal, Glenville High School; Cleveland, Ohio. F. L. Cummines, A.B., ’04; A.M., ’11, 1916, Principal, Fergus County High School; 1007 West - Boulevard, Lewiston, Montana. 1921 1922 1920 1921 1919 1921 1922 1917 1923 1916 1922 1922 1917 1919 1920 1919 1920 1923 1919 1921 1922 Directory of Members xix FRANK CUNNINGHAM. Mapleton, Maine. Epwin J. DAHL. Moorhead, Minnesota. H. C. Darnes, A.B., B.C.S. 1919, Director, Central Y. M. C. A. School; 19 So. La Salle Street, Chicago, Illinois. Rex W. DALE. Flora, Illinois. James D. DarneLt, A.B., ’16; M.A., ’17. 1919, Principal, Township High School; Geneseo, Illinois. Atrrep Davis. Jonesport, Maine. Cavin O. Davis. Professor of Secondary Education, University of Michigan; Ann Arbor, Michigan. Grorce E. Davis, A.B., 02; A.M., ’09. 1919, Principal, Walnut Hills High School; Cincinnati, Ohio. E. O. Davis. Senior High School; Stillwater, Oklahoma. Jesse B. Davis, A.B., 95; A.M., ’11; A.M., (Hon.) ’16. 1920, Supervisor of Secondary Education, State House; Hartford, Connecticut. M. G, Davis, A.B., ’14; A.M., ’20. 1918, Principal, High School; Grinnell, Iowa. Nettie M. Davis. Horton, Kansas. L. O. Dawson. Stronghurst, Illinois. Tuomas M. Dean, A.B., ’08; A.M., 715. 1916, Principal, Decatur High School; Decatur, Illinois. H. A. Dean. Superintendent of Schools; Crystal Lake, Illinois. Cuar.es E, DECKER. Kewanee, Illinois. E. M. Dee, Gurnee, Illinois. R. A. DEFFENBAUGH. Rochelle, Illinois. (Mrs.) KATHERINE De Ferrin. Corunna, Michigan. F. J. Desmonp, B.S., 11; A.B., ’17; LL.B., ’19; A.M. 1919, History Department, Washington High School; Mil- waukee, Wisconsin. Ray O. Dietner, B.A., M.A. 1919, Principal, Union High School; Supervising Principal, Grammar School; Big Pine, California. J. H. Dirks. Halstead, Kansas. XX 1921 1920 1921 1923 1917 1922 1922 1920 1920 1922 1921 1922 1922 1923 1916 1922 1923 1918 1921 1921 1918 1922 1923 1922 Vational Association of Secondary-School Principals A. A. Dopp. Principal, Manual Training High School; Kansas _ City, Missouri. H. S. Dooritrrie, A.B., '15. Calumet, Michigan. J. T. Dorris. Waverly, Illinois. R. D. Dow. Andover, Maine. James E. Downey, A.B., '97; A.M., '05. Principal, High School of Commerce; Boston, Massachusetts. Apert H, Dreter. Holton, Kansas. Firayp Drury. Plains, Kansas. Orto F. Dupacn, Ph.B., '98; Ph.M., ’06. 1920, Principal, Central High School; Kansas City, Missouri. F, J. Du Frain, A.B., 16. 1921, Principal, High School; Pontiac, Michigan. Neat DUNCAN. Milledgeville, Illinois. SmitnH DUNNACK. Somerset Academy; Athens, Maine. H. L, Dyar, Washburn, Illinois. Ronert H. Earrey, A.B. 1918, Principal, Lyman Hall High School; Wallingford, Connecticut. F, L. Earry. Buchanan, Michigan. E. J. Eaton, A.B., '04; A.M., '19. 1920, Principal, South High School; Youngstown, Ohio. Lipa M. Eppert, Ph.B., ’08; A.M., '21. 1910, Principal, Linden High School; Linden, New Jersey. Mitprep Epert. New Hampton, lowa. Sitas Ecnots, B.A.,, '05. 1915, Principal, High School; 612 Broadway, Mt. Vernon, Illinois. BroTHeR ELicins. Holy Trinity High School; Chicago, Illinois. L. W. ELKINs. Kennebunk, Maine. Carios B. ELtis. 1910, Principal, High School of Commerce; Springfield, Massachusetts. MartHa E, Emory. Fairfield, Iowa. Epna Waite Ernst. Wapello, Iowa. S. D. Erwtne. McLean, Illinois. 1918 1921 1922 1922 1922 1916 1922 1920 1918 1921 1921 1919 1919 1918 1922 1918 1920 1918 1922 1923 1919 Directory of Members xxi Frank S. Espey. 1917, Principal, Roberts High School; Superintendent of Dis- trict No. 40; Roberts, Illinois. ALBErT W. EVANS. Wendell Phillips High School; Chicago, Illinois. Evan Evans. Cherryvale, Kansas. Grorce W. Evans. 1905, Principal, Charleston High School; Boston, Massa- chusetts. ‘ H, E. EvELanp. Fisher, Illinois. Cuaries D, Everett, A.B., ’80; A.M., ’93. 1893, Principal, North High School; Fourth and Dennison Avenue, Columbus, Ohio. D. M. Ewine. North Crystal Lake, Illinois. Witiam F, Ewrne, A.B., ’06; M.A., 19. 1920, Principal, Pasadena High School; Pasadena, California. Cuas. B. Facer, Jr., A.M., ’93; M.D., 93; Se.D., ’11. 1905, Principal, Technical High School; 2417 N. Front Street, Harrisburg, Pennsylvania. Joun E. Fartey. Palmyra, Illinois. Ciiunton E, Farnuam, A.B,, 11; A.M., '17. Winchester, Massachusetts. EL1zABETH FAULKNER, A.B., ’85. 1909, Principal, The Faulkner School ; 4746 Dorchester Avenue, Chicago, Illinois. N. R. Feastey, A.B., '14. Downers Grove, Illinois. 3eULAH A, Fenrmore, B.S., 16; F.R.S. 1917, Principal, Kensington High School; Cumberland and Amber Sts., Philadelphia, Pennsylvania. F. L. Fick1NceEr. Riverside High School; Sewickley, Pennsylvania. ELLEN FILean. Humboldt, Iowa. Ratpu E, Figs, A.B., 95. 1912, Principal, High School; East Orange, New Jersey. Wa ter FINK. Fairmont, IIlinois. F, H. Fintey. Sullivan, Illinois. Leicu V. FInuey. Catlin, Illinois. R. S. FINtey. Fort Kent, Maine. C. A. Fisner, A.B., 10; A.M., 19. Principal, Central High School; Kalamazoo, Michigan. xxii 1921 1918 1921 1923 1917 1919 1919 1921 1922 1921 1923 1923 1922 1923 1923 1923 1922 1922 1923 1921 1923 1921 1922 National Association of Secondary-School Principals W. P. FLawerty. Mokena, Illinois. M. L. Franincam, B.S., 04; A.M., 14. 1908, Principal, Urbana High School; Indiana Avenue, Urbana, Illinois. D. F. Fremine, A.M. 1921, Principal, Community High School, Colfax, Illinois. J. A. FLEMING. Bonner Springs, Kansas. Ira A. FLinner, Ph.B., 06; A.B., ’11; A.M., ’20. 1911, Headmaster, Huntington School for Boys; 316 Hunt- ington Avenue, Boston, Massachusetts. Lewis L. Forsytue, A.B., ’04. 1917, Principal, Ann Arbor High School; 1314 Forest Avenue, Ann Arbor, Michigan. L. M. Fort, B.A., ’13. 1918, Principal, High School; Mitchell, South Dakota. G. Hergert Foss, Fort Fairfield, Maine. C. R. Foster. Latimer Junior High Schools; Pittsburgh, Pennsylvania. H. A. Faster. Belfast, Maine. H. D. Foster. Orono, Maine. H. H. Foster, Ypsilanti, Michigan. Burton P. Fowter, A.B., '07. 1918, Principal, Central High School, Cleveland, Ohio. Roy U. Fow er. Dixfield, Maine. W. C. Fow er. Hiawatha, Kansas. E. J. Fox. Neinan Intermediate School; Detroit, Michigan. Guy Fox. 1920, Principal, High School; Leadville, Colorado. R. R. Fox. Lake City, Michigan. W. J. Franks. Ponca City, Oklahoma. Cart G. F. Franzen, A.B., ’08; M.A., 12; Ph.D., ’20. 1920, Professor of Secondary Education, Drake University ; Des Moines, Iowa. W. R. FRAZER. McPherson, Kansas. Witt Frencu, A.B., B.S., (Ed.). 1916, Superintendent; Winfield, Kansas. E. B. FresHWATER. Macomb, Illinois. 1921 1917 1916 1921 1923 1920 1923 1922 1916 1916 1919 1921 Directory of Members xxiii Expert K. Fretwe.t, Ph.D. 1917, Professor, Teachers College, Columbia University; New York City. V. K. Frouta, A.B., ’98. Roosevelt High School; Seattle, Washington. L. A. Fucwiper, A.B., 95; A.M., '05. 1904, Principal, High School; 34 Lincoln Avenue, Freeport, Illinois. E. A. FunK. Arkansas City, Kansas. H. H. Gapssy, A.B., ’86; Ph.D., 92. 1895, Principal, Drury High School; North Adams, Massa- chusetts. M. C. GALLAGHER, Detroit, Minnesota. F. A. GANZER. Green Valley, Illinois. H. E. GARDNER. Principal, West Junior High School; Lansing, Michigan. Homer L, GARRETT. Louisiana State University, Baton Rouge, Louisiana. R. J. GARRETT. Richmond, Maine. Mary GARRISON, Mendon, Michigan. LoreNA M. Gary. . Principal, High School; Athens, Michigan. C. W. Getumann, A.B., A.M., B.D. 1917, Principal, High School; Oklahoma City, Oklahoma. Lre E. Geyer. Corning, Kansas. W. C. Giese. Racine, Wisconsin. G. A. GILBERT. Lamont, Michigan. Georce H. Girsert, Jr., B.A., '14. 1917, Principal, High School; Wellesley Hills, Massachusetts. J. F. Griuicanp, A.B. 1910, Principal, Senior High School; Arkansas City, Kansas. W. L. Grascock, A.B., ’05; A.M., ’06. 1912, Principal, San Mateo Union High School; San Mateo, California. Ronatp P. Gieason, B.Sc., ’87. 1905, Principal, Technical High School; Scranton, Pennsyl- vania. W. L. Goste, B.S., ’01. 1905, Principal, Elgin High School; Elgin, Illinois. W. A. Goopier, Bloomington, Illinois. NELLIE GoopMAN, B.Di., 10; B.A., 712. Estherville, Iowa. XxiVv 1922 1917 1918 1921 1923 1921 1922 1922 1920 1920 1922 1922 1922 1922 1916 National Association of Secondary-School Principals Maupe I. GorHAm. Holcomb, Kansas. Harry R. Gorre.t, B.S., 06. 1909, Principal, Washington High School; Massillon, Ohio. Tuomas Warrincton Gosinc, A.B., 94; A.M., 04; Ph.D., 11. 1921, Superintendent; 22 West Dayton Street, Madison, Wis- consin. V. BLancue Granaw, B.S., '94. 1910, Principal, High School; Naperville, Illinois. RutH GRAHN. McBrides, Michigan. W. L. Gray. Belding, Michigan. Cart GREEN. Flat Rock, Illinois. Georce M,. Green. Principal, Inglewood Union High School; Inglewood, Cali- fornia. JoserH GREEN. Buxton, Maine. Roy V. GREEN. Lyndon, Kansas. ELiten M. Grece. Wheaton, Illinois. C. E. GrirFitu. Wyoming, Illinois. M. R. Gricspy. Oregon, Illinois. Juuia Bett Grisworp, A.B. 09; A.M., °15. 1917, Principal, Wellston High School; Wellston, St. Louis, Missouri. Frank L. Grove, A.B.; A.M. 1918, Principal, Mobile Higu ~chool; Mobile, Alabama. P. F. Grove, Mt. Carroll, Illinois. C. C. Grover. Superintendent ; Winslow, Arizona. C. Cooper. Groves. Chester, Illinois. W. W. Haccarp. West Side High School, Saginaw, Michigan. Avon S. Hatt, A.B., ’84. 1913, Principal, Medill High School; Chicago, Illinois. G. R. HAMILTON. Hopedale, Illinois. Jessie M. Hamiton. Morey Junior High School; Denver, Colorado Hrernert F. Hancox, A.B., °10; A.M., ‘11. 1919, Principal, Central Evening Preparatory School; 19 South La Salle Street, Chicago, Illinois. 1919 1921 1920 1919 1919 1917 1921 1917 1923 1921 1922 1922 1921 1921 1920 1919 1922 1923 1923 1923 1922 1919 1919 Directory of Members XXV W.°C. HANDLIN. Lincoln, Illinois. Joun Louis Haney, B.S., 98; A.M., 00; Ph.D., ’01. 1920, President, Central High School; Philadelphia, Pennsyl- vania, Ben M. Hanna. Rockford, Illinois. C. C. HANNA, 1920, Principal, Bridgeport Township High School; Bridge- port, Illinois. L. W. Hanna, Ph.B., ’09. 1917, Principal, Township High School; Centralia, Illinois. Roy F. Hannum, A.B., ’07. 1919, Principal, High School; Ft. Dodge, Iowa. F, E. Hanscom, M.A. 1897, Principal, Gould’s Academy ; Bethel, Maine. Ricuarp T. HarGreaves, A.B., ’02. Principal, Central High School; Minneapolis, Minnesota. E. L. Harms. Augusta, Kansas. W. E. Harnisu. Bellflower, Illinois. Pau. W. Harnty. Chanute, Kansas. W. G. Harris. Elgin, Illinois. CuHartes B. Haske, A.B. 1919, Principal, High School; South Portland, Maine. CuHartes O. HASKELL. Harvard, Illinois. L. W. HavILanp. Onargo, Illinois. Wa tter W. Havitanp, A.B., 93. 1911, Principal, Friends’ Select School; Philadelphia, Pennsyl- vania. Wittiam Hawkes, Toulon, Illinois. H. H. HAwtey, Ludington, Michigan. M. J. Hayes. Hutchins School; Detroit, Michigan. R. M. Hayes, Unity, Maine. WituiaM F. Heap, B.S., ’09. 1917, Principal, High School; Albion, Michigan. BertraAM A. Hepces, A.B., ’16. Argenta, Illinois. L. C. Heprick. Cropsey, Illinois. Acnes Hetcutsuor, M.Di., 03; B.A., ’11. 1903, Principal, High School; Perry, Iowa. XXVi 1921 1922 1919 1921 1922 1923 1922 1920 1921 1917 1920 19233 1922 1917 1919 1923 1918 1923 1922 1922 1920 1922 1917 1921 National Association of Secondary-School Principals A. G. Heitman, A.B., '08. 1920, Principal, High School, University of Iowa; Sioux City, Iowa. H, E, Henprix. Mesa, Arizona. R. B. HENLEY. Gurnee, Illinois. Etroy W. HeEos. Neoga, Illinois. F, A. HERRINGTON, DePue, Illinois. J. R. Hervey. South Haven, Michigan. Vircinia P. Hicks. Lakin, Kansas. A. B. Hrert. Gardner, Illinois. Lue.ta Hicutsnoe, A.M., ’07. 1919, Principal, High School; Shenandoah, Iowa. Tuomas Crawrorp Hit, A.B., ’81. 1904, Principal, Christian Fenger High School; Chicago, Illinois. C. M. Hime. Principal, Des Plaines Township High School; Des Plaines, Illinois. L. F. Hire. Wyandotte, Michigan. W. G. Hirons. Grand Junction, Colorado. A. M. Hrrcu, A.B., ’97; B.S., ’07. 1907, Principal, Kemper Military School; Boonville, Missouri. Freperick St. J. Hitcucock. 1906, Principal, New London Vocational High School; New London, Connecticut. O. F, Hire. Dodge City, Kansas. W. W. Hosss. North High School; Minneapolis, Minnesota. Joun A. Honce. Sumner High School; Kansas City, Kansas. F, H. Horr. Westfield, Illinois. P. M. Hoke. Heyworth, Illinois. H. D. Howpen. Manlius, Illinois. F. C. Hoop. Vandalia, Illinois. Wa tter D. Hoop, B. A., ’94. 1908, Principal, The Gilbert School; Winsted, Connecticut. W. S. Hoover, B.S. Principal, Community High School; Clinton, Illinois. 1920 1919 1922 1921 1919 1921 1923 1923 1919 1922 1919 1918 1921 1922 1923 1923 1923 1923 1920 1922 Directory of Members XXVii Frances E, Hopkins. Principal, High School; Lyons, Michigan. Wa ter Horsu. Three Rivers, Michigan. B. Q. Hosxrinson, A.B., ’16; A.M., ’17. Augusta, Illinois. Ottis Hosxinson, A.B., 00; A.M., ’16. Paxton, IIlinois. O. C. Hostet er. Farmer City, Illinois. H. W. Hostetter. Olney, Illinois. Henry G, Hotz. University of Arkansas, Fayetteville, Arkansas. W. Lynn Houseman. White Plains, New York. G. E. Howarp. 1918, Superintendent, Farina, Illinois. R. H. Howe. Sullivan, Maine. G. H. Hower. Ellis, Kansas. C. F. How.anp. Washburn, Maine. A. E. Hupparp. Wellington, Illinois. Cuartes S. Hurr, A.B. 1910, Principal, High School; Asbury Park, New Jersey. G. N. HuFrorp. St. Charles, Illinois. H. D. Hucues, A.B., ’08; A.M., ’17. Brewer Teachers Agency, Chicago, IIlinois. W. Harpin Hucues, Ph.B., M.A. 1920, District Superintendent and Principal, Claremont Junior- Senior High School; Claremont, Los Angeles County, California. Jay Earte Huter. Keyesport, Illinois. R. C. Hunt. Howard, Kansas. R. L. Hunt. Hebron Academy, Hebron, Maine. Harry Huston. Blackwell, Oklahoma. J. L. Hutcuinson. Pittsburgh, Kansas. Crement C, Hynes, A.B., 92; L.H.D., ’12. 1911, Principal, Hartford Public High School; Hartford, Connecticut. R. W. HynDMAN. Canton, IIlinois. xxviii National Association of Secondary-School Principats 1922 1920 1923 1921 1920 1921 1923 1922 1922 1921 1923 1923 1922 1923 1922 1921 1923 1922 1922 1918 1921 1923 1922 1922 R. W. Hynpman, A.B., '15; A.M., 12. 1920, Principal, High School; Hillsdale, Michigan. Harry E. Iver, Averyville High School, Peoria, Illinois. L. R. Isaacs. Charles City, lowa. WiuiaM B. Jack. Principal, Portland High School; Portland, Maine. Euris JACKSON, Christopher, Illinois. Ratpu W. Jackson. Benton, Illinois. EstHer Jacoss. Burlington, Iowa. Daniet F. Jantzen, A.B., '21. 1918, Principal, Union High School; Phoenix, Arizona. WILLSON JARMAN. Nauvoo, Illinois. RicHarp W. JEFFERY. John Swaney High School; McNabb, Illinois. A. W. JELLISON. Milo, Maine. Fern JENKINS. Cassopolis, Michigan. J. K. Jenkins. Saffordville, Kansas. Louise K, Jessen. Milford, Iowa. Joun H. Jessup, A.B. 1920, Principal, High School; Harlan, Iowa. FRANKLIN W. JOHNSON, Teachers College, New York City. G. T. JoHNSON. Oswego, Kansas. Joun H. JoHnson. Mapleton, Ilinois. C. E. Jouner. LeRoy, Illinois. Artuur J, Jones, A.B., '93; Ph.D., ’07. 1915, Professor of Secondary Education, School of Education, College Hall, University of Pennsylvania; Philadelphia, Pennsylvania. Burton R. Jones. Manning, Iowa. G. F. Jones. Denton, Kansas. GaLen Jones, A.B., °18; A.M.,, '21. Sapulpa, Oklahoma. J. W. Jones. Melvin, Illinois. a 1922 1922 1921 1923 1923 1922 1922 1921 1922 1923 1922 1918 1923 1922 1922 1919 1919 1921 1923 1921 1921 1922 1919 1922 Directory of Members xxix Wir E, Jones. Medicine Lodge, Kansas. WitiiaM O, Jones. DeLand, Illinois. Cuartes A, J. JorpAn. Hollis, Maine. G. B. KapPpELMANN. Powhattan, Kansas. O. T. KAPPELMANN. White City, Kansas. A. E. Karnes. Twin Falls, Idaho. D. L. KaTTrerjJoHN. Altamont, Kansas. R. D. Kean. Casey, Illinois. Cart R. KEELER. Greenleaf, Kansas. Lewis KEELER. Osborne, Kansas. MARGUERITE KERR. Lake Forest College, Lake Forest, Illinois. Pau. G. W. Ketter, B.S., ’01. 1920, Principal, Waukegan Township Secondary Schools; Waukegan, Illinois. GLENN K. KELLEY. Norway, Maine. M. C. KELtey. Vermilion, Illinois. H. V. Kepner. Principal, West Side High School; Denver, Colorado. Gitpert A. Ketcuam, A.B., 1899. 1912, Principal, Missoula County High School; 813 Hilda Street, Missoula, Montana. J. Ketrery, A.B., ’16. 1919, Principal, Township High School; Long View, Illinois. Ernex J. Keys. Mattoon, Illinois. M. R. Keyes. Mattanawcook Academy; Lincoln, Maine. Tuomas M. KILpripeE. Virden, Illinois. P, H. KimMBALL. Principal, Brunswick High School; Brunswick, Maine. R. R. KimMEL, Washington, Illinois. C. H. Kineman, A.B., ’05. 1913, Principal, Township High School; Ottawa, Illinois. Cuar.es R. Kinison. Rosemond, Illinois. xXXxX 1919 1921 1919 1920 1923 1922 1921 1921 1922 1920 1921 1919 1923 1918 1922 1919 1923 1919 1922 1921 1922 National Association of Secondary-School Principals E. R. Kirsy, B.S., '16. 1919, Principal, Empire Township High School, Leroy, Illinois. Tuomas J. Kirsy, A.B., 06; M.A., 10; Ph.D., '13. 1920, Professor of Secondary Education, University of Iowa, Iowa City, Iowa. H. H. Kirkpatrick. Principal, High School; Tuscola, Illinois. GeraLp W. Kirn, Ph.B., 09; M.A., 13. 1919, Principal, High School; Council Bluffs, Iowa. G. W. KiieHece. Hoisington, Kansas. D. G. Knapp, Rogers, Michigan. Cuartes E, KNECHLER. Loda, Illinois. J. D. Knicurt. Lyndon, Illinois. Rosert R. Know es, B.S. 1922, Principal, Industrial Arts High School; Sterling, Colo- rado. Cuartes W. Knupson. Eureka, Illinois. Oscar F. Kocn, Ph.B. 1921, Principal, High School; Kewanee, IIlinois. Ear J. Koenter, B.S., ’17. 1919, Principal, Geneva High School; Geneva, Illinois. C. A. Kors. Reserve, Kansas. G. J. Koons, A.B., ’12. 1918, Superintendent of Schools, Principal of Township High School ; 922 North Chicago St., Pontiac, Illinois. LeonarD V. Koss, A.B., 07; A.M., ’15; Ph.D., 16. 1919, Professor of Secondary Education, University of Minne- sota; Minneapolis, Minnesota. MATHILDA Kress. 1917, Principal, Westmont-Upper Yoder High School; Johns- town, Pennsylvania. Ricuarp E, Krue. 1903, Principal, North Division High School; Milwaukee, Wisconsin. L. D. Krucer. Rosedale High School; Kansas City, Kansas. W. W. KrumsieKk, A. B., ’13. Edwardsville, Illinois. H. W. KuEHNER. Stephenson, Michigan. R. J. Kycer, Alvin, Illinois. A. H. LANCASTER. Dixon, Illinois. 1917 1922 1923 1922 1921 1918 1921 1922 1920 1922 1923 1921 1919 1922 1922 1923 1916 1921 1923 1921 1922 Directory of Members XXXi D. Lance, A.B., ’09. 1916, Principal, Mechanic Arts High School; Central and Roberts Sts., St. Paul, Minnesota. Katuryn G, LANGLEY. Hill City, Kansas. (Mrs.) ZENAIDE LARKINS. Northville, Michigan. J. A. Larsen. Senior High School; Little Rock, Arkansas. C. E. Larson. Stronghurst, Illinois. ArNoLp Lau, LL.B., ’06; Ph.B., ’18. Y. M. C. A., 19 South La Salle St., Chicago. C. E. Lautersacnu, A.B., 11. Bushnell, Illinois. L. W. LAWRENCE. Reed City, Michigan. H. W. Leacu, B.S., 11. 1917, Principal, Marietta High School; Marietta, Ohio. Cuartes FE, Le Furce. Lansing, Michigan. Cart E, Lecrow. Brooks, Maine. R. W. LEIGHTON. Principal, Showhegan High School; Showhegan, Maine. H. M. LemnBauGH. Mendon, Illinois. C. E. LemMe. Madison, Illinois. J. E. Lemon, A.B., 83. 1894, Superintendent of Schools; Blue Island, Illinois. Georce F, Leonarp, B.S., 05; A.B., 714. 1921, Principal, High School; Crawfordsville, Indiana. Merton C. LEONARD. Dickinson High School; Jersey City, New Jersey. Ratpu F, LEsEMANN. Nashville, Illinois. MartHa M. Letts, A.B. 1903, Principal, High School; Sedalia, Missouri. James Lewis. Westbrook, Maine. Witiam D. Lewis, A.B., 92; A.M., ’95; Ph.D., 717. Philadelphia, Pennsylvania. Ernest M. Lipprey. Principal, High School; Presque Isle, Maine. E. S. Live. Lawton, Oklahoma. Ear K. Licutcap. Stockton, Illinois. M. E. Licon. Ashland, Kentucky. xxxii National Association of Secondary-School Principals 1922 E. E. Liryeguist. Elburn, Illinois. 1923 S. J. Linck. Ravenna, Michigan. *. M. Lino.ey. Manito, Illinois. 1920 R. V. Linpsey, B.E., ’19. Principal, Township High School; Milford, Illinois. 1922 Cora Z. Lipe. Witt, Illinois. 1922. F, W. Lipper. Sterling, Illineis. 1922 SHERMAN LITTLER. Henry, Illinois. 1921 W. H. Livers. 1921, Principal, High School; Galesburg, Illinois. 1920 A. V. Locxwart, A.B., '15; A.M., °17. Lockport, Illinois. | 1922 Ropert F, Lourie. 1917, Principal, High School; New Richmond, Wisconsin. 1919 E. H. Lomser, Ph.B., ’03; Ph.M., ’06. 1906, Principal, Canandaigua Academy; Canandaigua, New York. 1922 ALEXANDER LONG. Greenville, Ilinois. 1922 G. E. Loomis, A.B. 1920, Principal, Central High School; Big Rapids, Michigan. 1916 Hiram B. Loomis, A.B., ’85; Ph.D., ’90. 1905, Principal, Hyde Park High School; 6218 South Rockwell St., Chicago, Illinois. 1921 O. E. Loomis. 1921, Principal, High School; Ashland, IIlinois. 1923 Norman D. Loturup. 3ingham, Maine. 1923. Harotp Loucus, Lyons, Kansas. 1919 O. H. Lowary, A.B., ’02. 1910, Principal, High School; 207 West South St., Paines- ville, Ohio. — e) rn io os 1922 A. W. Lowe. Portland, Maine. 1919 W. M. Loy. Gibson City, Illinois. 1922 A. C. LuCHTMAN, Alma, Michigan. 1921 A, J. Luppen. Principal, High School; Bakersfield, California. 1921. Hucn W. Lunpy, B.A., ’15. 1918, Principal, High School; Albia, Iowa. 1922 Mayor Ewrne L. Lusk. 1922, New Mexico Military Institute, Roswell, New Mexico. - 1921 1916 1922 1922 1919 1922 1922 1921 1921 1921 1919 1916 1916 1922 1923 1923 1916 Directory of Members Mary A. Lyman. Shelbyville, Illinois. Epmunp D. Lyon, A.B., ’02; Ped.D., ’08. 1919, Principal, East High School; 5505 Arnsby cinnati, Ohio. S. H. Lyttte, A.B., '15. 1920, Principal, High School; Manistee, Michigan. Harotp E. Mann. Hinckley, Illinois. L. B. MANN. Earlville, Illinois. L. B. Mann. Eastern High School; Detroit, Michigan. Martin M. ManspeErceR, B.Sc., in Ed. 1921, Principal, High School; Barnesville, Ohio. J. O. Marperry. 1921, Principal, High School; Rockford, Illinois. Epna M. Marcum, B.A., '12. 1918, Principal, High School; Rolfe, Iowa. Frank H. MARKHAM. Jerseyville, Illinois. Frep L. MARSHALL, Huntley, Illinois. Georce Epwarp MARSHALL, A.B., 86. XXXili Place, Cin- 1908, Principal, Davenport High School; Davenport, Iowa. J. E. MarsHa tt, B.S., ’01; M.A., 719. 1916, Principal, Central High School; 1696 Blair St., St. Paul, Minnesota. O. T. Marston. Pleasant Hill, Illinois. Isaac P. Martin. Pawnee Rock, Kansas. H. L. Marvin. Midland, Michigan. J. G. Masters, Ph.B., ’12; A.M., ’15. 1915, Principal, Central High School; Twentieth Sts., Omaha, Nebraska. A. R. MATHENEY. Bismarck, Illinois. N. L. MATHEWS. Waterville, Maine. ARTHUR MATTESON. Bessemer, Michigan. E. W. Mattoon. St. Joseph, Illinois. E. O. May, B.S., 11. 1921, Principal, Township High School; Robinson Frep A. MAYBERRY. Carnegie, Oklahoma. HerMAN MAYHEW. and Dodge , Illinois. Morgan Park Military Academy, Chicago, Illinois, xxxiv National .!ssociation of Secondary-School Principals 1922 1923 1921 1920 1921 1921 1920 1919 1922 1923 1922 1916 1922 1922 1919 1916 1916 1923 1923 1993 EvLizapetTH Mayor. Carthage, Illinois. L. IF. MEADE. Port Huron, Michigan. E. C. MeGcuier. Oxford, Maine. EF. B. MEL. Athens, Georgia. A. B. Metrose, A.B., "15. 1919, Principal, High School; Chariton, Iowa. CuHartes E. MELton. Walnut, Illinois. Monroe MELTON. 1920, Principal, \lall Township High School; Spring Valley, Illinois. A. W. Merrity, A.B., 90. 1918, Principal, North High School; Des Moines, Iowa. C. C. MERRILL. Forrest, Illinois. Louise A. Merrit. Byers Junior High School; Denver, Colorado. Harotp F. Meyer. Elburn, Illinois. ARMAND R. Miter, B.S., 97. 1914, Principal, McKinley High School; St. Louis, Missouri. C. E. Mier. Kansas, Illinois. D. W. MILter. Geneva, Illinois. FE. F. Mivrer, Ph.B., Ph.M. 1911, Principal, Rayen High School; Youngstown, Ohio. Epwin L. Mitter, A.B., 90; A.M., ’91. 1922, Director of Languages, Board of Education; Detroit, Michigan. rep J. Mriver, A.B., 05. 1913, Principal, East High School; 205 Independence Ave., Waterloo, Iowa. H. L. Mitrer. Principal, Wisconsin High School, and Professor of Educa- tion, University of Wisconsin; Madison, Wisconsin. H. P. MILuer. 1893, Principal, High School; Atlantic City, New Jersey. C. L. Mitton. St. Joseph, Michigan. Frep C. Mitcuett, B.S., 00; M.A., '06. 1915, Principal, Classical High School; Lynn, Massachusetts. S. C. MITCHELL. Benton Harbor, Michigan. LEONARD MNIECE. Hancock, Michigan. L. C. MoNAHAN. Millinocket, Maine. _ 1920 1923 1922 1922 1922 1922 1923 1921 1923 1916 1919 1921 1920 1922 1920 1921 1923 1920 1922 1920 1922 1920 1919 1921 Directory of Members XXXV Oscar Moncerson, B.S., ’18. 1921, Superintendent, Richmond, Illinois. J. R. Monroe. Islesboro, Maine. B. E. MontcomeEry. 1922, Principal, High School; Pennville, Indiana, Witit1am MonyPeny. Marion, Kansas. C. W. Moore. Stanford, Illinois. Freperic FE, Morcan, A.B. 1919, The Principia, St. Louis, Missouri. G. D. Morcan. Merriam, Kansas. Exsie Morrison, Mt. Carroll, Illinois. (Mrs.) F. H. Morrison. Junior High School; Midland, Michigan. Frank L. Morse, A.B., ’86; A.M., ’89. 1908, Principal, Harrison Technical High School ; 2850 Twenty- fourth St., Chicago, Ilinois. FraNK Purinton Morse, A.B., 90; A.M., ’01. 1901, Principal, Revere High School; 8 Victoria St., Revere, Massachusetts. Frep H. Movutton. Principal, High School; Wytopitlock, Maine. L. E. Mouton. Edward Little High School; Auburn, Maine. E. L. Moyer. Maywood, Illinois. Epcar R. Mutuins, A.B., LL.B. 1921, Principal, Community High School; Tolono, Illinois. G. P. MuLvANEY. St. Viator College; Bourbonnais, IIlinois. F. A. MuNDELL. Nickerson, Kansas. IrviING MUNSON. Momence, IIlinois. MARGARET MurpHy. Carlinville, Illinois. SanForp Murpny. Chillicothe, IHinois. Wm. D. Murpny. Perry, Illinois. Jessie MUSE. 1912, Principal, Girls’ High School; Atlanta, Georgia. Perry W. McAL ister, A.B. 1918, Principal, Township High School; Lovington, IIlinois. Marie Bette McCase. Abingdon, Illinois. xxxvi National Association of Secondary-School Principals 1920 T. B. McCarran. Alma, Illinois. 1922 D. F. McCasn. Newton, Illinois. 1922 Grorce R. McCLeLian. Bement, Illinois. 1916 E. H. Kemper McComps, A.B., 95; A.M., '98. 1916, Principal, Emmerich Manual Training High School; South Meridan and Merrill Sts., Indianapolis, Indiana. 1922 A. H. McConne Lt, Weldon, Illinois. 1922 Ira FE. McConnett. Richmond, Kansas. 1922 W. W. McConne Lt. Winfield, Kansas. 1917 Tuomas J. McCormack, A.B., ’84; A.M., ’87; LL.B., ’90; M.S., ’91. 1903, Principal, LaSalle-Peru Township High School; Fifth and Charles Sts., LaSalle, Illinois. 1916 JosepH Stewart McCowan, Ph.B., 95; A.M., ’00. 1916, Principal, High School; South Bend, Indiana. 1921 Tuomas E. McCue. Arrowsmith, Illinois. 1922 C. A. McCuLtoucnH. Dodge City, Kansas. 1922 H. W. McCuttocn. Chatsworth, Illinois. 1916 M. R. McDaniet, M.S., '05; A.M., ’09. 1914, Principal, Oak Park and River Forest Township High School; 741 North Oak Park Ave., Oak Park, Illinois. 1923. (Mrs.) Louise A. McDona pn. Oread High School; Lawrence, Kansas. 1923. Monte McFar.ane. Ishpeming, Michigan. 1922 R. L. McKamy. Paw Paw, Illinois. 1923 Maser McKee. Perry, Iowa. 1922 E. W. McKeen. Leavitt Institute, Turner, Maine. 1918 (Mrs.) N. C. McKinney, A.B., ’03. 1918, Principal, Camargo High School; Camargo, IIlinois. 1919 J. C. McMitran. Mazon, Illinois. 1922 H.C. McMILirn. Coffeyville, Kansas. 1923 Maupe McMInpEs. Hays, Kansas. 1922 J. V. McNatty, A.B. 1921, Assistant Principal, Northwestern High School; Detroit, Michigan. 1919 1922 1922 1921 1919 1916 1922 1922 1922 1921 1919 1922 1922 1919 1918 1921 1916 1919 1922 1919 1923 1917 Directory of Members XXXVil J. H. McNekt, A.B., ’00. 1913, Principal, High School; 217 St. Lawrence Ave., Beloit, Wisconsin. W. F. McNutty. Stockton, Kansas. R. L. McPHERoN. McAlister, Oklahoma. A. Guy McReynotps. Pocahontas, Illinois. O. L. McREynotps, Atkinson, Illinois. W. E. McVey, B.S., 16; A.M., 719. 1919, Principal, Thornton Township High School; Harvey, Illinois. L. N. McWuortTer. Assistant Superintendent of Schools; Minneapolis, Minnesota. Ws. F. Nat, Anchor, Illinois. J. B. Netson. 1921, Principal, High School; Batavia, Illinois. C. H. Netrets. Smith Center, Kansas. C. H. Newcomper, B.S., ’16. 1920, Principal, High School; Oskaloosa, Iowa. E_mer S. Newton, A.B., ’95; M.D., 05. 1915, Principal, Western High School; Washington, D. C. Ross J. NicHOoL. Bluffs, Illinois. S. S. NISBET. Principal, High School; Fremont, Michigan. O. F. Nixon, A.B., ’14; A.M., ’22. 1920, Principal, East High School; Green Bay, Wisconsin. Francis R. Nortu, A.B., ’97; A.M., ’03. 1915, Principal, Paterson High School; Paterson, New Jersey. Paut C. Norvett, B.S. 1920, Principal, High School; Cairo, Ilinois. E. P. Nuttine, A.B., ’02. 1905, Principal, Moline High School; 1840 Fourteenth Ave., Moline, Illinois. A. Epcar Nye, B.S., ’06. 1919, Principal, Township High School; Coal City, Illinois. W. C. Nystrom. Norton, Kansas. E. E. Opernorrzer, A.B., '10; A.M., 15. 1913, Superintendent of Schools; Tulsa, Oklahoma. ARTHUR OLLIVIER. Pella, Iowa. F. H. Oxney, A.B., ’91. 1893, Principal, Lawrence High School; 815 Indiana St., Law- rence, Kansas. xxxvili National Association of Secondary-School Principles 1922 1922 1922 1918 1921 1919 1922 1922 1922 1923 1919 1923 1921 1923 1916 1921 1923 1922 1921 1922 1921 O. F. OLney. Abilene, Kansas. Eimer L, Otson. Knoxville, Illinois. Ouiver L. Orson. Lovila, Iowa. G. A. OMaNs. Onaway, Michigan L. R. OMeENs. Principal, Junior High School; Ypsilanti, Michigan. A. B, O’Net, Principal, High School; Oshkosh, Wisconsin. F. L. Ortu, A.B., ’00. 1917, Principal, High School; New Castle, Pennsylvania. L. G. Ossorn. Wood River, Illinois. RayMonp W. Osporne, B.A., '06; M.A., ’08. Associate in -Administration, F. W. Parker School; Chicago, Illinois. C. A. Osticuy, Downs, Illinois. Cuartes OTTeRMAN, A.B., A.M. 1919, Principal, Woodward High School; Cincinnati, Ohio. Grace A, OVERHEISER, Centerville, Michigan. R. E. Owen. Oak Grove Seminary; Vassalboro, Maine. Irvinc O. Parmer, A.B., ’87; A.M., ’90. 1919, Principal, Newton Technical High School; 30 Highland Ave., Newtonville, Massachusetts. Winnie M. PaLMer, Wellman, Iowa. ALBERT PARKER. Norway, Maine. J. C. Parwin. Freedom Academy; Freedom, Maine. L. S. PArMELEE, B.S., ’00. 1913, Principal, High School; Corner Beach and Third Sts., Flint, Michigan. Joun A. PAartRIncE, Caribou, Maine. INEZ PATTERSON. Lenox, Iowa. O. W. PATTERSON. Eldorado, Kansas. Detia Patton, B.A., ’12. 1920, Principal, High School; Washington, lowa. Francis H. J. Pavut. DeWitt Clinton High School; New York City. D. S. Peacock. Oakland, Maine. Directory of Members XXX1X 1920 Leo L. Peck. Golden, Illinois. 1922 CHarves E, Pence. Harvard School for Boys; Chicago, Illinois. 1923 GEORGE PENNER, Sedgwick, Kansas. 1921 Everett V, Perkins. Principal, Houlton High School; Houlton, Maine. 1921 M. B. Perkins. Abbott School; Farmington, Maine. 1923 L. T. PerriLe, Hunter, Kansas. 1917 CHarves H. Perrine, Ph.B., ’92. 1920, Principal, Parker High School; Chicago, [llinois. 1920 R. R. Perrine. Monmouth, Illinois. 1921 EstHer M. Perry. Middleville, Michigan. 1921 O. E, Peterson. Sycamore, Illinois. 1923 ELMER PETREE. Fairfax, Oklahoma. 1923 C. A. PETTERSON. Assistant Principal, Carl Schurz High School ; Chicago, Illinois. 1921 Littian B. PHELps. Golconda, Illinois. 1923 H. E. PuHmsrap, Soldier, Kansas. 1923 C. C. PHILIps. Strong, Maine. 1920 GerorGe C. Puipps. Manito, Illinois. 1917 FRANK G. PIcKELL, 09; A.M., ’17. 1920, Assistant Superintendent of Schools; Cleveland, Ohio. 1921 F. H. Prerce. Principal, Jordan High School; Lewiston, Maine. 1920 Gerorce L. PLiMpton. 1896, Principal, Tilton Seminary; Tilton, New Hampshire. 1922 Louris FE. PLummer, B.S., B.C.S. Fullerton, California. 1921 JoHNn G. Poxzarp. Pittsfield, Illinois. 1922 H. J. Ponitz. Principal, High School; Allegan, Michigan. 1915 D. E. Porter, A.B., ’02. 1919, Principal, Omaha Technical High School; Omaha, Ne- braska. 1921 Epitx L. Porter, Ph.B., '15. 1919, Principal, High School; Maxwell, Lowa. 1922 H. V. Porter. Athens, Illinois. xl i922 1922 1923 1917 1917 1919 1919 1925 1921 1923 1925 19233 1919 1921 1921 1916 1922 1921 1921 1919 1O19 National Association of Secondary-School Principals I. B. Porter. Dixon, III. Harotp H. Poster, Ph.B., *21. 1921, Principal, High School; Wauwatosa, Wisconsin. J. K. Porttie. Lee Academy: Lee, Maine. Joun L. G. Portorr, A.B., 03; M.FE., "11; M.A, '11. 1907, Principal, McKinley High School; Canton, Ohio. Joun Rusu Powe tt, B.A., 97; M.A., 99. 1909, Principal, Soldan High School; 918 Union Blvd., St. Louis, Missouri. FE. W. Powers. 1912, Superintendent of Schools, Principal, Township High School; Fairbury, Illinois. WiLtiAM PRAKKEN, A.B., 98; Ph.B., ’00. 1915, Principal, High School; 128 Glendale Ave., Highland Park, Wayne Co., Michigan. H. E. Pratt, A.B., Ph.D. 1916, Principal, High School; Albany, New York. W. A. Pratt. Atwood, Illinois. Watter M. Pratt. Fort Plain, New York. O. G. PRICHARD, Des Moines, Iowa. ELLSWORTH PRINCE. Jackman, Maine. Ratpu W. PRINGLE. Principal, High School; Ilinois Normal University, Normal, Illinois. G. A. Prock. Principal, Kennebunkport High School; Kennebunkport, Maine. CLARENCE W. Proctor. 1920, Principal, High School; Bangor, Maine. Merce Prunty, A.B., ’09. 1918, Principal, Central High School; Tulsa, Oklahoma. Joun H. Puan. Western Teachers Exchange, Chicago, Illinois. MyrtLte Putten, B.A., °10. 1919, Principal, High School; Britt, Towa. CLARENCE P. Quimpy, Principal, Cony High School: Augusta, Maine. FrANcES D. RaAprorp. Menominee, Michigan. James Rags, B.S., ’03. 1918, Principal, High School and Junior College; Mason City, Iowa. L. W. RaGLanp. Normal, Illinois. J. E. Rarpourn, A.B., ’96. 1916, Principal, Township High School; Eldorado, Illinois. 1922 1920 1922 1922 1918 1923 1920 1921 1916 1921 1918 1920 1922 1920 1922 1922 1917 1919 1922 1922 1922 1922 1921 Directory of Members xli R. L. RAKESTRAW. Hart, Michigan. O. C. RAMSEYER. Princeton, Illinois. Foster S. RANDLE, Fond du Lac, Wisconsin. GeorGe C, RANNE. Roseville, Illinois. A. A. Rea, A.B., 713. 1917, Principal, West High School; 84 Blackhawk St., Aurora, Illinois. Everett A. Rea, Jr. Webster City, lowa. C. H. Ream, A.B., ’11; M.A., °17. 1920, Superintendent; 405 North Fourth, Clear Lake, Iowa. W. C. Reavis, A.M. 1921, Principal, University High School; University of Chi- cago, Chicago, Illinois. Ernest JoHN Reep, A.B., 15. 1916, Principal, Adrian High School; 425 East Front St., Adrian, Michigan. H. S. Reep. Presque Isle, Maine. Josern A. Reep, B.S., 06; A.M., ’07. 1906, Principal, Franklin High School; Seattle, Washington. Q. Ray REepy. Hamilton, Illinois. W. D. Reeve. University High School; Minneapolis, Minnesota. B. L. Reeves. Vermont, Illinois. Ceci: K. Reirr, A.B., °15; A.M., 717. 1921, Principal, Central High School; Muskogee, Oklahoma. O. M. RHINE. Principal, High School; Manhattan, Kansas. CLAreNnce T. Rice, A.B., B.Sce., 11; A.M., 718. Principal, Kansas City High School; Kansas City, Kansas. B. C. Ricuarpson, A.B., ‘93; A.M., 96. 1906, Principal, Alton Community High School; Alton, Illinois. S. H. River. Principal, High School; Wichita Falls, Texas. E. F. Rie. Saybrook, Illinois. Wicrrep Harvey Rincer, A.B. 1921, Principal, High School; Gloucester, Massachusetts. H. A. RrrcHer. Rutland, Illinois. B. J. Rivett, S.B. 1920, Assistant Principal, Northwestern High School; Detroit, Michigan. xlii 1919 1923 1922 1923 1916 1920 1917 1922 1921 1922 1923 1921 1923 1922 1922 1922 1922 1922 1918 1916 1922 National Association of Secondary-School Principals Witt C. Rosn., A.B., ’14; A.M., '15. 1920, Principal, Part-Time School, J. Sterling Morton High School; Cicero, Illinois. C. A. Rappins. Patten Academy; Patten, Maine. R. M. Rosertson. Erie, Illinois. V. H. Ropsrnson. Oldtown, Maine. Georce H. Rockwoop, A.B., '79; A.M., ’82. 1900, Principal, Austin High School; 5417 Fulton St., Chicago, Illinois. P. H. Ropcers. Thawville, Illinois. WituiaM S. Roe. Principal, High School; Colorado Springs, Colorado ANNA Rocers-Parr. Brownstown, Illinois. Ipa C. Routr, B.A., 15. 1920, Principal, High School; Aurelia, Lowa. EvizaretH Rooney. Principal, Monmouth Park School; 2802 Dodge St., Omaha. Nebraska. S. O. Rorem. Sioux City, lowa. Cameron M. Ross, B.A., '15. 1920, Principal, High School; 835 Elm St., Webster City, Towa. H. J. Ross. Mexico, Maine. Joun G. RossMan. Fort Smith, Arkansas. H. C. Ruckmick, Leroy, Illinois. Joun Rvrt. Principal, L. L. Wright High School; Ironwood, Michigan. Cuester A. RUMBLE. Hume, Illinois. Russet H. Rupp. 1919, Principal, Athens lligh School; Athens, Ohio. J. B. Russet, Wheaton, Illinois. W. G. RusseELt. Manual Training High School; Hume, [Ilinois. W. L. RutHerrorp, B.A. 1920, Superintendent; St. Helena, Oregon. Epwarp Rynearson, A.B., 93; A.M., '96; Ped.D., '19. 1912, Principal, Fifth Avenue High School; 1800 Fifth Ave., Pittsburgh, Pennsylvania. JEAN SAFLEY. Guthrie Center, lowa 1920 1922 1916 1922 1922 1920 1919 1918 1922 1922 1920 1920 1921 1920 1920 1922 Directory of Members xliii R. M. SAer. Oneida, IlIlinois. A. B. SANDIFER. Brownstown, Illinois. R. L. Sanpwick, A.B., ’95. 1903, Principal, Deerfield-Shields Township High School; Highland Park, Illinois. Epwarp SavuvaIN, Ph.B. 1919, Principal, Schenley High School; Pittsburgh, Pennsyl- vania. SaMmuEL E, Savace. Owosso, Michigan. Ray SAWHILL, Kanopolis, Kansas. W. O. SAYLER. Iroquois, Illinois. M. A. SCHALCK. Rollo, Illinois. R. A. SCHEER. Atlanta, Illinois. J. P. ScHerp. Roanoke, Illinois. HERBERT SCHISLER, St. Bede College Academy; Peru, Illinois. F. L. SCHLAGLE. Kansas City, Kansas. O. I. SCHMAELZLE. Morton, Illinois. H. GaLen Scumint, A.B., 02; B.S., 07; A.M., ’10. 1915, Principal, Township High School; Belleville, Illinois. Parke Scuock, A.B., 88; AM., ’91. 1912, Principal, West Philadelphia High School for Girls; Forty-seventh and Walnut Sts., Philadelphia, Pennsyl- vania. C. B. SCHREPEL. Burns, Kansas. W. A. SCHROEDER. Walton, Kansas. E. M. SCHUENEMAN. Nashville, Illinois. E. F. SCHWEICKART. Fremont, Ohio. O. M. SEARLES. La Grange, Illinois. Joun L. Seaton, A.B., S.T.B., Ph.D., D.D. 1919, College Secretary, Board of Education, Methodist Epis- copal Church; 150 Fifth Ave., New York City. PauL SECHANSEN. Mt. Olive, Illinois. C. F. Semen, A.B., ’14; A.M., 717. 1918, Junior High School; Allentown, Pennsylvania. xliv 1916 1916 1922 1920 1919 1922 1923 1923 1921 1922 1923 1922 1922 1920 1922 National Association of Secondary-School Principals Wa tter E, Severance, A.B., 95; A.M., ’02. 1918, Principal, Central High School; Harrisburg, Pennsy]- vania. B. I’. SHAFER. Jacksonville, Illinois. J. P. SHanp. Hudson, Michigan. B. C. SHANKLAND. Principal, High School; Cadillac, Michigan. CHARLES SHAW. Gorham, Maine. W. F. Suaw. Junior High School; Kansas City, Kansas. XERXES SILVER. San Jose, Illinois. Davin P. Simpson, A.B., 92; A.M., ’95; LL.B., ’09. 1911, Principal, West High School; Cleveland, Ohio. M. R. Simpson, A.B, 1920, Principal, High School; Bucyrus, Ohio. Avery W. SKINNER, A.B., 92. 1920, Director of Examinations and Inspections Division; Albany, New York. Louis PALMER Siape, A.B., '93; A.M., ‘97. 1912, Principal, Public High School; New Britain, Connecticut. Cuarvtes H. Siater, Ph.B. 1921, Principal, Cleveland High School; St. Louis, Missouri. F. E, SLeeper, Jr. Litchfield, Maine. N. B. SLOAN. Central High School; Bay City, Michigan. Eimer O. SMALL. Principal, High School; Newport, Maine. W. Rorert SMa ts, B.S., 713. 1920, Principal, Lincoln High School; Paducah, Kentucky. Bessie SMART. Milledgeville, Illinois. M. C. Smart. Pennell Institute; Gray, Maine. Cates W, SMIcK. Oberlin, Kansas. Ws. H. SMiey. Denver Public Schools; Denver, Colorado. C. A. SMitH. Attica, Indiana. C. H. Smita. Hyde Park High School; Chicago, Illinois. Cuarces W. SMITH. Winchester, Illinois. ErMAN S. SMITH. Barrington, Illinois. AcE age er cen cS age ree Sea sense OP trea cries 1922 1920 1918 1916 1923 1922 1921 1921 1918 1916 1922 1923 1919 1921 1921 1921 1921 1919 1920 1920 1922 1922 Directory of Members xlv G. Ernest SMITH. Elkhart, Illinois. H. H. Situ. Savanna, Illinois. L. C. Smiru, A.B., ’05. 1922, Wenona, IIlinois. Lewis WixbBer Situ, A.B., 02; A.M., 13; Ph.D., '19. 1919, Principal, Joliet Township High School and Junior Col- lege; Joliet, Illinois. Lioyp SMITH. Ionia, Michigan. O. O. SmiTH. Chapman, Kansas. R. H. G. Smiru. Rushville, Illinois. V. T. Smit. Lexington, Illinois. Rosert SMYLIE, JR. Dows, Iowa. G. Atvin SNooK. Frankford High School; Philadelphia, Pennsylvania. WitiiaM H. Snyper, A.B., ’85; A.M., 88; D.Sc., ’08. 1908, Principal, Hollywood High School; 1521 Highland Ave., Los Angeles, California. Herbert L. Spencer, B.S., ’21. Latimer Junior High School; Pittsburgh, Pennsylvania. L. H. SPENCER. Glenwood, Iowa. W. L. Spencer, B.A., 02; M.A., 15. 1920, Supervisor of Secondary Education; Montgomery, Ala- bama. C. E. Spicer. Assistant Superintendent, Joliet Township High School and Junior College; Joliet, Illinois. M. H. Spicer. Washington, Illinois. H. Carv SPITLer. Petoskey, Michigan. Asa Spruncer, A.B., ’14. 1920, Assistant Principal, High School; Decatur, Illinois. Frank W. StaAut, Ph.B. 1918, Principal, Bowen High School; Chicago, Illinois. FLoreNcE M. Starnes, B.A., 711. 1917, Principal, High School; Eldora, Iowa. RayMonp E, Stacey, A.B., 712. 1920, Principal, Beall High School; Frostburg, Maryland. L. L. STANDLEY. Chenoa, Illinois. S. H. Stark. Effingham, Kansas. xlvi 1923 1918 1916 1923 1923 1922 1919 1920 1922 1916 1920 1920 1922 1922 1923 1920 1921 1921 1923 1923 1920 1919 1921 National Association of Secondary-School Principals E. L. STARRETT. Kingman, Kansas. Way Lanp E, Stearns, A.B., '85; A.M., ’94. 1899, Principal, Barringer High School; Sixth Ave., Ridge and Parker Sts., Newark, New Jersey. H. T. Sreerer, A.B., 09. 1918, Principal, West High School; Des Moines, Iowa. R. L. STeEINHEIMER. junction City, Kansas. M. H. STEPHENS. Creston, Iowa. ANDREW STEVENS. Keyesport, Illinois. FE. G. Stevens, B.Ed., ’16. 1917, Principal, Township High School; Rantoul, Illinois. E. R. Stevens, B.S., ’18. 1920, Principal, High School; Leavenworth, Kansas. Grorce C, STEVENS. Kiowa, Kansas. Frep G. Stevenson, A.B., ’08. 1917, Principal, High School; 1564 Iowa St., Dubuque, Iowa. Bennett M. Sticart, A.B., ’01; A.M., ’05. 1919, Assistant Superintendent of Schools; 3729 Walnut St., Kansas City, Missouri. WitiiaM Eare Stitwe tt, A.B., 01; A.M., ’03. 1903, Headmaster, University School; Cincinnati, Ohio. WiruiaMm R, Stockxine, A.B., A.M. 1921, Associate Principal, Central High School; Detroit, Michigan. Epna B. Storr. Independence, Iowa. E. S. Sroves. Bloomfield, New Jersey. K. G. STourFer. Elgin, Illinois. J. B. Stour. Shabbona, Illinois. RatpH E, StrinGer. Herrin, Illinois. Everett Stroup. Havana, Kansas. Mio H. Stuart, A.B. 1912, Principal, Arsenal Technical High School; Indianapolis, Indiana. FE, H. STuLKENs. Sullivan, Illinois. J. G. Strutt. Du Quoin, Illinois. ArtHur L, Sturtevant, B.S. 1921, Principal, High School; Brownville Junction, Maine. et aati SB 1921 1921 1921 1922 1919 1921 1922 1920 1922 1922 1921 1916 1922 1922 1921 1921 1920 1920 1921 1921 Directory of Members xl vii L. C. STURTEVANT. Ellsworth, Maine. W. E. Suttivan. Principal, High School; Brewer, Maine. W. P. SULLIVAN. Illiopolis, linois. Ws. Scott Sutton. Forest City, Illinois. O. M. SwANnK. Anna, Illinois. Harotp B. Swicker, B.A. 1921, Principal, High School; Guilford, Maine. C. F. Switzer. Lyon and Barclay Sts., Grand Rapids, Michigan. I. D. Taupeneck, B.Ed. 1919, Superintendent of Schools, Principal, Community High School; Minier, Illinois. W. H. Teprow. River Rouge, Michigan. G. A. TEWELL. Carey, Kansas. W. P. THACKER. Nokomis, Illinois. J. L. THatman, A.B., ’00; A.M., ’10. 1917, Principal, Proviso Township High School; Maywood, Illinois. BroTHER THEOPHIBES. Holy Trinity High School; Chicago, Illinois. P. E. THERWALT. Litchfield, Illinois. Hazet V. Tuomas, B.Di., ’11; A.B., ’15. 1920, Principal, High School; Belmond, Iowa. James E,. Tuomas. Principal, Dorchester High School; Boston, Massachusetts. M. SmitH THOMAS, 1919, Principal, Hutchinson Central High School; Buffalo, New York. Frank E. Tuompson, A.B., ’71; A.M., '75; Ed.D., ’19. 1890, Headmaster, Rogers High School; 15 Champlin St., Newport, Rhode Island. G. H. THompson. Marissa, Illinois. HELEN J. THompson, A.B., 711. 1918, Principal, High School; 208 West Girard Ave., Indianola, Iowa. Wit.is THompson, A.B., ’18. 1919, Principal, High School; Woodstock, Illinois. C. H. THRELKELD. 1921, Principal, High School; Marshalltown, Iowa. Harotp I, Tice. Rankin, Illinois. xIviii National Association of Secondary-School Principals 1923 Ray J. Tipman. Cedar Falls, Iowa 1922 W. E. Trersont, Dunbar Township High School; Connellsville, Pennsylvania. 1922 B.C. Ticue. High School; Fargo, North Dakota. 1921. CHarvtes C, Trttincuast, A.B., 06; A.M., '17. 1920, Principal, Horace Mann School for Boys; 11 West 246th St., New York City. 1921 T. C. Tooker. Principal, High School; Freeport, Maine. 1922 Homer C. TooruMan, B.A., 13. 1920, Principal, West Monongah High School; Monongah, West Virginia. 1922 FrANnK C, Touton. University of Southern California, Los Angeles, California. 1921 E. D. Tow rer, B.Pd., 13; B.S., 16. 1921, Principal, La Grande High School; La Grande, Oregon. 1922 JANE TOWNSEND. Girard, Kansas. 1919 O. G. Treapway, Ph.B. 1919, Superintendent, Community High School; McHenry, Illinois. 1921 W. FE. Trepitcock, B.A., 08; M.A., ’09. 1920, Principal, High School; Ishpeming, Michigan. 1919 Exotse R, Tremain, B.A., ’04. 1918, Principal, Ferry Hall; Lake Forest, Illinois. 1917 Grorce N. Tremper, A.B., '01. 1911, Principal, High School; 726 S. Exchange St., Kenosha, Wis. 1919 H. D. Trimate, A.B., ’10; A.M., 19. 1920, Assistant High School Visitor, University of Illinois; Urbana, Illinois. 1919 J. H. Trinkce, B.S., ’04; A.B., ’11. 1911, Principal, Township High School; Newman, Illinois. 1922 A. G, Tritt, 412 N. Emporia Ave., Concordia, Kansas. 1923 GLenn E. True. Dowagiac, Michigan. 1922 B. W. Truespet. 1915, Vice-Principal, Wichita High School; Wichita, Kansas. 1921 H. H. Trurant. Principal, Parsonfield Seminary; Parsonfield, Maine. 1923. J. W. TruspaAce. Oskaloosa, Kansas. 1919 Eston V. Tupps, A.B., 09; A.M., ’10. 1919, Principal, New Trier Township High School; Kenil- worth, Illinois. 1922 C.C. Tucx. Principal, High School; Owosso, Michigan. 1921 B. X. Tucker, B.S., ’00; A.B., ’01; M. S., ’03. 1907, Principal, Union High School; Richmond, California, 1921 1917 1923 1922 1922 1919 1923 1923 1922 1920 1919 1922 1923 1923 1921 1916 1920 1917 1920 1919 1922 Directory of Members xlix Ipa C. TuRNBULL. Mattoon, Illinois. C. O. TURNER. Camden, Maine. L. T. Turpin. 1921, Principal, Washington Senior High School; Cedar Rapids, Iowa. A. G. UmpreIt. Boone, Iowa. H. E. UNDERBRINK. Libertyville, Illinois. WILLIAM URBAN. 1909, Principal, High School; Sheboygan, Wisconsin. M. S. VANCE. Oblong, Illinois. RatpH VAN HOoEsEN. Alma, Michigan. H. J. Van Ness. Harlan, Iowa. M. W. Van Putten. 1919, Principal, High School; Mason, Michigan. Wm. N. Van Siyck. Salina, Kansas. Samuet S. Vernon, B.S. 1920, Principal, High School; Downers Grove, Illinois. Cosmos C. VESELEY. St. Procopius Academy; Lisle, Illinois. W. L. Vrar. Ursa, Illinois. E. G. VIrers. Durant, Oklahoma. W.N. Viora. Evart, Michigan. E. E. WACASER. Chadwick, Illinois. CiiFForp GILBertT Wank, B.S., 96; M.A., ’15. 1913, Principal, Superior High School; 793 W. Fourth St., Superior, Wisconsin. J. E. WaKELEY. Danville, Illinois. Kart Douctas Wa po, A.B., 06; A.M., ’14. 1914, Principal, East High School; 24 Hickory Ave., Aurora, Illinois. W. D. Watprip, A.B., 703. 1916, Principal, Streator Township High School: Streator, Illinois. ALBERT WALKER. Arthur, Illinois. H. A. C. WALKER. Lynchburg, Virginia. 1922 1922 1920 1922 1920 1922 1919 1923 1921 1925 1922 1922 1922 1918 1922 1923 1922 1919 1921 1916 National Association of Secondary-School Principals SAMUEL T. WALKER. Allerton, Illinois. F. J. WALLACE. Kirkwood, Illinois. J. B. WaALLAce. Rock Falls, Illinois. S. M. WALLACE. Waterloo, lowa. CuHartes Burton Watsu, A.B., ’06. Woodmere Academy; Woodmere, New York. Prentice T, WALTERS. Arcola, Illinois. Georce A. Watton, A.B., 04; A.M., 07. 1912, Principal, George School; George School, Pennsylvania. M. C. WatLtz. Canton, Maine. DoucLtas Wap tes, A.M., '17; Ph.D., ’20. 1920, Tufts College; Boston, Massachusetts. R. W. Warp. Principal, High School; Mt. Clemens, Michigan. H, E. WaRFEL, Zeigler, Illinois. Auice F, WARNER. Durand, Michigan. WorcesTER WarREN, A.B., '12. 1919, Vice-Principal, East High School; Des Moines, Iowa. C. B. WASHBURN. Lisbon, Maine. W. H. Wasson. Toledo, Illinois. Epna W. WATKINS. Milford, Michigan. G. E. WarTkINs. Garnett, Kansas. Herbert S. WEAVER. Principal, High School of Practical Arts; Boston, Massa- chusetts. Carrie G. WEBB. Clarion, Iowa. R. O. Wess. Wilson, Oklahoma. Guy W. WEBSTER. Beloit, Kansas. Maup Wenpster, B.S., ’05. University of Illinois; Urbana, Illinois. N. H. Weeks, B.A., '94. 1920, Vice-Principal, West High School; Des Moines, Iowa. Davin E. Wectern, A.B., 97; A.M., ’12; Ph.D., 16. 1916, Associate in Education, John Hopkins University; 1921, Assistant Superintendent of Public Schools, Baltimore, Maryland. DRAGS: 3 ach alabesodeis— en ‘oes oe tea alee 6 230) sic cenit Pe ne» aan eens eee 2 nab Aas i A hrs Oe See ayaa aa 6 ean 1921 1920 1920 1917 1923 1916 1921 1921 1922 1917 1922 1923 1921 1923 1922 1921 1923 1917 Directory of Members li RayMmonp G, WEIHE. Wakefield, Michigan. E. K. WELcH. Fryeburg Academy; Fryeburg, Maine. H. L. WELKER. Sorento, Illinois. M. C. WELSH. Rockton, Illinois. J. F. Wettemeyer, A.B., ’06; M.A., ’14. 1917, Principal, Senior High School; 1208 Jersey St., Quincy, Illinois. Corp WELLS. Nashville, Kansas. Dora WELLS, B.A., ’84; M.A., ’98. 1911, Principal, Lucy L. Flower Technical High School; 6059 Wabash Ave., Chicago, Illinois. L. J. West. Bar Harbor, Maine. James H. WESTFALL. Crossville, Illinois, ELIZABETH WETMORE. Boyne City, Michigan. Ws. A. WetzeEL, A.B., 91; Ph.D., 95. 1901, Principal, High School; 12 Belmont Circle, Trenton, New Jersey. Grorce D, WHAM. Carbondale, Illinois. C. I. WHEATON. Yale, Michigan. W. H. WHEELER. Kankakee, IIlinois. A, F. WHISNANT. Cawker City, Kansas. B. F. WHITE. Ellsworth, Kansas, F. U. Waite. Galva, Illinois. (Mrs.) Mame E., Wuite. Hartland, Michigan. C. W. Wuitten, A.B., ’06. De Kalb, Illinois. H. K. Wurttter. Sherrard, Illinois. WiLtiAM Wiener, A.B., ’88; A.M., ’89; Ph.B., ’91. 1912, Principal, Central Commercial & Manual Training High School, Newark, New Jersey. Josepn A. Wiccin, A.B., ’09. 1916, Headmaster, Richards High School; Newport. New Hampshire. A. S. WicHT. Lincolnville, Kansas. lii 1923 1922 1920 1919 1919 1923 1920 1923 1922 1922 1920 1921 1922 1921 National Association of Secondary-School Principals W. F. Wircox. Mancelona, Michigan. Guitrorp M, WILEY. 1921, Principal, High School; La Crosse, Wisconsin. H. A. Wirk, A.B., ’20. Colfax, Illinois. M. P. WiLkINs. Christopher, Illinois. H. D. Wi_varp. 1919, Superintendent; Plainfield, Illinois. A. B. WILLIAMS. Junior High School; Oldtown, Maine. Frank L. WitiiaMs, A.B., ’89; A.M., '07. 1908, Summer High School; St. Louis, Missouri. G. F. WiLLiaMs, Anson Academy; North Anson, Maine. Lewis W. WILLIAMS. University High School; Urbana, Ilinois. W. J. WiLLiAMs. Bonner Springs, Kansas. M. H. WILLING. 1920, Principal, High School; Springfield, Illinois. Urpan G. Wixtis, A.B., 00; A.M., '10. 1919, Principal, The Pullman Free School of Manual Training ; 250 East 111th St., Chicago, Illinois. Cuunton D. WILson. Principal, Morse High School; Bath, Maine. F, A. WILson. 1919, Principal, Community High School; West Frankfort, Illinois. H. A. Witson. Hurst, Illinois. James H. WItson. Rocky Ford, Colorado. (Mrs.) Lucy L. W. Wixtson, Ph.D., ’97. 1916, Principal, South Philadelphia High School for Girls; 2101 S. Broad St., Philadelphia, Pennsylvania. O. N. WING. Central Y. M. C. A., Chicago, Illinois. WittraM E. WInc. Principal, Deering High School; Portland, Maine. (Mrs.) A. T. Wise. Principal, Commercial High School; Atlanta, Georgia. Asa H. Woon. St. Louis, Michigan. R. C. Wooparp. Haviland, Kansas. W. E. Wooparp. Montezuma, Kansas. FE. R. Woopsury. Thornton Academy; Saco, Maine. 1922 1922 1921 1921 1921 1923 1921 1916 1918 1922 1921 1921 1923 1921 Directory of Members liti C. A. WoopwortH. 1917, Principal, West New York High School; West New York, New Jersey. E. H. Wortuincton, A.B., 13; A.M., 14. 1918, Cheltenham High School; Elkins Park, Pennsylvania. I. M. WRIGLEY. Mt. Pulaski, Illinois. W. P. Wyatt. Riverside, Illinois. C. E. Wycant, B.S., 712. 1920, Principal, High School; Ames, Iowa. S. H. YARRELL. Ingham Township School; Dansville, Michigan. C. W. YERKER. Sandoval, Illinois. Leonarp YOouNG, A.B., ’98. 1910, Principal, Central High School; Lake Ave. and Second St., Duluth, Minnesota. Ross NeEwMAN Youns, A.B., 12. 1916, Principal, High School; 1018 South Second St., Still- water, Minnesota. EUGENE YOUNGERT. Rock Island, Illinois. W. J. Yourp, B.A,, ’10. 1917, Principal, High School; 602 Fourth Ave., Clinton, Iowa. Ratpy L, ZEHNER. Effingham, Illinois. F, W. Ziese. Bethany, Illinois. A. D. Zook, LL.B., 13. 1921, Principal, High School; Wellington, Kansas. RRR NM Tera Gee Re we SS AREER NE MRO te NN NAR a HEH RED intents —oe eee em NBN IEC: mei a eF- SEVENTH ANNUAL MEETING OF THE ASSOCIATION The seventh annual meeting of the National Association of Secondary-School Principals was held in Cleveland, Ohio, Monday, Tuesday, Wednesday, and Thursday, February 26, 27, 28, and March 1, 1923. FIRST SESSION The first session was called to order at 2:15 p. m. on Monday, February 26, 1923, in the Rainbow Room of Hotel Winton, by the President, Principal Edward Rynearson of Fifth Avenue High School, Pittsburgh, Pennsylvania. The President read his address, Guidance of the Adolescent. THE PRESIDENT’S ADDRESS GUIDANCE OF THE ADOLESCENT PRINCIPAL Epwarp RyYNEARSON FirtH AVENUE HicH ScHooL, PItTsBURGH, PENNSYLVANIA The principal organized agencies for the guidance of our youth . are the home, the various welfare societies, the church, and the school. In increasing number of homes there have come changes that lessen the influence of the parents. The few waking hours spent by the father at home and in many cases by the mothet who is occupied during the same long hours either in business, in welfare or club work, deprive the children of that close contact needed in guiding them past the shoals. Most parents do not care about know- ing the requirements of the various occupations nor do they have access to the information necessary to fit them to be counselors of their own children. Much excellent work is being done in different localities by those interested in welfare work. Too often, however, it is done by the research student who is interested in the work in order to get his degree or material for an article or book. Again many of the workers do their assigned tasks in a most perfunctory manner. In every community there are people who are eager to take up any new work that brings them into prominence in the society columns under the guise of uplift work. They often are volunteer workers and hence often are irregular and spasmodic in their work. Their mo- 4 National Association of Secondary-School Principals tive may be commendable and for a period of time, usually a short one, they are very enthusiastic and work overtime. The wire-edge soon wears off. There are a few welfare organizations, however, that are at work constantly and consistently and are doing a wonderful piece of work. For many reasons the church does not have much influence in guiding the youth in the selection of life work. The church au- thorities have so little direct contact with the youth that they do not establish that close relationship necessary to beget confidence and comradeship. The agency specially organized and equipped for guidance is the school. All of these agencies should unite with the school to reach all the young people. All these agencies united will not be able in some cases to overcome the guidance given by outside, un- organized agencies, such as companions, environment, advertisements in papers, and by unscientific mental analyses by persons for com- mercial profit. The try-out courses, the general shop, the organized activities of the junior high school afford many opportunities to a pupil to acquaint himself with some of the underlying principles of a few occupations. Even if he makes no choice or if his choice is after- wards changed, he is getting valuable information about different occupations which will be useful when he does make his final choice. He should acquire methods by which to analyze the different occu- pations. He should be able to distinguish an occupation that offers a comparatively large initial salary, but which has little or no educa- tive value or which does not prepare the worker for the higher posi- tions from an occupation which may offer a lower wage for the learner, but which offers opportunities to learn the many processes and to prepare oneself for the higher positions.’ In fact, it would be the best thing for the child to have at least a high-school training before he makes a choice of his life work. Alice Barrows, in her report to Superintendent of Schools of New York City, said, “Voca- tional guidance should mean guidance for training and not guid- ance for jobs.”” Allen of Providence, R. I., says, “You cannot make the most of a child vocationally unless you have made the most of him educationally.” It is no longer necessary to explani to an audience of secondary- school principals that college preparatory classes do need vocational Fie Op SRE PLETE Seventh Yearbook 5 guidance, that all children of well-to-do parents will not remain in school and, therefore, will need to be placed in positions, and that the department of vocational guidance is not primarily for those who wish temporary work. Placement is an important part of vocational guidance, but it is not the sole work of the department. If it does not attempt to fit the work and worker, or if it does not follow up the boy or girl in the work, there is not much guidance. It is also perfectly obvious to every one here that we cannot by any mental test foretell the one occupation for each child. How- ever, it is probably true that there are certain levels of intelligence for certain classes of occupations. Since many occupations require the same degree of general intelligence, the difference in qualifica- tions is not intellectual. Trade and occupational tests may be devised that will differentiate the aptitudes more closely than any tests we now have. While there are 30,000 different occupations there are tests for only two of these: one for the zronaut and one for the musi- cian. Again we must not confuse trade tests with guidance tests. There are many qualities necessary to success that cannot be meas- ured, such as perseverance, honesty, courage, and dispatch. Business and industry are trying to lessen the amount of loss by the turnover of employes caused by the number of changes. Many high schools are attempting to eliminate, or at least lessen, the large number of transfers among the courses and the small army of “drop- outs.” Where a careful explanation of the content of the different curricula offered and the object of each has been given before the children enter high school, fewer have asked for transfers, fewer have failed, and more have entered the high school. Providence, Pittsburgh, Chicago, Cleveland, and other places are doing some ex- cellent publicity work. The school systems doing this kind of work might find much help by pooling their methods. Some may say, “We are doing this but we do not call it guidance.” This is just my point: guidance is not a fad. It has been given more or less by every parent and teacher, priest and preacher, from time immemorial. It is the foundation and superstructure of the school. In some local- ities there is a very narrow conception of vocational guidance which is thought to be a plan whereby children are to be taken from school and put to work prematurely. Vocational guidance is just the opposite of this. The children should be “exposed” to the influences of the right kind of schools as long as they can derive profit from it. 6 National Association of Secondary-School Principals When our curricula are planned to meet the needs, capacities, apti- tudes, and interests of our pupils, our schools shall be entitled to the respect which we covet. Every secondary-school principal pres- ent shudders many times every year when he sees the throngs that drop out of school during the early adolescent years. Many of these have only finished the sixth grade. Most of these will join our illiterate class within a few years. More strict enforcement of compulsory attendance laws will increase the attendance, but the schools must adapt the present curri- cula to the needs of these pupils or make new ones. The secondary schools of America are very largely made by the attitude and policy of their principals and headmasters. There is no disputing this fact. Then it behooves each of us to study most seriously the adolescent so that we meet our responsibilities. We must keep him in school for a longer period. We must guide him in his preparation that he may guide himself in the choice of a life work. Should we shun vocational education? By no means. If we believe that additional schooling is desirable we must make it worth while. The Commission on Reorganization of Secondary Education is justified in its recommendation (1) “that secondary schools admit, and provide suitable instruction for, all pupils who are in any re- spect so mature that they would derive more benefit from the sec- ondary school than from the elementary school; (2) that the con- tinuation school should be included in a true comprehensive high school; and (3) that the high school should make it as easy for the boy or girl to return to school as it was for him to leave.” On vocational education the Commission says : “Vocational edu- cation should equip the individual to secure a livelihood for him- self and those dependent on him, to serve society well through his vocation, to maintain the right relationships toward his fellow work- ers and society, and, as far as possible, to find in that vocation his own best development. “This ideal demands that the pupil explore his own capacities and aptitudes and make a survey of the world’s work to the end that he may select his vocation wisely. Hence, an effective program of vocational guidance in the secondary schools is essential. Unless plans for such guidance are thoroughly incorporated and continu- ously exercised, the efforts of the school in behalf of the youth in its charge will be largely misdirected.” ee nn IDIOTS Seventh Yearbook 7 Who would attempt to compare the importance of the conserva- tion of our youth and manhood with that of our natural resources? And yet are we, the one class of men and women of this country, specially fitted for the work, studying this educational, economic, and social problem in all of its ramifications as assiduously as our econ- omists study their problems? To my way of thinking there is no greater challenge issued to thinking secondary-school principals than to lessen, or possibly eliminate, the precipitous abruptness of the descending curve of school enrollment at the end of the compulsory attendance period. The study of the 245,000 sixteen, seventeen, and eighteen-year- old employed boys of the State of New York made by Howard G. Burdge has been recently published by the New York Military Train- ing Commission, under the title of Our Boys. This Study will fur- nish food for thought for many years. Since many of you will not be able to get a copy of this book, you might be interested in some of the results and recommendations of this study. The information was obtained from these boys as they assembled for a course of citizenship training prescribed by the State Military Commission. [t was found that thirty per cent left school before they were fifteen. seventy per cent before they were sixteen and by the end of the six- ° teenth year more than ninety per cent had left school ; twenty-five per cent dropped out before completing the seventh grade, fifty per cent before completing the eighth grade, and ninety per cent before com- pleting the first year of the high school. Reports from the Inter- Church World Movement show that boys desert the Sunday schools at the same ages and the leaders in the Boy Scouts of America report that most boys drop out of the scout troops before reaching sixteen. And neither is the employer able to check the boy labor turnover. A small percentage may leave school because of financial neces- sity and other causes, but the main reason is, “there is in these boys some impelling force which is creating for them a new vision of life and filling them with a desire to become independent and self-sup- porting.” These boys are honest in giving other reasons; they do not recognize the real reason. Even after they leave day school very few ever attend any other school. The very word school is a “red rag” to many of these boys; they hate school. The study says “‘You might as well throw the Greek alphabet on the floor and expect to pick up an Odyssey,’ as to expect these 8 National Association of Secondary-School Principals inexperienced, aimless, uncounseled boys, 50,000 or one-fifth of whom have no father as a guardian, and 12,500 or one-twentieth of whom have neither father or mother as a guardian, to obtain by accident the kind of employment best suited to their growth and development as citizens and wage earners. What these boys really need and crave is sane, sympathetic, individual counsel, guidance, and leadership beginning with the seventh year and continuing with them throughout that trying period after they have left school. If our schools and welfare organizations will seek counselors of the big brother type, free from all other duties and have it understood that they are not ‘advisers’ or givers of ‘advice,’ but are friendly coaches, always ready to listen sympathetically and eager to give a lift, many a boy will remain longer in school and when he leaves will land on his feet at once. His job will be ready for him and suited to his mental and physical makeup.” There may be some difference in the statistics from various sec- tions of the country, but do you not believe that these figures from New York will hold in many sections? Three-fourths of all sixteen- year-old boys are out of school, seven-eighths of all seventeen-year- old boys, and fifteen-sixteenths of all eighteen-year-old boys. This entire study is a challenge to the curriculum makers and administra- tors of the secondary schools of America. The great problem is to get the adolescent to accept the mature point of view. Is it possible to get these to profit by experience of others? How can these im- mature people be made cognizant of their hidden mental and moral powers? These immature citizens must be counseled and guided at every step during these years fraught with so many dangers on the one hand and with almost infinite possibilities on the other. You say at once: “We cannot have vocational guidance; it will cost more money.” Yes, that is true. The self-binder cost more than the cradle, the electric light more than the tallow-dip, the auto- mobile more than the one-horse shay. But is there any one who would wish to forego the present-day conveniences ? We don’t look at the cost of investments; we look at the divi- dends and the returns at the sale of the stock or at the maturity of the bonds. If playgrounds lessen the need of prisons we do not object to them on account of first cost. The more money, time, and thought spent in proper guidance of our children before they reach “eA enn ci esta ts ah Seventh Yearbook 9 the age of sixteen, the less will be the cost to industry and society for correction, punishment, and mere inefficiency later. Vocational counselors will cost additional salaries, but if they stop the changing of courses, keep the adolescents in school for a longer period by studying the capacities, aptitudes, interests, and home environment of the individual pupil, adjust his school tasks, study with him life occupations, follow him as he tries to fit himself in with the customs of the work-a-day world, talk or intercede with his employer,—if a big brother counselor does all of these things, will he not earn his salary in saving labor turnover, in preventing misfits in life careers, and in making a purer and safer citizenship? No one expects the principal or the counselor to do all of this work. The most successful work is done when the entire teaching force of the high school is united in its enthusiasm for guidance. One way in which the teaching force of many of our high schools have helped is for each teacher to discuss the value of his subject with his pupils during the week when the subjects are chosen for the following year. Pupils often ask searching questions about the subjects and teachers do some real guidance work. Yes, this may be called educational guidance. All education is , guidance of some form—civic, moral, health, vocational, or all com- bined. Educational guidance is the conscious arrangement of the stimuli of the school, of the extra-curriculum activities, and of as many other influences as possible, that will call into action the best of all the inherited powers, utilize the best of the environmental forces, and develop the will in right directions. In this paper we have briefly discussed the following: 1. The school is the one organization that is specifically fitted to do systematic, continuous guidance. In other words, guidance is the sole reason for the school. 2. The object of vocational guidance is not to prescribe a voca- tion for the child, but to get the parents, teachers, and child “to bring to bear on the choice of a vocation organized information and organized common sense”; not to decide for the child what he shall do, but to provide him with the necessary information so that he can choose wisely. 3. In photography snap shots usually give flat pictures; time exposure is necessary to give detail, definition, and depth to a pic- 10 National Association of Secondary-School Principals ture. The same law holds in regard to impressions on the mind. “Short cuts” through school result in superficial education. 4. Placement is only one part of vocational guidance, but get- ting jobs is never to be considered its main function. 5. The employer and the school should understand each other better. The employer should make more use of the school records of his applicants and the school should never lose sight of the fact that the employer could give it many practical suggestions which would make the school subjects more attractive and helpful to the child. 6. The secondary-school principal is challenged to provide suitable courses for “all the children of all the people’’; to see that “every member of a democratic society shall get all the education and that sort of education for which, as a free spiritual agent in the relation of citizen, he has the capacity and need.” 7. The principal must think of the leisure time of his future men and women and must offer guidance suitable for the avocation. 8. Vocational education must not be side-tracked. Whether we will or no a very large percentage of our pupils will enter the unskilled, semi-skilled, or skilled labor. Does the school bear any responsibility for the kind of workers or citizens they will become? 9. Again the conservation of human beings challenges every educator. Shall we give it up? 10. Very little if anything worth while comes haphazardly. Intelligent guidance is absolutely necessary. 11. Who can estimate the value of a counselor’s work in dol- lars if he keeps only one child in school? Do not say we cannot afford one more salary. 12. The vocational guidance program ought to be so complete that it will be working at every point in the pupils’ career rather than at a few specific times. HEADMASTER IRA A, FLINNER, HUNTINGTON SCHOOL, Boston, MassAcuHUuseEtTts, read his paper Rating Students on the Basis of Native Intelligence and Accomplishment. Seventh Yearbook 11 RATING STUDENTS ON THE BASIS OF NATIVE INTELLIGENCE AND ACCOMPLISHMENT HEADMASTER, IRA A. FLINNER, HUNTINGTON SCHOOL, Boston, MASSACHUSETTS The great task before educators today is a scientific study of raw material. In this paper I am making a plea for a scientific study of the boys and the girls who are placed in our care and for whose development we have a great responsibility. We schoolmasters can learn a valuable lesson by observing the athletic coach. He sizes up his material and assigns each boy to a task suited to his ability. If a boy is asked to play fullback, it is because he has qualifications or possibilities which will render him valuable in that position. The undersized boy is not selected for the shotput, nor the big, heavy-muscled boy for the dashes.. Athletic material is classified according to well-established principles derived from long experience. In the mental field we need to make a similar classification based upon the recognition of individual mental differences. Among teachers there is a tendency to assume that all students can do all kinds of mental work and that all can attain high rank. On this assumption considerable pressure is brought to bear on all — the school, as though honor students could be developed out of all the raw material. Scholarship prizes, honor societies, honor lists, and the praise of instructors are means used in many schools to raise the whole to a high level. It is indeed laudable to strive for excellent performances from all, but it is a mistake to measure all perform- ances by the same yardstick. Teachers and parents alike must realize that pupils differ as much in their ability to do mental work as they do in their ability to do physical, and that only a limited number are able to do superior work. If this were recognized, greater effort would be made to secure superior work from superior individuals, and less discouragement apportioned to pupils of average intelligence who, while not equaling their more gifted mates are, nevertheless, working to the full measure of their capacity. It would be absurd to expect a racing car to do heavy hauling, or a massive truck to compete on the race track. Owners demand from their motors that kind and quantity of work for which each is designed, recognizing a wide range of suitability. But children differ as widely in mental power as motors do in horsepower, ranging from 12 National Association of Secondary-School Principals very low to very high. To set before a child of average ability tasks very much beyond him is both unwise and unjust. On the other hand, it is as unwise and unjust to be satisfied with average accomplishment of average tasks from a child of superior intelligence. Each should perform according to his capacity. From each, teachers should demand maximum effort in order that accomplishment may square with endowment. To reach this ideal the first step necessary is that we should know exactly the mental endowment of each pupil. We are now able, by psychological tests and through other means, to estimate quite accurately the ability of individuals to do mental work—that is, the ability to acquire subject matter such as is studied in our schools. A second step might well be the adoption of a rating system which would take into consideration both the accomplishment of the stu- dent and his native intelligence. By native intelligence we mean the innate capacities by virtue of which an individual is capable of learn- ing, and by accomplishment we mean what he has learned by virtue of those capacities. At Huntington we rate boys according to their potentialities. The data used for classifying students according to ability are: In dividual psychological tests, group psychological tests, teachers’ esti- mates of ability, and various other data. At the opening of school all students take two group psychological tests. Through this infor- mation they are grouped into fifteen divisions, ranging from very good to very poor. In the case of those who do well we can conclude that they possess good and superior ability, because only boys of good and superior mentality can make high scores on the psycholog- ical tests. But, on the other hand, it is unwise to conclude that those who do poorly have poor ability, for there are many factors that affect the results. To check the results of the group tests all boys are given indi- vidual Binet tests by a trained psychologist. The individual test is, of course, more accurate than the group test. As in the case of the group tests the entire student body is classified into fifteen groups on the basis of the results of the individual mental tests. It is sur- prising how both the group and the individual tests tend to classify students in about the same way. Whenever students make a higher rating on the individual test than they make on the group test, they are classified according to their higher rating. Seventh Yearbook 13 So much for psychological tests. During the early part of the term, after teachers are well ac- quainted with their students, each teacher makes an estimate of the ability of the boys in his classes, not from the standpoint of what the student is doing in class, but from the standpoint of what he is capable of doing. [Irom four to six grades are assigned to each boy by as many teachers. The average of these various grades is used as the teachers’ estimate of the student’s ability. The information received from these three sources is combined to give each student his classification. In summarizing the results, the evidence is carefully weighed and the student given the benefit of the most advantageous rating. We are now able to state that a boy has superior ability, good ability, average ability, poor ability. or very poor ability, so far as his capacity to prepare for a higher institution is concerned, or for convenience we can classify him as an A, B, C, D, or E boy. For finer classification we divide each oi these five groups into three groups, classifying those who fall into the B division as B plus B, and B- boys, and in like manner we classify each of the other four groups. For obvious reasons the students of inferior ability are not given their ratings, but we find it very helpful to give boys of good and superior ability their classi- fications. Scientific investigations of intelligence or native ability of in- dividuals show that boys of high mental ability remain high through their entire lives, and boys of low mental ability likewise do not ‘uctuate to any considerable extent. Notwithstanding the fact that the available evidence tends to substantiate this conclusion, we prefer to classify our students each year on the basis of the data that is secured at the beginning of that year. After having arrived at the possibility score of each student it is our task to secure from each boy performance in his school courses in accordance with his capacity. In other words, we expect A boys to do A work, B boys to do B work, and C boys to do C work—and better, if such a thing is possible, although it is not at all likely that better results than the ability index will be attained. In order that teachers and the office may have definite informa- tion as to the efficiency of the individual students, a scoring plan has been arranged as follows: An A boy who does A work receives a score of 1, which we call 100—the result obtained by dividing 14 National Association of Secondary-School Principals A by A; and A boy who does B work is, of course, doing less than his capacity and is scored less than 100; and an A boy who does C work receives much less than a perfect score. We call this score of the individual student the “coefficient of accomplishment” or his efficiency score, which is the quotient obtained by dividing his accom- plishment by his ability, both the ability and the accomplishment letter grades being translated into numbers for convenience. In order to secure these quotients we have given certain number values to the letters. The scores of the individual students can be readily de- termined by the use of the accompanying coefficient chart. SCHOLARSHIP D |D+7C—; C IC 1 1 1 116 112} 116} 120 INTELLIGENCE 116) 1 104} 1 112} 116) 1: TABLE 5—A CHART OF EFFICIENCY QUOTIENTS The letters at the left of the chart indicate the classification of the students, and the letters at the top of the chart their accomplishment or scholarship grades, properly averaged. Thus the A boy who does C work receives a score of 76; an A boy who does A work receives a score of 96; a B boy who does C work receives a score of 88. We AD EEL AME Oans es a 5 al ces Sadia sk ena SEB 2 AE Carne ronan mtb bo Seventh Yearbook 15 By such a system of scoring we are absolutely fair to all indi- viduals. No boy of average ability is expected to do superior work. On the other hand, no boy of superior ability is expected to do average work. Each boy should perform according to the talents which he has. The plan is especially helpful for exceptionally bright students because the school has convincing data that will make it possible to secure greater effort from such boys should they be work- ing below their possibilities. On the other hand, it is also valuable in dealing with boys who have average ability, because they do not suffer the discouragement of being expected to turn in an accom- plishment beyond their native intelligence. A much larger number of boys and girls would be in our schools today if the requirements exacted of them were based on their ability to meet those require- ments. When a school has analyzed its student body, as has Huntington School, it will obviously reach the conclusion that the program of work assigned to each student should be determined by the ability of that student to carry on that program. Boys of superior ability should be encouraged and expected either to complete their secondary program in less time than that ordinarily required, or if the usual time is taken, to pursue a much more extensive curriculum. The © student of average ability may have to spend more than the ‘cus- tomary time in his preparation. If there is a carefully arranged plan which considers individual differences, the students of average in- telligence will, in larger numbers, continue their education rather than through discouragement brought about by wrong expectations leave school and go into their life work unprepared. Those who are preparing individuals for higher institutions of learning appreciate that only a limited number can be prepared for those institutions, as preparatory schools and higher institutions are now conducted. A much larger number could be prepared for colleges and technical schools if more intelligence were used in studying the raw material. PRINCIPAL CHARLES C, TILLINGHAST OF HorACE MANN SCHOOL ror Boys or New York City spoke from notes to the subject, Criteria for Judging the Success of Moral Training in the Secondary School. 16 National Association of Secondary-School Principals CRITERIA FOR JUDGING THE SUCCESS OF MORAL TRAINING IN THE SECONDARY SCHOOL PRINCIPAL CHARLES C. TILLINGHAST Horace MANN ScuHoo.t For Boys, New York City | am very sure that any one confronted by the task which is set me this afternoon would find himself embarrassed by the lack of ability to cover in any way that will be at all satisfactory to himseli or to any one else, the entire field which is opened up by the dis- cussion of the problem of criteria for measuring the success of moral instruction in the schools, particularly the secondary schools. | have been, both because of my upbringing and because of my own interest, for a good many years, interested in the whole field of moral education, as evidenced in many ways through various agen- cies. I have been much interested in Dr. Rynearson’s paper; and as I see it, vocational guidance in its broadest sense, certainly includes or is a part of this moral training of which we are speaking. | have seen grow in the minds of men | have known intimately and with whom I have worked in the secondary field, a feeling that we secondary-school men have a distinct responsibility for moral education in our public schools. The feeling that has come to me is this: That because of a variety of causes, we are right now con- fronted by a serious situation which calls for the best that every man can give in whatever situation he finds himself, to develop certain qualities in our American life; and the high schools of the country offer a field which is more fertile than almost any other field that one can mention for the development of these certain high qualities. There has grown the feeling that we high-school principals cannot escape the responsibility as indeed most of us would not, of giving moral education. My paper this afternoon concerns itself not with this necessity, which for the purpose of argument I am going to take for granted we will admit, neither has it to do, except in a passing manner, with the way in which we shall give this moral instruction. It has more to do with what is at our hand with which to measure the success of the moral instruction which we are trying, each in its own place, to give. I remember speaking, if everyone else has forgotten, about “pep” in the matter of mora! education in the schools, and you may an SP hades oecibiage Oe eth RRR ot a VN NN it ase tate iter mt Sethe at 2 ined ater ms Seventh Yearbook 17 possibly remember that “pep’’ means—spells out—precept, example and practice; precept first, example always, and the practice when- ever we can make the opportunity, and with that reminder of the subject at that time, of the day in which we might go after our moral instruction in our schools, let us pass on to the question of what our standards of measurement may be as we try to judge our success in what we may be doing in moral education. Whenever we try to measure in the field of education, it is necessary for us to define and delimit the thing which we are trying to measure. Everywhere at the present-time school men are engaged in—if not married to—measuring; and in this general practice the first thing which we must decide before we set up any standard of measurement, is what we are trying to measure, anyway. We are trying to measure certain traits of intelligence, or measure general intelligence or general ability, as evidenced through certain traits, and so, as we come to the field, that of judging the success of moral instruction, it seems to me it is worth our while, first to define, those traits which we are trying to inculcate, concerning the measure- ment of which we would like to know and criteria for which we would be glad to know, and where we can find them. In this I am go- ing to dare to be arbitrary, because I have the advantage in that nobody can dispute me. You can differ with my opinion, but you cannot question my facts. I am talking about what I think, not about facts, and frequently there is a wide difference in the two. I have taken the liberty then, of making a list of ten qualities, which it seems to me we ought to see to it are in these high schools of ours, and which ought, for our own satisfaction if not for the advancement of the school, to measure as well as we can. The first of these—and these are listed, please understand, in no order of importance, but merely in order to get them before you. 1. Self-respect, spiritual, and moral courage. 2. Respect for properly constituted authority whenever found and however exercised. 3. The readiness to meet and to carry responsibility. 4. The readiness to accept constructive suggestions, even re- proof from whatever source these suggestions may come, in a spirit which is not sullen or rebellious, but fine and big. 5. Ability to discern between right and wrong. 6. Ability to discern one’s group responsibility. 18 National Association of Secondary-School Principals 7. Ability to be honest with one’s self and one’s associates. 8. The willingness to recognize and respect the rights of others 9. Reverence for worth-while things. 10. Wholesomeness, cleanness of mind and spirit. Those ten I have submitted to you as the qualities which in my school I should like to be able to measure, and of the presence of which I should like to be assured. So much for what we are trying to measure. How shall we go to work? First, what not to do. Let us first make a negation. I do not believe the best way to measure these qualities is by any sort of a standard test. You may disagree with me. Dr. Rynearson has made reference to the fact that there are certain tests which are trying to measure some of these qualities, but the difficulty in tests of this sort is inherent in this fact—that the disingenuous boy or girl will not be measured, and the very possession of the quality which we want to measure—let us say in- sincerity—makes it impossible for us to measure insincerity accu- rately by any tests which we have. All criteria for the measurement of moral qualities and success of moral education in the school must be pragmatic and a test of these facts, what do the boys and girls do when the opportunity offers itself to do something? How do they act when they have an opportunity to act? How are they when they are in the school or at the home or wherever they may be? I submit quickly the following criteria to look for which you do not need expert knowledge, but which are at your hand, no matter in whatever school you may be, large, small, private, east, west. They are in every place. These are the criteria by which day by day to measure success of the qualities of which we have already spoken. The first is the sportsmanship of the school. Sportsmanship may be translated, and for this term I give acknowledgment to Dr. Franklin W. Johnson—as that quality which makes a person a thoroughbred. We want thoroughbreds in our high schools. We want people who are sportsmanlike, not only as members of teams, but in the school life and on the side lines. Let us remember, sportsmanlike attitudes are not limited to players, they may be extended also to spectators. Principals, in a big school, you are too frequently unaware that you are letting go one of the most potent influences by which to deter- mine moral qualities as well as for measuring them. We are letting someone determine the sportsmanship of our school, and sportsman- Re ay 5 > : i ; } : 1 ¥ Seventh Yearbook 19 ship is one of the most important criteria for measuring success of moral training in a school. Second, the co-operation and friendliness exhibited between pupils and teachers, so common a criterion indeed that we don’t think about it. I maintain, and with little fear of contradiction, that unless there is co-operation and willingness on both sides to give of the best each one has, and a readiness on the part of pupils to come to teachers with problems and on the part of teachers to welcome pupils who thus come, then the moral education in that school, how- ever high may be its purpose, is not having its best fruition. You cannot have success in moral education and have the teachers and pupils pulling in different directions. This is a criterion which you have at hand and which you can use at any time. Next, enthusiasm of the boys and girls. How do they go at their work? Whatever task is theirs to do, how do they do it? Do they go at it because they are driven, or because of the joy of the thing, the spontaneity of the appeal? Give me the school in which they go at their work as though they wanted to do it, even though it may be difficult—in the social, athletic, governmental, scholastic, or civic life of the pupils—give me that spontaneity, and I will show you a school in which there is success in worth-while moral education. ° Next, the dependability of boys and girls in the school to meet not only the regular demands of the school, but the unexpected de- mands. One experience from my own school: The other day the library called the office of our school to know what to do with a boy who wouldn’t listen to the student who was in charge, our librarian having been out for two weeks on account of illness, and the work having been carried on by students during that time. The troublesome boy who was in the eighth or ninth grade in school, had refused to listen to the student in charge of the library at that time. The office was called up to know what should be done. The clerk in the office said, “You had better bring the boy down to see Mr. Tillinghast.” I happened to be somewhere else at the time and met them coming through the halls. One was leading, the one was being led. The interesting thing about that is, the boy who was being led took it almost as seriously as the one who was leading, and in both boys there was a feeling of sincerity in the situation. The first boy who was bringing the other boy down would never have thought of informing me of the conduct of that boy, and I 20 National Association of Secondary-School Principals would not have wanted him so to inform me, but for a situation calling for dependability. The unexpected emergency led him to do the thing which he thought right, and the smaller boy who was being led, when he tried to explain, took it so seriously that it was with much difficulty that he tried to think of a reason, and found only an alibi. The point I am trying to make is this: That your moral instruction in your school can be measured by incidents like that much better than by giving to that boy a standard test of this order: “When a boy in the library doesn't pay attention, I will do this— ring fire alarm, call up police, send for his mother, leave the house— cross out the ones you do not want to have.” Please do not think I am belittling that sort of test. I am simply saying that the test of actual conduct is a thousand times more valuable than the cleverest of those tests, and some are exceedingly clever. Finally, you can judge the worthwhileness of your moral in- struction by the cleanness and wholesomeness of your student body. It seems to me as I see boys and girls in our public and private high schools, that they are inherently fine. wholesome, and clean. There are a thousand and one influences that would seek to make them otherwise, perhaps, but the school which throws them together, which gives them social opportunities which call for self-control and a high regard for the proprieties of life—such a school must measure the success of its moral training by the attitude of these boys and girls, I don’t care what your scheme of moral instruction may be. If you have a school in which these boys and girls are fine and wholesom: and genuine, then your moral instruction is well done. I have merely said that we have a great opportunity in the matter of moral instruction. .\ny opportunity is a problem. I would not be in this profession unless it gave me a problem of some sort. Let’s face the problem, then let us determine what are the qualities— you can doubtless give ten others which in our schools we want to inculcate and measure. I have arbitrarily listed ten, you can doubt- less give ten others. Remember this—education is not information. Education is an attitude of life, and we are the people that are mold- ing and shaping those attitudes of life. [et us honestly and gladly enter into the task of worth-while education. - - Seventh Yearbook 21 At this juncture the President appointed the following commit- tees : AUDITING COMMITTEE PrincipaL E. H. Kemper McComs, Emmerich Manual Training High School, Indianapolis, Indiana, Chairman. Principat C. A. Fisrier, Central High School, Kalamazoo, Mich. PRINCIPAL JULIUS GILBERT, High School, Beatrice, Nebraska. NOMINATING COMMITTEE PrincIpAL Kart D. Watpo, East High School, Aurora, Illinois, Chairman. Principat W. C. GRAHAM, High School, Wilkinsburg, Pennsylvania. Principat A. W. Merricy, North High School, Des Moines, lowa. PRINCIPAL Rice Brown, High School, Emporia, Kansas. PrincipAL EpMunp D. Lyon, East High School, Cincinnati, Ohio. PROFESSOR I’RANKLIN W. JouHNsoN, Teachers College, New York City. Principat CLinton E, FarNHAM, High School, Winchester, Mass. PrincipaL L. T. Turpin, Washington Senior High School, Cedar Rapids, lowa. Principal J. S. McCowan, High School, South Bend, Indiana. RESOLUTIONS COMMITTEE ; Proressok THomas H. Briacs, Teachers College, New York City, Chairman. Principal P. C. Bunn, High School, Lorain, Ohio. Principat Frep C, MircHe tt, Classical High School, Lynn, Mass. Principal Joun A. Craic, Muskegon High and Hackley Manual Training School, Muskegon, Michigan. PrincipaL MAtHiLpa Krers, Westmont Upper Yoder High School, Johnstown, Pennsylvania. Principat B. Frank Brown, Lake View High School, Chicago, Ill. Principat E. R. Stevens, High School, Leavenworth, Kansas. PrincipAL Homer P. Suepuerp, Senior High School, Lincoln, Neb. NECROLOGY COMMITTEE PrincipaAL Byron J. Riverr, Northwestern High School, Detroit, Michigan, Chairman. Principac V. G. Barnes, Central High Schoo!, Madison, Wisconsin. PrincipaL Davin P. Simpson, West High School, Cleveland, Ohio. PrincipaAL CLeMENT C. Hype, Public High School, Hartford, Conn. Principat A. F. Benson, Jordan Junior High School, Minneapolis, Minnesota. 22 National Association of Secondary-School Principals Dr. T. W. GALLowAy OF THE AMERICAN SociAL HYGIENE AssocIATION OF New York City spoke without notes to the topic, Curricular and Extra-curricular Aspects of Sex-Social Training in High Schools. There follows an abstract of his address. SURRICULAR AND EXTRA-CURRICULAR ASPECTS OF SEX-SOCIAL TRAINING IN HIGH SCHOOLS Dr. T. W. GaLLtoway, AMERICAN SociaL HyGiENE AssociaTION, New York City 1. Every high school is training its students in sex-social ideas, attitudes, and conduct, whether it plans or desires to do so or not. This education is taking place both by way of the curriculum and by way of the school activities outside the curriculum. 2. The following facts insure within the high school a large amount both of direct and indirect sex-social education, which has inevitably a big character content: a. From the junior high-school age onward, sex is normally and actively working noteworthy changes and intensification in the lives of boys and girls. These changes are to be seen both in the well-recognized bodily structures, functions, and development and in the more intimate nervous and mental states which we do not so readily see. The sex development affects particularly at this period the emotional, esthetic and social impulses which play so large a part in moods, sym- pathies, tastes, ambitions, and behavior. b. Normally a very heightened sex-curiosity accompanies these inner developments of the boy or girl. This insures an in- creased alertness to all manifestations of sex whether in himself or outside. c. This whole situation invites to experiment and to youthful exchange of confidences in respect to sex and, in such a mixed population, leads to a leveling upward of the sex- sophistication of the whole group to that found in the older and more precocious boys and girls. Since this sex activity of youth is accompanied ordinarily by ultra-reticence on the part of their parents and mature friends, and since the ex- changes of knowledge and suspicions are made in a vocabu- lary which is taboo the vulgarity of the subject becomes a form of humor. This combination of the funny with the Seventh Yearbook 23 vulgar is both strongly and perversely influential upon char- acter. Most of the high-school subjects which are really vital and significant to human life carry obvious sex implication. We may, and usually do, omit these implications ; but in the post- pubertal state of mind the suggestions are usually made more obvious, rather than less so, by our efforts to ignore or tc minimize the sex factors. In other words, when we expur- gate subjects, and the student is conscious of the omission, we are training in ideas, prejudices, emotions, and attitudes (in a word in character) as really as, and much less sin- cerely than, when we deal with the subject frankly, con- structively, and inspiringly. The high-school subjects which normally carry implica- tions about sex and reproduction as a part of normal com- plete life are: Physiology, hygiene, physical education, gen- eral science, biology, the social studies, including ethics, home-making science, agriculture, and literature. The normal social relations and activities of children of this age in coeducational groups, and quite apart from the curri- culum, are very rich in elements which are either clearly sexual or strongly flavored with sex. The very fact that these are at once so obvious, so multiform and so complex, blind most of us to their sexual quality and to their signifi- cance for character education. It is not possible to discuss at length here these sex re- lations in the normal high school ; nevertheless, the situation must be outlined sufficiently to illustrate the reality. In the first place, we are disposed to confine our thought of the sex impulse and bond as extending exclusively across from one sex to the other. As a matter of fact, the specific at- traction that exists among boys of the “gang” age, or be- tween the younger boy and the older boy or man (and sim- ilarly with girls) is a sex bond just as really as is that be- tween the boys and the girls. Furthermore, this homo- sexual impulse has powers for both high uses and perverse expression. It is not an exaggeration to say that this ad- miration for another member of the same sex because he is of the same sex has influence in character education second 24 National Association of Secondary-School Principals only to the force of the better recognized heterosexual im- pulses and attractions. Illustrating all these lines of influence we have the fol- lowing sets of sex bonds operating normally in every educa- tional school,—which we may remark incidentally is the only normal type of school :—Among the girls; between the girls and the women teachers ; between the girls and the boys; be- tween the girls and the men teachers ; among the boys; be- tween the boys and the men teachers; and between the boys and the women teachers. These are not logical categories, merely; they are genuine, vital educational facts, and the quality of each of these bonds varies with the age of the individuals. Any observant educator knows that each of these relations carries quite specific sex stimulations which are at least capable of springing into significance for good or il to the conduct and character of sensitive young people. i¢ will be understood that the speaker is not using the term “sex stimulation” above in any gross or narrow sense. He is not claiming that these varied sex bonds are neces- sarily registering themselves in physical behavior of an overt type. He is merely urging that each of these possible relations of the sexes has both intellectual and emotional (peculiarly the latter) incitements which are important in personal education in accordance with the nature of each individual. In all our secondary education we fail to utilize, likely we underrate the value of, the emotional aspects of both the curricular and the extra-curricular work. Such emotional elements, sex or other, as were referred to above, may lead in two directions ——each of prime importance. The emo- tional states growing out of the relations of a girl pupil to a woman teacher (for example) may lead to actual physical behavior and habits, to imitation, to subserviency, or to opposition. Or they may result rather in internal states, mental habits, largely of an esthetic and discriminative char- acter, such as tastes, likes and dislikes, aspirations, longings, ideals, standards, and purposes—which bulk so large in char- acter. The sublimation of emotional stimulation into men- tal habits of appreciation and discrimination may be even Seventh Yearbook ao more important for character than either information o1 physical conduct. 3. All these sex interests and relations, suggested in the last section, are quite normal and are universally operative in the inti- mate education of every individual. The critical question at the present moment is whether we as educators shall recognize these forces at their actual value and learn to use them consciously as allies or shall refuse to admit that we can make any systematic use of them and allow all these cross-currents of sex impulses, attractions, and irradiations to sweep unguided through the gradually crystallizing natures of our children. 4. It would seem that scientific educators could give only one answer in the face of these alternatives. Ffew persons who have come up through the emotional turmoil of the miscellaneous sex stimulations of youth, I suppose, can feel that our present lack of method brings the most rational, or emotionally sound, or socia!ly valuable results in the character of the young. Most of us believe that scientific methods will ultimately prove as decisive and profitable in the culture of character as in the culture of corn; and the sex factor in character formation is very real, very powerful, and may be very constructive. 5. In the degree to which this answer is logical, certain prac- tical steps become corollary for scientific school administrators and teachers :— a. To study the facts of sex crises and sex development in pubertal and early adolescent boys and girls, of the sex situa- tions and bonds created by the coeducational school, and of the possible influences of these various attractions for both good and evil in the extra-curricular activities; and gradu- ally to apply these facts in the reorganization and reforma- tion of the social educative life of the school as profound and constructive as anything now taking place in the curri- culum. hb. To study in a similar spirit and for similar reasons the curriculum itself, to discover where and how to impart the desirable information about sex and its implications, the in- terpretation of the facts, and the proper emotional setting of these facts in life and character. 26 National Association of Secondary-School Principals To join with all other community agencies which deal with young people,— as the homes, the religious agencies, the health groups, the social workers, the groups fostering recre- ation and amusements, etc.—in formulating plans for more general enlightenment of adults about the part which sex plays in personal character and social progress. This is be- cause this problem is much too big for the schools alone to handle. It is an all-community problem to transfer to youth the best understanding, appreciation, ideals, and habits which the race has gained. To co-operate fully, when this has been done, with all these social agencies in apportioning the task of wise sex instruc- tion and guidance so that those phases of the guidance which may better come from sources outside the school shall be well given, and thus the direct responsibility of the school itself be reduced to its own just proportion. The school is not the exclusive agency for sex-character educa- tion of children; but both in the curriculum and in its gen- eral life, as well as in its influence upon the adults of the community, it has very definite responsibilities which it can- not escape and for which it must prepare. SECOND SESSION The second session was held in the Rainbow Room of Hotel Winton at 5:30 p. m., Monday, February 26, 1923. Over three hun- dred high school principals were at the tables for the dinner, which was under the direction of Principal Claude P. Briggs, Lakewood High School, Lakewood, Ohio. Dr. Cuarces H. Jupp, Director oF THE SCHOOL oF Epuca- TION OF THE UNIVERSITY OF CHICAGO, spoke without notes or manu- script on The Management of High-School Finances. Seventh Yearbook 27 THE MANAGEMENT OF HIGH-SCHOOL FINANCES Director Cuarves H. Jupp, Scuoot or Epucation, UNIVERSITY OF CHICAGO The question, how much the American public is willing to ex- pend on high schools, is not discussed in this paper. It is assumed that there is wealth enough in the country and enthusiasm enough TABLE I* DISTRIBUTION OF FUNDS AMONG DIFFERENT TYPES OF SCHOOLS, 1910-207 1910 1912 1914 1916 1918 1920 Elementary schools...| 375 419 473 539 600 795 High schools......... 51 64 82 102 163 240 Universities......... 22 25 30 33 40 58 Technical schools... . 11 12 14 18 23 38 Normal schools. ..... 12 12 16 18 21 18 Colleges............. 0.7 0.9 1.8 2 2.6 11 c | rE weet 471.7 | 532.9] 616.8 | 712 849.6 | 1,160 *From “Public Educational Costs—Report of an Investigation by the Committee on Education of the Chicago Association of Commerce” compiled by N. B. Henry. + Expenditures in millions of dollars. TABLE II* Percentage Distribution of Funds among Different Types of Schools, 1910-20 . 1910 1912 1914 1916 1918 1920 Elementary schools ..| 79.50 | 78.63 | 76.69 | 75.70 | 70.62 | 68.52 High schools.........} 10.81 12.01 13.29 14.32 19.18 | 20.69 Universities... .....] 4.66 4.69 4.86 4.63 4.71 5.00 Technical schools... .| 2.33 2.25 2.27 2.53 2.71 3.27 Normal schools......} 2.54 2.25 2.59 2.53 2.47 1.55 Colleges............. 15 17 .29 .28 31 .95 * From “Public Educational Costs—Report of an Investigation by the Committee on Education of the Chicago Association of Commerce” compiled by N. B. Henry. for higher education to guarantee the support of secondary education. When this assumption is made, it behooves high-school principals to recognize the fact that the public demands economy in the manage- ment of high-school expenditures and demands also efficient schools in return for the investment which it makes in school buildings and in teachers. Tables I and II make it evident that high-school costs have in- creased very rapidly in recent years and that relatively they have out- stripped every other type of school expenditure. It is not enough in 28 National Association of Secondary-School Principals aC this connection for high-school men to say that high-school teachers draw higher salaries and high-school equipment is expensive. There is a widespread movement in the country to make salaries of elemen- | TABLE III* The Cost Per Pupil of Instruction in Elementary Schools and in High Schools In Various Cities, 1920 Elementary Schools . High ‘Schools Group 1 Seattle, Wash $65.25 | Detroit, Mich......... . $182.52 Cincinnati, Ohio 61.06 Los Angeles, Cal. 165.54 Buffalo, N. Y. 59.48 Newark, N. J. 128.54 Los Angeles, Cal. 58.21 | Philadelphiz ” P a. 128.24 Minneapolis, Minn 56.63. | New York, N. Y. 117.95 Newark, N. J. 54.75 | Chicago, Ti , 117.56 Cleveland, Ohio = . | Buffalo, N. Y...... - 111.80 New York, N. Y. Cincinnati, Ohio ; . 111.33 Chicago, IIl. . 51: 35 NS ae ene 110.21 Philadelphia, Pa.. ... 50.89 Cleveland, Ohio 107.88 Indianapolis, Ind. 50.59 | Indianapolis, Ind. ‘ 105.85 Washington, D. C. 19.96 | Washington, D. C. .. 103.08 Kansas City, Mo. 19.33 Seattle, Wash... .. . 101.08 San Francisco, Cal. 49.12 Pittsburgh, Pa. 96.12 Boston, Mass. ; 48.73 | Boston, Mass...... 94.90 St. Louis, Mo os 88 San Francisco, Cal. 89.17 Detroit, Mich. 47 | Minneapolis, Minn. eee Milwaukee, Wis. 7.21 Milwaukee, Wis... . 84.71 Pittsburgh, Pa. 43 54 | Baltimore, Md..... . 78.18 New Orleans, La. 38.04. | Kansas City, Mo. 74.47 Baltimore, Md. 37.01 | New Orleans, La. - .. 73.91 Group 2 2 Oakland, Cal. $67 61 Oakland, Cal. soe ou bo 6 eee Portland, Ore. 59.39 | Trenton, N. J. 137.43 St. Paul, Minn. 59.32 | Denver, Colo. ; . 123.88 Worcester, Mass. 54.86 | Worcester, Mass. . 117.70 Grand Rapids, Mich 54.65 | Omaha, Neb.. ; 110.84 Toledo, Ohio . 51.09 | St. Paul, Minn.... ; 110.41 Spokane, Wash. 50.35 | Rochester, N. Y. . 107.86 Omaha, Neb. 50.22 | Providence, R. I.. 103.29 Denver, Colo. 17.46 Grand Rapids, Mich........ 102.90 Salt Lake City, Utah 17.26 Toledo, Ohio......... . 100.92 Rochester, N. y. 16.47 | Portland, Ore. - 94.23 Trenton, N. J. 41.40 Spokane, Wash... 87.90 San Antonio, Tex. 38.38 Wilmington, Del. 84.84 Providence, R. I. 36.81 | Salt Lake City, Utah 83.70 Atlanta, Ga. 36.58 | Louisville, Ky... 74.02 Louisvi'le, Ky. 36.24 San Antonio, Tex. . 73.64 New Haven, Conn. 35.69 Atlanta, Ga. 72.54 Wilmington, Del. 35.58 Reading, Pa. . 69.06 Reading, Pa. 33.18 New Haven, Conn. 53.65 Nashville, Tenn. .. 23.83 Nashville, Tenn... .. .- §2.70 * From “Public Educational Costs—Report of an Investigation by the Committee on Education of the Chicago Association of Commerce” compiled by N. B. Henry. Data from original reports submitted to the Bureau of Education for the year 1919-20. e Seventh Yearbook 29 tary-school teachers equal those of high-school teachers by increasing the training of elementary-school teachers. Furthermore, when economy comes, as it is sure to come from time to time in every state, there are going to be many who will assert that elementary schools must have the first attention. The much greater relative cost of high schools can be defended only when there is shown to be a correspondingly greater advantage to the community from the maintenance of these schools. Table III shows that there is no well-established policy through- out the nation regulating relative costs of high schools and elementary TABLE IV* Comparisons of City Elementary Schools and High Schools Elementary High Schools Schools 1. Number of schools....... 10,841 1,059 2. Number of boys enrolled ces 2,794,581 401,881 3. Number of girls enrolled. . : 2,761,220 466,820 4. Average daily attendance..... 4,465,009 703,929 5. Principals’ salaries and expenses $ 16,793,238 $ 4,585,162 6. Teachers’ salaries... $171,433,899 $ 57,245,926 7. Total expenditures. | $203,005,832 | $ 66.024.370 8. Number of principals............... | 6,845 1,004 15.8 per cent—Average daily attendance of high schools is 15.8 per cent of average daily attendance of elementary schools. 32.5 per cent—Total expenditures of high schools are 32.5 per cent of total expenditures of elementary schools. 27.3 per cent—High-school principals’ salaries and expenses are 27.3 per cent of elementary-school principals’ salaries and expenses. 33.4 per cent—High-school teachers’ salaries are 33.4 per cent of elementary- school teachers’ salaries. $2,453—Elementary-school principals’ salaries and expenses divided by number of elementary-school principals. $4,567—High-school principals’ salaries and expenses divided by number of high-school principals. 412—Average daily attendance of elementary schools. 665—Average daily attendance of high schools. * From Statistics of City School Systems, 1919-20, Bureau of Education Bulletin No. 17, 1922. 30 National Association of Secondary-School Principals schools. It is not enough for the high schools of a given locality to seek and take all of the advantages which they can get. Sooner or later there will be a broader view of public education which will compel the officers of each school system to justify what they do by standards that are as broad as the nation. National standards are more likely to be objective and defensible than are the practices which grow up in a single locality under the accidental conditions which frequently determine local practice. Table IV is a composite. The figures in the upper half are supplied merely to give the reader the data from which the calcula- tions below are made. The calculations are impressive, in part, be- cause they confirm what has been shown in the earlier tables, in part because of the new facts which they supply. In passing it may be well to note specifically that the 15.8 per cent, which results from a comparison of high-school attendance and elementary-school attendance, should be interpreted with full recog- nition of the fact that the high school includes only four classes while the elementary school includes eight. With this matter disposed of we may return to the interpreta- tion of the table. There is a very definite economy in relative ex- penditures for overhead in high schools as compared with elementary schools. The size of the average city high school explains this in part. The principal of a high school takes care of more pupils and is relatively less expensive than the teachers. TABLE V* Bonded Indebtedness in Community High School in Seventy-Six Counties in Illinois Number Number Average Bonded Bonded of of Daily Indebt- [Indebtedness Pupils Schools Attendance edness Per Pupil 0-50........ “- 30 1,053 $1,264,203 $1,200.54 51-100... ; So 30 2,130 2,069,473 971.58 101-150... Kane 10 1,377 1,007,150 731.41 151-200.... ie 6 1,069 564,000 527.59 201-300... . :% 3 745 458,000 614.76 301-500............. 4 1,404 885,000 630.34 600-up.............. 0 0 0 0 WES iia wctiacs eer 83 7,776 $6,247,826 803.47 * Prepared by G. W. Willett Seventh Yearbook 31 On the other hand, it is very impressive that the high-school principal enjoys advantages in the way of compensation which are much superior to those of the elementary-school principal. It ill behooves a principal who has this superior compensation and one whose staff is evidently superior in equal degree to complain about the difficulties which come up from the lower schools in the way of deficient pupils. It is the duty of the high-school staff to deal with pupils, recognizing the fact that the high school has a superior obli- gation commensurate with its superior equipment. Table V calls attention to a form of expenditure which is not always thought of by high-school officers as of serious concern. In the long run the community will have to give heed to this type of obligation. At present school buildings are often erected in an extravagant way because communities get into rivalries or become enthusiastic beyond their means. The interest charges on such in- vestments sometimes get themselves obscured in the public book- keeping. The fatal fact is that they continue to be a charge against the taxpayer. Sooner or later the school will have to assume the responsibility for this kind of expenditure. It certainly behooves the officers of schools to study the best and most efficient methods of . housing schools at the least cost. Mr. Willett, from whose researches the table on bonded indebt- edness is derived, supplies further very interesting and impressive figures from a number of Illinois towns. There are towns in this state which have bonded themselves so heavily for schools that the per capita cost for each high-school pupil for interest charges alone TABLE VI* High Schools Arranged in Order of Annual Costs Per Pupil in Attendance | Number of | Annual Cost] Length of Cost Pupils Per Pupil Term Per Day | er ere 1,479 $153.58 179 $0.86 oe | 126 195.34 176 1.11 eee 26 224.37 166 1.35 eee 81 245.58 169 1.45 CR cack agacceyets 102 290.68 189 1.54 Casa Grande......... 66 314.14 166 1.89 Miami (Live Oak)..... 179 381.31 182 2.10 State average..... ae $193.90 * Abbreviated table, using every fifth case. From the Sixth Biennial Report of the State Superintendent of Public Instruction to the Governor of the State of Arizona for the Period July 1, 1920, to June 30, 1922. 32 National Association of Secondary-School Principals were last year, in a number of cases, as follows: $71,67, $80.27, $133.85, $140.10, $123.70, $85.32, $91.90, $149.05. It is hardly necessary to say that such interest charges sound like serious obstacles to the development of higher education in these communities. Of course, the number of pupils is small in all these cases. The fact, together with the difficulty of supplying buildings, suggests the desirability of high-school consolidation. The argu- ments derived from fiscal statistics can be powerfully reenforced from a study of the educational needs of the schools. Table \I illustrates the difficulty of organizing high schools in small towns and in frontier communities. Again it may be reiterated that one can have full faith, in view of the statistics, in the willing- ness of American communities to pay for high schools. One won- ders sometimes what these communities will say when they find out what they are doing in support of high schools. The purpose of this paper is now evident. Any high-school principal is guilty of an offense against public policy who puts in a course of study which he cannot justify as genuinely serving the com- munity. An overstaffed school is wasting money and is unjustified. A\ lack of serious purpose on the part of pupils cannot be tolerated in view of the huge investment both absolute and relative which the public is making in secondary schools. The financing of a high school is a grave public responsibility and it will be a mistake to go ahead recklessly with expansion in these schools. It is the part of selfish prudence, and more than that of institutional wisdom, to study economy in every legitimate inter- pretation of that word as the highest duty of the high-school principal Ste tee en eT aE nits etter aire } ‘ anes i aaNet oceania enn a oa Seventh Yearbook 33 THIRD SESSION The third session was one of three conferences closing with a general meeting. JUNIOR HIGH-SCHOOL CONFERENCE The junior high-school conference was held in the Rainbow Room of Hotel Winton at 2:15 p. m., Tuesday, February 27, 1923. THe CHAIRMAN OF THIS CONFERENCE, Mr. Putiie W. L. Cox, PRINCIPAL OF JUNTOR-SENIOR HiGH Scnoor, LINCOLN SCHOOL oF TEACHERS COLLEGE, NEw York City, opened the meeting by speak- ing on The Need of Analyses of Standardized Solutions. The social situations that confront us in daily life very fre- quently, are so often repeated that society has adopted standardized responses. Whether these responses are the best ones or not, is important ; they suffice, they become automatic, they are economical. To eat with a fork, to take off one’s hat when entering the house, to obey the traffic officer, and the like, are standardized modes of be- havior that are socially approved, and that leads to annoyances if not adopted. Standardized solutions of problems are economical of time and° energy; they require a minimum of thought. And so those of us who have the human frailty to dislike work, especially if the work seems avoidable, yearn for standardized solutions of all social prob- lems. The academic mind enjoys evolving such solutions, and sup- porting them by plausible arguments that take account of obvious generalizations and half-truths. In the junior high-school field one has only to mention such solutions as “promotion by subject,” “seg- regation of ability groups,” “try-out courses,” “vocational guidance,” “departmentalization of teaching,” as examples of standardized solu- tions that are frequently assumed to be characteristics of the “stand- ard junior high school.” Now, all such solutions have some value in some junior high schools, or in some grades, or for some pupil groups, at some times. 3ut the development of any specific junior high school can not utilize all of these solutions effectively. [Each school must be planned to serve a specific community, with specific facilities, equipment anc faculty; it will be affected by specific state compulsory attendance laws and their enforcement; it will collaborate with supplementary 34 National Association of Secondary-School Principals extra-mural educational forces, and it will compete with demoraliz- ing or non-educational institutions. This afternoon we are going to examine three of these often- urged standardized solutions. The three speakers are universally recognized as authorities who, we hope, will bring to us solutions developed not only by careful thinking, but also from a wealth of successful practical experience. “How shall the junior high school be governed?” we ask. By some form of social participation, is the standard response. But just what social participation? Mr. Ryan is going to tell us after a while just what he conceives the solution to be. What college credit shall be asked for general mathematics? for social study? for general science? Can the senior high school cer- tify that graduates have had first year algebra, if they studied ninth grade general mathematics? Mr. Pickell will tell us what he makes out of this problem. Shall the junior high school offer an uniform but enriched cur- riculum for all pupils? Shall it allow free election of subjects? Shall it offer several distinct curricula, commercial curriculum, industrial arts curriculum, etc. ? Our first speaker, Mr. James M. Glass, State Director of Junior High Schools of Pennsylvania, will explain to us just what the solution known as gradual, tentative differentiation is and will then permit us to challenge his conclusions by questions, objections, or doubts; or will be glad of our support if we have experience that supports his solutions. STATUS OF THE JUNIOR HIGH-SCHOOL DIFFERENTIA- TION OF CURRICULA Mr. J. M. Geass, DirecToR oF JUNIOR HIGH SCHOOLS FOR PENNSYLVANIA Shift of Emphasis from Differentiation to Guidance-—A funda- mental change in point of view has taken place in the junior high school in the past few years. It is a shift of emphasis from dif- ferentiation to guidance, or more properly, guided exploration. This is a distinction vitally important to the realization of the educational mission which confronts the junior high school. The Mission of the Junior High School.—The mission of the junior high school to the public school system is the articulation of Seventh Yearbook 35 elementary and secondary education. Accordingly the junior high school is an agency of educational reorganization for the coordina- tion of the public school system; to this end it is, as an institution, a unit of transition between the elementary school, its inlet, and the senior high school, its outlet. Its mission to the early adolescents of twelve to fifteen years of age is to guide them through this transitional period of subpubescence from the preadolescent to the adolescent period —a period which synchronizes chronologically with the school unit of transition from elementary to secondary education. The mission of the junior high school to its early adolescent pupils is thus summarized by the Com- mission to the Reorganization of Secondary Education —‘“to help each child to explore his own aptitudes and to make provisional choice of the kinds of work to which he will devote himself.” The Mass, the Individual, the Group—The common branches of the elementary school comprise a single curriculum required of all pupils as the indispensable tools of education. Consequently, the point of view of the elementary school toward its pupils is properly that of the mass. On the other hand, the specialized, or differenti- . ated, curricula of the senior high school is a wholly different point of view, i.e., that of the group. There can be no true articulation of all three units of the 6-3-3 organization until the individual is sorted from the mass and classi- fied with the group. The junior high school, therefore, as the unit of transition, must take the point of view of the individual. Recall once more with new emphasis the statement of the Commission “To help each child to explore his own aptitudes and to make provisional choice.” Differentiation signifies the group—it is peculiarly the func- tion of the senior high school; guidance signifies the individual—it is peculiarly the function of the junior high school. The Evolution of the Shift of Emphasis —The evolution of this change in fundamental point of view has been natural and inevitable. When the seventh and eighth years were transferred from the ele- mentary to the secondary school, the first natural impulse was to push down high-school differentiation of electives or curricula. But a very vital intermediate or transitional step was overlooked until the junior high school was forced by hard experience to shift its emphasis to guided exploration. 36 National Association of Secondary-School Principals The Comprehensive High School—We are all familiar with the development of the comprehensive high school. Differentiated cur- ricula broke down the high school’s classical heritage of a practically exclusive college preparatory curriculum. A long period of com- mercial curriculum development was accompanied or followed by the introduction of the English or non-foreign language curriculum, the scientific or technical curriculum, and the general curriculum de- signed largely to meet the needs of those not preparing for college. Still later came the development of vocational or industrial edu- cation and then was added to the high schoo! program of studies a vocational curriculum. The outstanding contribution of the public high school in the educational experiment of greater equality of opportunity was the comprehensive high school with its differentiated curricula. Comprehensive High School Widened Gap in 8-4.—The gap, however, that had always existed in the 8-4 organization, was im- mensely widened with the development of the comprehensive high school. The former problem of the elementary school was compara- tively a simple one, viz., preparation for what was practically a single college preparatory curriculum of the high school. The comprehen- sive high school presented to the elementary school problems of preparation and guidance to the differentiated curricula which the elementary school was not prepared to meet. The tragic mortality in the ninth year of the high school attested the blind unguided choice of high-school curricula by eighth grade graduates. Caprice was too frequently the only guide in the dif- ferentiated channels of the high school. Abruptness of transition between elementary and secondary education exacted a high toll in pupil mortality in the early adolescent vears in grades seven, eight, and nine. With the coming of the six-year secondary program of studies, it was probably inevitable that temporarily at least the same abrupt- ness with its excessive toll should continue. For a time the situation at the beginning of the junior high school movement was made in- finitely worse by offering pupils at the end of the seventh year and frequently during the seventh year the same bewildering differentia- tion of educational choice. Blind, unguided, capricious choice of- fered to the still more immature pupils in grades seven and eight - Seventh Yearbook 37 could result only in an increase of errors of choice and, consequently, increased mortality of pupils. The Place of the Junior High School.—¥or the mortality in the ninth year we frequently advanced the theory that many pupils were by lack of innate ability unable to carry high-school work. This was in a measure true, but we believe today that much of the educational waste was due to the lack of wise guidance of the initial choice. We too long persisted in the theory that eighth grade graduates must adapt themselves to the secondary school. We are coming to see that the secondary school must be adapted to adolescent youth, and that not only must secondary education offer greater equality of opportunity, but that there must precede these differentiated curricula a background of exploratory or try-out experience to bridge the gulf between the elementary and secondary schools and to. guide the initial and crucial choice of electives. nd in this purpose to offer exploration and guidance we find the true place of the junior. high school in the public school system. Its Development for Guided Exploration. — The junior high school movement itself did not at first grasp the thought of guided exploration until after several years of unfortunate experience in offering differentiated electives to seventh and eighth year pupils. ° The inability of these immature early adolescents to choose intel- ligently elective courses was so much greater than had ever existed in the ninth year that this new unit in the school system was literally forced to introduce try-out exploratory courses as a background of initial choices in secondary education. One of the significant contributions of the earlier junior high schools in this problem of adjusting elementary children to secondary education was made by Mr. Cox in his first junior high-school ex- periment at Solvay, N. Y. He based his seventh and eighth years upon the exploratory plan and designated his ninth year as the year of adjustment or of cross-over between electives to correct the in- evitable errors in initial choices. Concurrently in many sections of the country the conviction was growing that the junior high school was a try-out finding school to guide early adolescents by gradual stages through the unit of transition between the single curriculum of elementary branches and the multiple curricula of the high school. Guided Exploration Docs Not Replace but Precedes Differ- entiation—Before | am misunderstood, let me repeat what I said 38 National Association of Secondary-School Principals at the start—a fundamental change in point of view has taken place in the junior high school—a shift of emphasis from differentiation to guided exploration. “To help” is to guide “each child to ex- plore’’—guided exploration. Guidance does not replace differenti- ation; it precedes it and exceeds it in vital importance to the junior high school. Articulation of Unassimilated Units of Instruction —Because the junior high school inherited from the elementary school and the high school an assortment of unassimilated courses of study, it began with a program of studies so bewildering in its variety as to dis- courage many from the attempt to articulate elementary and sec- ondary education. The evolution of general courses of study, which are the articulation of elementary and secondary courses, has been steadily proceeding. The answer has not been written and will not be for years yet to come, but the process of articulation by wide- spread experimentation is under way and must be permitted to con- tinue. The general courses of today represent experiments to articu- late unassimilated units of instruction bequeathed from the single curriculum of the elementary school and from the multiple curricula of the high school. 1. General mathematics is an articulation of arithmetic with algebra, intuitive geometry and other secondary courses. 2. General social science is an articulation of elementary school history, civics, and geography with ancient history, European his- tory, community civics, vocational civics, and elementary economics. 3. General science is an articulation of nature study with biol- ogy, physics, chemistry, and physiography. 4. Prevocational training, or the general shop for home me- chanics, is an articulation of manual training with vocational training. 5. General home economics is an articulation of elementary- school cooking and sewing with vocational household arts, 6. The elementary-school courses in English composition, tech- nical language, reading, and spelling have been articulated with sec- ondary-school courses in English and literature. In a few experi- ments foreign languages have been coordinated with English. 7. The health program of the elementary school, designed for all pupils, has been assimilated with the secondary-school physical training, gymnasium, swimming pool, and hygiene instruction; there Seventh Yearbook 39 has been an assimilation into a health program for all pupils of the athletic school team contests of the secondary school. 8. Music and art have become constants for the full three years of the junior high-school program of studies; there has been intro- duced an extension of fine arts through the electives offered by music and art clubs in the school activities program. 9. Commercial education has become part both of the required and elective courses; introductory business practice or junior busi- ness training has entered as a required constant in the eighth year. Two Transitional Steps—By its general courses of study, the junior high-school program of studies has become an articulated composite of elementary and secondary courses. The first transi- tional step from the single curriculum of the elementary school is an enlarged enriched curriculum, designed “to help each child to ex- plore his own aptitudes.” In the junior high-school program of studies also are found electives that pupils may “make provisional choices of the kinds of work to which they will devote themselves.” Thus a second transitional step is taken to the senior high school, where in the statement of the Commission “training in the fields - thus chosen” should be given. Constants-with-V ariables Curriculum.—It is not yet determined whether we may properly speak of differentiated curricula in the junior high school. We have electives with an increasing body of constants. Dr. Leonard V. Koos has designated the junior high school program of studies as a Constants-with-Variables Curricu- lum. This characterization best defines the plan of constants and electives which most generally prevails today. The junior high-school schedule of classes, as determined by a questionnaire submitted a year ago, reveals a predominating ten- dency to organization on the basis of six one’clock hour periods. The ptogram of studies conforms to this organization. There are in general practice four major constants: English, social studies, sci- ence, and mathematics, required and continuous through the three years; a fifth period is devoted to fine and practical arts; a sixth period is partly set aside for organized school activities ; school health and guidance are part period courses of the fifth and sixth periods. The reduction of time allotment to constants in the latter half of the junior high school in part provides time for electives ; in some cases electives are offered by increasing time allotted to constants, 40 National Association of Secondary-School Principals e.g., in science and practical arts; in other cases electives become part of the school activities period, e. g., music and art clubs, Eng- lish clubs, social service clubs, science clubs, craft clubs, industrial and household arts, clubs, ete. Electives —Electives include foreign languages, science, com- mercial courses, additional shop time for teclinical courses, and vocational industrial work; in a gradually diminishing degree, the former first year high-school electives of algebra, biology, ancient history, etc., are offered. These electives are the initial and pro- visional choices which inaugurate the later differentiated curricula of the senior high school. Leading to the academic curriculum is the foreign language elective; leading to the scientific or technical curriculum are general science and increased shop work; leading to the commercial curriculum are junior business training, business writing, bookkeeping, commercial mathematics, and typewriting ; leading to the vocational curriculum is the half-time provision for Smith-Hughes work pursued either in or outside the junior higli- school building ; leading to the fine arts curriculum are the required courses in art and music, the electives offered in the school activities period, and the credit given for outside teaching. ‘ive differentiated curricula are, therefore, inaugurated by initial electives in the junior high school: 1, the academic; 2, the technical or scientific (both college preparatory curricula ) ; 3, the fine arts curriculum (frequently with college outlet ) ; 4, commercial (oc- casionally with college opportunity ), and 5, the vocational curriculum. Mr. FRANK G. PICKELL, ASSISTANT SUPERINTENDENT OF SCHOOLS OF CLEVELAND, Oro, read the following paper: THE JUNIOR HIGH SCHOOL AND COLLEGE ENTRANCE REOUIREMENTS \SSISTANT SUPERINTENDENT FRANK G. PICKELL, CLEVELAND, Onto In June, 1922, there were graduated from Cleveland’s ten senior high schools 1,339 boys and girls. In January, 1923, 754 boys and girls were graduated. Thus in one academic year 2,093 boys and girls were graduated. On December 22, 1922, the tota! enrollment in all grades in Cleveland’s schools was 115,750. Of this total 38,406 boys and girls were in grades 7 to 12 inclusive. On December 21, anette Seventh Yearbook 41 1922, the total enrollment in the Detroit schools was 122,558. Of this total 37,374 boys and girls were in grades 7 to 12 inclusive. The following table shows the distribution by grades of all pupils enrolled in grades 7 to 12 inclusive in Cleveland and in Detroit, and the per cent of the total in each grade. Cleveland Detroit Enrollment at Per cent of total Enrollment at Per cent of total Grade date Dec. 22, ’22 in each grade date Dec. 22, 22 in each grade Junior High School 7 10,912 28.41 9,480 25.36 8 8,991 23.41 8,493 22.73 9 8,225 21.44 8,802 23.55 Sub-Total 28,138 73.26 26,775 71.64 Senior High School 10 4,995 13.01 5,162 13.81 il 3,078 8.01 3,236 8.66 12 2,195 5.72 2,201 5.89 Sub-Total 10,268 26.74 10,599 28.36 Total 38,406 100.00 37,374 100.00 , In Cleveland more than 73 per cent of the total enrollment in _ the six upper grades are in the junior high grades. In Detroit more than 71 per cent are in these grades. And of the 28,138 boys and girls in Cleveland's junior high grades some 25,500 will never reach the twelfth grade of the senior high school. The facts of this dis- tribution of pupils, with some variation, of course, hold for all parts of the country. The best interests of all concerned will be served if we teach this group of 28,138 material of interest and value within itself rather than to teach them with the remote, and in 25,500 instances, the erroneous objective of college entrance in mind. I am much con- cerned that this new unit shall be a period of developing habits, of training children to think, to image, to plan, to execute, and of arousing abiding interests and ideals. Our task in this period is so far removed from the job of taking pupils through courses designed to meet college entrance requirements some four, five or six years later that, I am quite sure, the junior high school will profit if it can remain entirely free from college entrance entanglements. From the standpoint alone of persistency in school this suggestion is the right one to follow. 42 National Association of Secondary-School Principals We have now experimented some eight or ten years with the mechanics of reorganizing the secondary-school years. The pre- ponderance of evidence is in favor of organizing the junior high school as a separate unit. And I may add that the experience of those who have worked in six-year schools is also favorable to some type of organization other than the six-year school. In Cleveland and in Detroit where the six-year school has been given as thorough a trial as can be found anywhere, the decision is decidedly unfavor- able to the six-year organization. There are many arguments both in theory and in practice against organizing the six years as one unit, except in small systems where economic and administrative necessity make this type of organization mandatory. But even in the six-year organization the junior and senior divisions should be distinct. Now all this is far from saying that there should not be the closest kind of co-operation between the junior and senior divisions. It does mean, however, that the early years of the secondary system demand a different kind of treatment from those of the later years. If the movement to organize the seventh, eighth, and ninth grades as a unit is right, we have not only the argument of the num- ber of pupils who should be given an education independent of any and all restrictions of college entrance requirements, but we have the added argument that unless the ninth grade is removed from the accrediting relationship to the college, the four-year high school will become a sort of dismembered institution and the junior high school will remain what it now is, a disjointed institution. That ninth grade is like a sore thumb now. It is or is being taken away from the senior high school. Shall the senior high school be com- pelled still to retain sovereign control over a grade in the administra- tion of which it has lost or is losing actual control? And shall the junior high school be compelled to run as a sort of two-ring circus,— one ring consisting of the seventh and eighth grades and the other ring of the ninth grade? F-ven the most casual observer knows that the junior high school ninth grade has not been radically changed from the traditional ninth grade and will not be so long as it is hemmed in and hampered on every hand by restrictions due to col- lege entrance requirements or senior high school standards imposed. Now the simplest and most sensible arrangement will be to re- lease that ninth grade to the junior high school and place only the senior high grades,—namely, tenth, eleventh, and twelfth, in accredit- ] 43 Y carbook Seventh ing relationship to the college. Let the colleges specify that not more than twelve units of work shall be required for entrance, all of which shall be done in the tenth, eleventh, and twelfth grades. This will solve a multitude of problems, simplify the articulation of the junior and senior high schools and obviate at once any and all transfer of credits from the junior to the senior high school. Under this plan the junior high school could really operate as a unit and the senior high as a unit. The junior high school could practice flexible promotion and send pupils to the senior high school as soon as or whenever their best interests would thus be served. No question of credits need ever arise. Those entering the senior high school could be placed in the work for which they were pre- pared and upon the completion of eleven or twelve units be gradu- ated. This plan would lend itself readily to a program of economy of time about which we have heard so much. It is perhaps premature to lay down for the colleges a new set of requirements for entrance, based upon work done in the three- year senior high school. The college authorities will want to say something upon the subject, no doubt. But it may not be out of place to suggest explicitly how the proposed plan could be put into operation. The average North Central College or University requires now for admission RE Asean Cenccdtvkevede snes 3 units Mathematics | a Foreign Lang. § Se rveveeesssaceses ° Social Science.................5- 5p) ? Laboratory Science............... 5% PMN 3 6:2 cis Gis 00500 KEES Ree be ff ee ees ore rere 15 units Under the proposed program the requirements state in terms of units might be: A major of...... 3 units Two minors of.. 2 “ each Electives ....... oe: Total ...... ww Suggestion: At least nine of the twelve units to be in academic subjects. English to be offered either as a major or a minor. 44 National Association of Secondary-School Principals The only point of difficulty at present is likely to be found in the mathematics and foreign language requirements because both of these subjects may be begun in the junior high school and in these subjects the content of courses is about as set as adamant. To avoid any present misunderstanding content minima can be established in these two subjects. In presenting these units the requirements may state that not less than the work equivalent to the completion of plane geometry in mathematics and not less than the completion of Cesar or what is now second-year work in a modern language can be accepted. There is no question in my mind that this program which delays definitely the actual preparation for college entrance to the tenth-year of the high school will make for better college preparation than now is the case. |’upils are older, they have had more time in which to decide what they intend to do and there will be less flitting from one subject to another than now prevails, when it is no uncommon thing for a high-school pupil to earn nearly half of his sixteen units in the ninth year courses. This proposed program is preventing a scattering of effort in the senior high school will call for continued study on the part of the pupils in fewer lines of work carried over a longer period of time. Mr. H. H. Ryan, Supervisor or JuNtor High Scnoots oF Sr. Lours, Missouri, read his paper, The Government of the School. THE GOVERNMENT OF THE SCHOOL SUPERVISOR OF JUNIOR Hicu Scnoars, H. H. Ryan, St. Louris, Missourt In a discussion of the problem of government in the junior high school we can start from G. Stanley Hall’s conclusion that the ap- proach of adolescence brings a radical change in the child’s attitude toward government. You will remember the ancient myth which describes the beginning of social consciousness in the human race. It seems that originally men’s bodies consisted of just twice what they now do. Each man had four leg, four arms, two heads, and soon. Men were unbearably selfish, and spent their days quarreling with each other. The gods finally tired of this and decided to do something to make men more considerate of each other. They o finally hit upon the plan of slicing each man into two parts and } ; | ] ; Seventh Yearbook 45 sending each half on its way to maintain a separate existence. It soon developed that each half man was spending a good deal of time thinking about the other half; and so it came about that unselfish- ness was born into the world. The typical junior high school child is just reaching that stage of his existence. It is often true in the case of a given boy that a certain twelve-year-old girl is the first person in his life for whose happiness he feels a genuine and absolutely untaught concern; she is the first whose opinions of his appearance ring true and sensible ; she is the first before whom he will die rather than be humiliated. Many a teacher has been astounded to see the meek and docile lad of yesterday explode under a rebuke offered him today in the pres- ence of the class. The young gentleman has just discovered the better half of the race, and that discovery has served to impress him with the necessity of saving his face on all occasions, as our friends the Orientals would put it. At this point the boy, especially, loses his docility, his willing- ness to accept unqualified and unexplained directions from his elders. He begins to regard these things as whims and indeed many of them are. A rebellious streak appears, which manifests itself not only in matters of government, but in matters of instruction. He is inclined ° to regard correct forms of speech as parts of a code superimposed by his powerful elders to the exclusion of the more picturesque and expressive language of the playground, and for no visible purpose except that said elders may have their way about it. There is no logical response which the school can make to the change in attitude toward government except a change in the plan of the government of the school. If this is not done there will be a tremendous loss somewhere. Those children who possess initiative and determination will be at outs with the teachers; those who can be coerced will meet that fate and lose their birthright of divine spirit in return for peace and quiet. Those who can be overcome through personal palaver will go over to the enemy, the teacher, and fall into disrepute among their fellows. At the junior high-school age I believe there is but one way of making a whole school feel that the children and the teachers and the parents are all on one side of the game against ignorance and vice; and that is by promoting children from the ranks to places in the council of war. This is not for the sake of giving the children 46 National Association of Secondary-School Principals more privileges, nor to set a lower standard for behavior. It is not necessary to make an administrative change in order to make the child feel his wishes more keenly nor to suit the procedure more to those wishes. The thing that is necessary is that he sense the funda- mentally benevolent character of government in general, and give his allegiance to it; to this end it is essential that he have a part in the government to which he is subject and, above all, that he come to feel a share of the responsibility for the success of that government in accomplishing its immediate and remote ends. I will assume for this discussion that the entire round table will agree that the government of a school must accomplish two things: 1. Achieve effective and efficient control and direction of the school. 2. Provide training in citizenship. Almost since the beginnings of education in this country there has been recognition of the duty of the school to prepare the pupil for his function as a member of a democratic community. For many years it was hoped that this would be accomplished by the academic study of government. Soon, however, the necessity for laboratory training in citizenship was sensed and attempts were made to provide it. There were mock trials, dramatizations of the Constitutional Con- vention and similar historical assemblies. We have been very slow to realize that it is quite essential that the situation in which the child is to learn government be such as to appeal to him on its own merits— by reason of a real and immediate value to him of the legislative and executive acts in which he takes part. It is certainly true that the junior high school, of all the divisions of education, must provide for learning government through active participation ; this new institution is unique in that it retains and trains a type of pupil not often seen in the intermediate grades ; the type who to be taught effectively must have real situations put before him. He makes nothing out of abstract discussion. He is the “show- me” type. Later on he will take part in politics, whether we touch the subject in school or not. But the school is his only chance to be taught political ideals which reach beyond mere expediency or petty narrow motives. It is he who if untaught will fall prey most readily to the unscrupulous ward heeler who is in a position to offer priv- ileges or immunities in return for votes. Without instruction he will not see far-reaching consequences of simple political acts. sine : : ee Seventh Yearbook 47 There is another type of child who deeply needs to be initiated into politics during his school days, and that is the future college graduate. The fact that the government of cities is largely in the hands of uneducated people is due partly to the fact that the college graduate traditionally takes very little active interest in the affairs of the local government. He regards politics as a dirty business and, never having come into active touch with it, he remains aloof. In offering a pupil the opportunity of participating in the gov- ernment of the school there is one principle which must be borne in mind. If his political activities are to result for him in social growth he must be actuated by motives which are clear and genuine to him. It is vital, therefore, that only those matters be placed in his hands the basic philosophy of which he can understand and agree with. The regulation of traffic in the halls and lunchroom meets this re- quirement ; the preparation of the budget for extra-curricular activ- ities ; the planning of an entertainment to back this budget; the di- rection of a clean-up campaign; the awarding of student honors on the basis of definite regulations ; the maintenance of order at athletic games. Accordingly there should be machinery provided to enable the pupils to take the initiative and responsibility for this type of activity. Recently I undertook to get the opinions of both pupils and teachers on the workings of our student government features. The questionnaire to the pupils asked two main questions: first, whether they liked the Blewett plan better than the old style plan of school government ; second, whether they thought it worked better. In an- swer to the first the opinions were about ten to one in favor of the affirmative; in the second about six to one. Evidently the pupils were surer of their own reaction than of the effectiveness of the plan. The unfavorable comments from the pupils were largely ob- jections to alleged favoritism shown by traffic officers to their friends and to special privileges allowed these police, such as that of breaking into the lunchroom line without, waiting for turn. One youngster expressed himself thus, however, about the whole proposition of pupil participation in government: “If the teacher were there, I would think I had to be quiet ; this way I live up to my self-respect.” The questionnaire to the parents was as follows, omitting the introductory paragraph; the ratio of the answers is shown in each case: 48 National Association of Secondary-School Principals Question 1. Does the plan seem to be superior to the traditional method, in which the government of the school was a matter between teacher and individual pupil? 17 “Yes” to 1 “No.” Question 2. Does the pupil seem more or less inclined to feel that he is getting a “square deal” in matters of discipline? 44 “Yes” to 1 “No.” Question 3. Does he seem to take more or less interest in having the school well behaved ? 44 “Yes” to 1 “No.” Question 4. Has the plan affected his attitude toward his teachers— i. €., is he more cordial or more antagonistic than under the other kind of school government? 12 “Favorably” to 1 “Unfavorably” to 4 “No change.” Question 5. Has it apparently affected his behavior at home? How? 3 “Favorably” to 1 “Unfavorably” to 1 “No change.” Question 6. Does it seem to teach him anything which he might not get under the other plan—as, for instance, habits and ideals of later value to him as a citizen of St. Louis? 11 “Yes” to 1 “No.” Remarks: This questionnaire elicited a flood of very gratifying general comments. All together the idea seems to be meeting with approval. RURAL AND SMALL HIGH SCHOOL CONFERENCE Principal Claude P. Briggs of Lakewood High School, Lake- wood, Ohio, presided over the conference of Rural and Small High Schools. Mr. Cecic K. Reirr, Principat or CENTRAL HiGH SCHOOL, MUSKOGEE, OKLAHOMA, read his paper. SOCIAL LIFE OF PUPILS PrincipaL Cecit K, Reirr, CENTRAL HicH ScHOoL, MUSKOGEE, OKLAHOMA We are in an age of educational development. Today the high schools, no longer the schools of a select few, are crowded with an Seventh Yearbook 49 increasing number of students of diversified interests and abilities, widely varying in social status, physical aptitudes, mental capacities, and life purposes. Furthermore, but a small percentage of our stu- dents is graduated from high school and even a smaller percentage enters higher institutions of learning. The ability of students to apply knowledge of life realities is the test of the modern high school. Certainly it is a good token that educational literature is filled with discussions of the socialized recitations, socialized curriculum, social environment, social efficiency, social relationships, social growth, social consciousness, etc. In fact, all education, in its very incep- tion, is social. The high school holds a strategic position in the so- cialization process. In order to broaden the field of our study, we have sought in- formation from three sources, namely,—high-school principals, high- school students, and citizen taxpayers, mostly patrons. Mrs. J. C. Winders, Head Councilor for girls, made a survey of the social activities of about seven hundred upper class students, in the Mus- kogee Central High School. A similar survey was made of the rural high schools of Muskogee county and also of a few rural com- munities of other states. We shall first consider some practical as- pects of present-day conditions, then outline some conceptions of school responsibility, with a view to suggesting desirable reorganiza- tions. That high-school administrators feel the need of creating stu- dent experiences which will vitalize the cardinal social objective of secondary education is manifested in various schools through the following activities: picture shows, glee clubs, athletics, student gov- ernment organizations, socialized recitations, adviser groups, cultural reading, departmental clubs, High Y, Y. W. C. A., dramatics, de- bating, class parties, music, art, literary clubs, group projects, as- sembly programs, fairs, skating, hikes, etc, junior civic organiza- tions, “Meet My Friend” days, activity periods in school, finding and broadening courses, choruses, orchestras, bands, visitors’ weeks, school dances, definite instruction in morals and manners, personal betterment days, radio, picnics, and social hours, together with many minor activities. Of course, no one school is attempting all the above. In fact, one principal is of the serious opinion that we have too many social activities, including athletics, and he would not have any social activities outside of school before the senior year. On the contrary, 50 National Association of Sccondary-School Principats one principal would bring as many social activities as possible into the school. Among many other purely social activities his school offers noon and Saturday night dances. The majority of parents, students, and high-school principals agree on the activities which are detrimental to the life of students. They place dancing first; car riding second, and miscellaneous par- ties third. It is interesting to note that late hours constitute the detrimental feature of the activity. In the rural districts surveyed, twenty-two per cent of the students dance and eighty per cent attend church socials, while in the city of Muskogee about fifty per cent attend dances and about seventy per cent attend church functions. Apparently some rural high schools are not taking advantage of the opportunities to develop wholesome, social experiences for their students. One rural high school has neither club meetings nor class meetings. Students in this school depend almost entirely on athletics for social life. On the other hand, however, we who have thought that rural students lacked variety of social life may well consider the following facts: out of fourteen activities, the median for student participation for seven hundred eleven students of Mus- kogee Senior High School is eight for boys and nine for girls. For three hundred ninety-four students of rural high schools the median is eight for boys and nine for girls. I believe we should take the position that the schools should not exercise further control over outside social activities. We have the Y.M.C. A., Y. W. C. A., girl and boy scouts, community centers, churches, and many social and civic organizations, all making such a demand upon the same class of children, that we need, not a wider jurisdiction, but a better balanced social program. Evidence shows that boys and girls who are in one or more social activities usually have their entire week scheduled, while boys and girls who need the social value to be gained in such agencies are not touched at all. Eighty-five per cent of high-school principals would have the high- school exercise no control over social activities given under any other auspices than the high school. Eighty-two per cent of the students prefer school supervision of social activities. Parents appreciate school activities, but express regret that so many civic, community, church, and school activities demand so much of the time of their children. i IEA tens ste st A ERK is rides ee ee Seventh Yearbook When we assume control of all the social life of the children, we become corporate in character and rob the home of its long- established entity. The paternalism fostered by a wide control of outside social life of students is alarming. There must be a limit to the scope of the responsibility of the high school, for taxpayers cannot afford to pay for school services which are duplicating other agencies in the community. Moreover, we must respect the sanctity and importance of the home because our schools will rise or fall as the home rises or falls. Thus far I have dealt with opinions and practices of those im- mediately involved with the social life of high school students hoping, thereby, to give in a few brief paragraphs a setting for further analysis of some conceptions of school responsibility. In this an- alysis we must consider the following questions: First—what is our objective? Second—what pupil experiences are involved in reach- ing the objective? Third—by what agencies, and through what activities may the experiences be provided ? Our high schools, formerly the ladder by which a chosen few promising lads climbed into the classical colleges, have sought in- tellectual discipline and the accumulation of facts as the basis of their curriculum. Even in our democracy, too often the teacher’ remained a despot for curriculum enforcement with the sole aim to cover pages of grammar, or lines of Czesar or propositions of geom- etry, without realizing that the real purpose was to develop the capac- ities of a human individual. Thanks to the present humanistic educa- tional revolution we are now beginning to teach children, rather than books. It is significant that the Commission on the Reorganization of Secondary Education places ethical character and worthy use of leisure as two of the Seven Cardinal Principles of Secondary Educa- tion. To quote from the report of the Commission: “Education in a democracy, both within and without the school, should develop in each individual the knowledge, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both him- self and society toward ever nobler ends.” Our chief objective is to develop body, mind, and spirit into an enriched personality which has leadership and initiative, enabling the individual to mingle freely. happily, and helpfully with his civic and social associates. Student activities leading to this objective are numerous, as shown above. I have grouped them under fourteen heads—athletics, 52 National Association of Secondary-School Principals movies, club meetings, class meetings, plays and entertainments, pic- nics, parties, church socials, dancing, scouting, auto and sleigh riding, reading good books, radio, and music. Agencies now provided to offer the above experiences are: libraries, community service, churches, young men and young women Christian associations, farm organizations, athletic associations, boys’ and girls’ clubs, boy and girl scouts, the high school, private, parochial, fraternal, and philanthropic institutions. It is evident that the high school is but one factor in the socialization process and that there is considerable overlapping of effort. Therefore, is it not reasonable to urge that in the near future each community will have a supreme council, composed of an administrator from each agency, to co-ordinate the activities and to make certain that all classes of children are benefitted ? In a broad sense, it is our duty to organize and humanize our school so as to cultivate an appreciation of, and a desire for accom- plishments, attitudes, habits, and abilities which students may use in after life to recreate themselves in their leisure hours, and which will enable them to be of greater service to society. In carrying out the above, the modern high school will provide — auditoriums, gym- nasiums, dining rooms, motion pictures, libraries, plays, clubs, class meetings, mass athletics, group singing, student participation in school government, art, music, radio, and various other activities, curricular and extra-curricular, which will aid in the attainment of the social objective. The high school which succeeds, however, will provide one other indispensable factor. The factor to which I refer is more or less idealistic, I admit. It is the human element. A human faculty, social beings everyone, must meet the student. A principal, with a human understanding of, a keen respect for, and a sympathetic interest in children and child life, will find no trouble in providing social in- terests and experiences. We must also humanize our curriculum. Advertisers and sales- men have long recognized the value of adding human interest to the goods they sell. High-school teachers are beginning to realize this potent force. In this age of medians, norms, standards, correlations, and quotients, I sometimes wonder if we are not obscuring some very important human elements. When considering I.Q.’s and E.O.’s perhaps we should also consider some H.Q.’s (Human, Honor, Seventh Yearbook 53 Home Quotients), or S.Q.’s (Social, Service, Sympathy Quotients ), or M.Q.’s (Moral, Manhood, Manual Quotients), or W.Q.’s (Will- power, Womanhood, Work Quotients), etc. It may be possible that some of our high I.Q.’s with low H.Q.’s will occupy our prisons, while some of the low I.Q.’s with high M.Q.’s or S.Q.’s will become lasting beneficiaries to society and to posterity. What a change will occur when we all lift the word “sacred” from before the word curriculum and place it before the word youth! When high-school principals and teachers sit as brothers, sisters, mothers, or fathers with students, counselling over life problems, social everyone, as the burning issue, then the curriculum will become a living means to an end,—a vital assistant to human endeavor. I have attempted to emphasize the proposition that the high school should seek to co-ordinate the activities of all socializing agen- cies in the community and that until the public demands it, and is willing to outline and pay for an enlarged social program for the high schools, we should not assume further control of outside social activities. I have emphasized also the importance of the responsibil- ity of the high school to utilize all phases of high-school life, includ- ing extra-curricular activities, to the end that students may appreciate those things which lead to the fullest life in our democratic society. ° PRINCIPAL JoHN Ruri oF LuTHER L. Wricut HicH ScHoot, IRONWoop, MICHIGAN, read the following paper: HOW TO RETAIN GOOD TEACHERS PrinciPAL JouNn Ruri, LutHER L. WricHt HicH ScuHoot, Ironwoop, MICHIGAN The retention of good teachers is recognized as a vital problem. It is so serious that the efficient administrator cannot afford to neglect its solution. In dealing with this problem, it will be profitable to give chief consideration to those phases of its solution which can actually be applied by a high-school principal. What are some of the inducements that a principal can offer to his teachers that will make them desire to remain in a given com- munity ? First. Pleasant social and living conditions should be provided. Instead of expecting teachers to shift for themselves in this matter, the principal will do everything in his power to make sure that his 54 National Association of Secondary-School Principals teachers are pleasantly situated so far as living quarters are con- cerned and that at least some social life is provided for them. In entirely too many school systems little or no attention is paid to this. The teachers arrive a few hours before the beginning of the fall session. They hurriedly search for suitable rooms and frequently have to change their quarters several times before they are really comfortable. Their social life, also, is neglected, and too often they entirely fail to become adjusted to the life of the community and con- clude that the town itself is unfriendly. Their school work is ham- pered by their discomfort. Their general value to the community is decreased by their discontent. It is not strange that they seize the first opportunity to leave their positions and go in search for what they hope will be a friendlier town. The resourceful principal can at least relieve this situation. He can secure first-hand information regarding living accommodations and furnish this to his teachers. Students who are courteous and obliging and well acquainted in the town can give valuable assistance in getting a teacher located quickly. By means of various social functions, a principal can promote social life among his teachers, and through the co-operation of organizations, town clubs, ete., he can give them the opportunity of becoming acquainted with the townspeople. These efforts to provide for the comfort and social life of teachers may appear insignificant, but they, nevertheless, are a real factor in increasing their tenure. Second. Salaries must be adequate. It is unnecessary to dwell on this particular point. It is regrettable that many principals have so little power to secure financial reward for those who have given valuable service. Certainly it is obvious that good teachers will not willingly remain in a system unless the salaries paid are adequate for expenses, professional growth, and savings. Third. Leadership must be stimulating. The good teacher prizes such leadership. Naturally, he desires to realize all of his possibilities as a teacher. It must be remembered that the first re- sponsibility of a principal is to assist in the improvement of his teach- ers. If a principal is to do this, he must have sympathy, tact, courage, fairmindedness, and good judgment. He should be anxious to give help and able to do it. In addition, he should be qualified to give competent supervision, for supervision of the right kind is the most valuable means of improving teachers in service. The principal Yearbook Seventh who possesses these requisites to professional leadership, and in addi- tion knows thoroughly his business as a school administrator, has a powerful hold upen those teachers who desire professional growth. It is unreasonable to expect a principal to become an expert in every field. For him to do so is plainly an impossibility. But it is not unreasonable to expect a principal to be a competent teacher in at least one field. He will find that this will greatly increase his prestige among his teachers. In addition to having expert knowledge in at least one department, he should have enough general knowledge of the other work being done so that he can unerringly distinguish be- tween satisfactory and unsatisfactory work. He should be familiar with the work being done in the progressive schools of the country. l1e should know what acknowledged leaders in various lines of school work are thinking. In no other way can a principal hope to furnish stimulating leadership to his teachers. The principal who studies his progressive teachers will find that they are quick to resent false or incompetent leadership. They are equally quick to recognize leadership that actually leads them in the right direction professionally. The educational administrator who is confronted with the prob- lem of retaining his good teachers should give a good deal of thought to this phase of the solution, for this is the part that depends entirely upon him. If a principal respects the personality of his co-workers, if he leaves them free from hampering restrictions and really fur- nishes them professional leadership that stimulates their growth and commands their respect, he will find them reluctant, indeed, to leave the service of the school. Fourth. Working conditions must be favorable. Conditions under which teachers work have a direct relation to their tenure of office. Those who have pride in their teaching ability appreciate the chance to devote the major part of their attention to actual class work. To this end, disciplinary problems should be reduced to a minimum. Needless confusion that wears and worries should be eliminated. It is not difficult for a teacher to choose between a school where confusion and disorder prevail and the well-governed school where businesslike industry is the order of the day. Of course, every teacher must share in the disciplinary work of the school. In this work they have a right to sympathetic, judicious support. Final responsibility for discipline rests with the principal, 56 National Association of Secondary-School Principals however. He must govern his school so that his teachers can be more than mere policemen. Adequate facilities and equipment in library and laboratory contribute much to the satisfaction a teacher derives from his work. While a principal cannot always provide these, he must constantly urge their importance to the superintendent and the board of edu- cation. It is generally within a principal’s power to protect his teachers from an excessive amount of red tape. Records and reports are necessary in a well-ordered school, but they should be as simple in form as possible. They are a means, not an end, and good teachers resent being forced to spend an undue amount of time on them. A few minutes each day for this kind of work ought to be sufficient. A reasonable teaching program means much to the conscientious teacher. The number of classes, the pupil teacher load, the number of preparations required, the arrangement of the teacher’s program, are all matters of importance. They affect a teacher’s efficiency so directly that the principal who wants to retain the members of his force will do his best to adjust these matters on what is recognized as a reasonable basis. In addition, he will remember that the most important work of the school is done in the classroom and he will guard it from needless or unwarranted interruptions by other phases of school activity. Fifth. Merit must be recognized. The principal who wants to retain his teachers is very careful to recognize merit in their work. One of the most disheartening experiences a teacher can have is to put her very soul into her work, to make faithful preparation, to give loyal, efficient service, only to receive no recognition whatever for it. This occurs in far too many school systems. Two reasons may be given for this. In some cases principals have the mistaken idea that because of their position they are entitled to all the credit the school receives. They do not hesitate to put themselves forward as being responsible for everything that is well done in the schools. In other cases a principal fails to give credit to his teachers because he is deeply engrossed with his own perplexing problems. He permits himself to be kept so busy in his work of improving what is badly done that he has little or no time to even notice work that is well done. Unfortunately, it is true that a great many principals apparently give little thought or attention to those teachers who do Seventh Yearbook 57 their work extremely well. It is not that these principals are un- appreciative or indifferent. Instead, they are thoughtless or they are buried under the details of their own work. The efficient high-school administrator does not make that error. He realizes that frequently the most valuable reward he can give a deserving teacher is in the form of recognition for merit shown. The nature of his work requires that he devote attention to teachers who are not getting results. Those who, through inexperi- ence or inaptitude, are in need of assistance require much of his attention. This does not justify the neglect of the good teacher. As a matter of justice, quite as much as a matter of sound school administration, the principal should make sure that credit is given wherever it is due. He should always be on the lookout for work that deserves commendation, and when he finds it, he should be glad to acknowledge it. For work well done, a principal can always afford to give generous credit. A well-conducted recitation, an effi- ciently supervised study hall, a tactful bit of disciplinary work, a suggested solution for a school problem—these are but examples of meritorious work that deserves praise. This praise must not be extravagant. It must be sincere. It must be given with nice dis- crimination, for, overdone, it is often fatal. The discerning principal who persistently looks: for good work, and is willing to subordinate his own interests by giving credit for it to his teachers, not only increases the value of the teachers by encouraging further efforts on their part. He also increases the likelihood of their remaining in the system. Mr. R. W. Warp, PRINCIPAL OF THE HiGH ScHOOL aT Mr. CLEMENS, MICHIGAN, read a paper entitled Financing Student Activities. FINANCING STUDENT ACTIVITIES Principat R. W. Warp, Hich Scuoot, Mt. CLEMENS, MICHIGAN In a fifteen-minute discussion of the topic announced we must confine ourselves to that phase of the subject which has to do with raising money among the students themselves. What is to be said is not intended to relate to money furnished by the board of educa- tion. Nor is it intended to offer suggestions, the application of which would conflict with any plan you are now using to get financial sup- 58 National Association of Secondary-School Principals port for student activities from the general public. We should fur. ther understand that the term “board of control,” as used in this discussion, is a term designating a group whose duties bear no rela- tion to disciplinary problems of the school. Our subject, then, is limited to the organization of the student body for the purpose of conducting and financing activities in so far as the students them- selves are concerned. In the formation and execution of the plan that we are about to consider there have been certain well-defined objectives. The most important of these are: 1. To enable the principal systematically to direct student affairs. 2. To distribute responsibility for such work among faculty members. 3. To bring each individual student’s contribution to student affairs under close supervision. 4. To secure sufficient money to promote any worthy student enterprise. 5. To establish business methods in the handling of this money. The plan is based on the presumption that every high school has a pupil-teacher ratio of about thirty. With this as a starting point, the plan to be presented could be adapted to large or small schools with equally gratifying results. The pupil-teacher ratio is important, since the entire student body is divided into groups; each group being placed under the su- pervision of one faculty member with a chief supervisor for the number of groups comprising each class. In a typical small high school there are at present six freshman, four sophomore, one junior, and one senior group. These groups meet regularly on Friday of each week during a thirty-minute period that is used for assembly program and music work on other days. At the beginning of the school year each group elects one of its members to its class executive committee. This class executive committee working under the super- vision of the chief class adviser is the legislative and the executive body of the class. This committee in turn elects one of its members to represent the class on a board of control of student activities. In addition to these four class representatives, the board of con- trol consists of a student manager, a treasurer, a girls’ representa- tive, with the superintendent and the high-school principal as mem- i ; Seventh Yearbook 59 bers ex-officio. This board meets at the call of the principal and takes action on all student affairs which he desires to submit to it. This board of control directs the student body in all of its activities ; it has nothing to do with the discipline of the school di- rectly ; the students understand that all things they desire to do must be submitted to this board; and the board members keenly feel their responsibility to students and school. The phases of school activity under the direction of the board would vary with each school. Dur- ing the two years that the plan has been in successful operation with us, the following activities have been directed by the board: 1. Football, basketball, track, baseball. 2. Debating, oratorical, and declamatory contests. 3. Contests in typewriting and stenography. 4. High school publications, weekly and annual. 5. Music—Annual opera, Orchestra. Social affairs—monthly party, class and group affairs. Honor banquet. Entertainment course. Scholarship contests among groups. 10. Selection of student help for the public. So PND It has been necessary thus to present the organization or our student activities that we might understand the plan of financing them. The group of about thirty students which has been mentioned is the basis of our financial program. In each of these groups, two group representatives are elected who take charge of weekly collec- tions into which each student pays ten cents. These collections are taken at the Friday meeting of the group. After two such payments have been made at the beginning of the year, the student is awarded an arm band. This he may retain as long as he keeps up his weekly payments. This arm band entitles him to free admission to all events which are given by the student body at large, including football, basketball, all athletic contests, debates, and annual opera. As each student pays his weekly contribution to the student activities fund, he is given a copy of the school paper which is published by the students. After the collection has been made, one of the representatives checks up with the teacher in charge of group and then takes the money to the student treasurer in the commercial department, who 60 National Association of Secondary-School Principals issues a receipt. After all money is received, an instructor in the commercial department checks up the total amount, after which it is deposited by the student treasurer in the local bank. This money constitutes a high-school fund that is used for any student activity which seems worthy of financial support. The money is spent by check which is issued by the student treasurer upon re- ceipt of a requisition from the principal. The principal is thus en- abled properly to finance some activities which might not be self- supporting, such as commercial contests and public-speaking events. The principal should issue these requisitions in accord with a budget framed in conference with directors of various activities at the be- ginning of the year. Various needs should be listed and a pro rata assignment of funds made. You should understand that we make contribution to this fund purely voluntary. We aim to give students enough value for their money so that payments will be kept up. During two years over ninety per cent of our students have kept up payments regularly. I might tell you that in the fall of 1920 it was necessary for us to borrow $200 from ‘the board of education for foot ball equipment. During that year we took in $687.70 from students. During last year our receipts were $803.60. Not only have we paid our debts, but now have over $500 in the treasury. At the present time ninety- six per cent of our students are making regular contributions to the fund. Total collections from students during the past five months total over $678. The plan of handling finances through. our commercial depart- ment has been extended to all money paid or collected by high school students in any class or fund. Over $4,800 has been handled during five months of this school year. The department carries separate accounts and issues monthly statements in triplicate: one copy goes to the principal, one to the instructor in charge, and one on file. This money is all spent by check on receipt of requisition from in- structor in charge. The plan of organizing our student body into groups has been utilized in various ways. The group adviser becomes an educational guidance director for the members of the group. Contests in scholar- ship are carried on between groups, over five-week periods. The ten students scoring highest are given complimentary invitations to the i i : : Seventh Yearbook 61 annual honor banquet. We use the groups for contests in ticket selling; our senior group recently won in a campaign which netted over $600 for a lecture course. The members of this winning group are to be awarded inscribed copies of the high-school annual. In conclusion, may I state that the plan which has been dis- cussed has afforded the principal an opportunity to carry our plans of giving balance to student affairs that otherwise would have been impossible. By careful direction of faculty members, who are group advisers, it has been possible to create a personal touch with students in their participation in student’s affairs that has done much good. The activities of students in matters affecting the welfare of the school are never without direction and yet the direction is not bur- densome to any one individual. All suspicion arising in the handling of student funds has been eliminated and financial affairs have been put where they may be easily scrutinized by the principal. Mr. C. B. ULery, Hicgu-ScHoot SuPERvISOR FOR OHIO, read his paper, The Curriculum and Daily Schedule. THE CURRICULUM AND DAILY SCHEDULE Mr. C. B. ULery, HicGH-ScHoot SuPERVISOR FOR OHIO Introductory Note: The following treatment of curriculum has been made so exhaustive for the limited time allotted, that it becomes impossible to consider the daily schedule as a separate topic herein. The matters of curriculum and daily schedule, however, are so dependent upon each other and so interwoven in school organization that the following may be said in some measure to cover both items. The matter of curriculum is of first importance in secondary- school organization. Unfortunately, however, there was until recent years, very little scientific consideration of curriculum-making. Ex- cellent buildings have been erected, teachers have been trained, much equipment has been provided, and yet we have not carefully deter- mined what should be taught in our schools. Bobbitt says, “We have aimed at a vague culture, and ill-defined discipline, a nebulous har- monious development of the individual, an indefinite moral character- building, an unparticularized social efficiency, or, often even nothing more than escape from a life of work.” But this indefinite program cannot continue. We are living in an age that demands exactness, an age that demands results. If the public school is to function prop- erly, it must serve definite needs of modern society. Let us now 62 National Association of Secondary-School Principals consider some of the fundamental principals entering into the make-up of the modern curriculum. I. Objectives—In the promotion of any project in the com- mercial world it is necessary that the nature of the product be con- sidered. Factories are built, and machinery installed for the manu- facture of definite pieces of merchandise. This policy is necessary in the industrial world. It is just as important that the product of the public school be considered in determining procedure and organ- ization. Some one has said that “The characteristics and abilities which should be possessed by men and women of the adult world are the things to be developed through the processes of education.” Some of these characteristics and abilities are obtained through ex- periences outside of school, others are obtained only through ex- periences in school. The course of study should be so arranged as to supply the variety of experiences needed. Every subject in the school curriculum should be taught with certain definite objectives in view. There have been many worthy efforts to enumerate fundamental educational objectives. Dr. David Snedden mentions the three pos- sible aims of education as ‘vocational efficiency, civic capacity, and personal culture.” The N. E. A. Committee on the Reorganization of Secondary Education submits a list of seven objectives: Health, command of fundamental processes, worthy home membership, voca- tions, citizenship, worthy use of leisure time, ethical character. The Ohio High-School Standards compiled by Walton B. Bliss, Assistant Director of Education, emphasizes six tenable objectives: Health, vocations, home, citizenship, leisure, character. I]. Individual Differences.—It should be kept in mind that in- dividual pupils differ in capacity to learn. Some pupils can master certain subjects with much less difficulty than other pupils can. This fact has often been ignored in the past. A course of study arranged for the “mythical” average pupil does not properly serve many of his classmates. Individuals are unlike in capacities, needs, and in- terests. While some pupils are so talented that they can carry a large program of studies with ease, others have considerable diff- culty in meeting minimum requirements. Some pupils have special talents for music, drawing, mathematics, foreign language, others do not. It is the task of the school to furnish such opportunities that all pupils may develop themselves to the fullest extent commensurate Seventh Yearbook 63 with their original endowment. Then and only then will the school assume its full responsibility. The curriculum should, therefore, be so differentiated as to include such a variety of offerings that dif- ferent pupils may be served according to their various aptitudes, capacities, and needs. III. Electives and Requirements.—Irrespective of the differ- ences heretofore mentioned, it is of paramount importance that all normal pupils be given an educational equipment for a fair start in life. There are doubtless a few subjects that should be prescribed for all pupils, but it is inconceivable that a rigid curriculum could serve Ohio’s 175,000 high-school pupils. In fact, a large percentage of the offerings in high schools contribute but little in the way of general education to all. The value to a pupil of any subject in the curriculum depends upon the degree that subject will function in his later life. In this state we ask that all high schools offer as constants two units of English, two units of social studies, one of which shall be American history and civics and one unit of natural science. Since all pupils will have need of the English language as a common tool for the transmission of thought, and since all pupils should receive proper training for citizenship in the United States, and since a study — of science will awaken a consciousness of fact and principle in rela- tion to problem, it has been thought best to give these subjects pri- mary consideration in the Ohio Standards. IV. Relative Value of Offerings—Today we often find in our schools the remnants of ancient defective standards in conflict with modern scientific arrangement of curriculum. It may be granted that health, vocation, home, proper employment of leisure time, citizenship, and character are valuable objectives of education, but we are still confronted with the problem of determining the relative value of various subjects in relation to these objectives. A subject merits place in the curriculum when it serves the definite needs of a goodly number of pupils and when its inclusion does not necessitate the omission of some other offering which would serve greater needs of more pupils. Let us now discuss from the standpoint of relative values some of the various fields of learning: (a) English. This subject is undoubtedly one of the most valuable offerings of the secondary-school curriculum. Since the English language is our universal medium for the transmission of thought, no argument is needed to justify this statement. Our pupils 64 National Association of Secondary-School Principals should acquire the best command of language possible. They should furthermore receive a consciousness of the rich ethical values found in literature. (b) Social Studies. Professor L. C. Marshall indicates the purposes of social studies are “to give our youth an awareness of what it means to live together in organized society, an appreciation of how we do live together and an understanding of the conditions precedent to living together well.” History probably contributes most to these purposes, but it is certain that civics, political science, economics, sociology, and occupations meet growing needs at the present time. (c) The Natural Sciences. It is somewhat difficult to dis- tinguish between the relative values of the various subjects that make up tke natural science group. It must be admitted that natural sci- ence is a valuable field for instruction. The difficulty in the past, probably, has been that high-school science courses have been too largely organized into separate divisions in which the material has been furnished by specialists in particular fields. It is, therefore, difficult to find genuine justification for the universal requirement of some offerings. This is particularly true of physics. We may well inquire of what value this subject is to boys and girls of limited capacities, to boys heading towards non-science vocations or of what value is it to ordinary girls. We may well inquire whether some other subject might not serve a larger group in a better way. (d) Mathematics. There is undoubtedly a certain amount of mathematical knowledge which is useful and necessary in every-day life. The mathematics that should be included in the curriculum may be determined by what men and women need in general affairs. This need is not for ability to solve difficult mathematical problems, but for ability to think accurately and quantitatively in one’s affairs. It has been recently suggested that applied arithmetic would supply sufficient mathematical content except for those who expect to enter certain vocations. It is doubtful whether algebra and geometry in their present form function to any great extent in the life of the average individual. The belief that these subjects were of peculiar value for general mental discipline or were of peculiar cultural value is undermined by recent psychological findings. It is not the inten- tion herein to urge that any pupils who desire to elect mathematics e 65 Seventh Yearbook be restrained from doing so, but it is the intention to urge that algebra and geometry be offered only on a purely elective basis. (e) Foreign Language. The study of foreign language in sec- ondary schools is probably also due to tradition and habit rather than to any particular value these subjects may have in the way of con- tributing to the various general objectives of education. This state- ment applies to both living and dead languages. We must admit that the study of Latin does not produce a magic mental discipline. We must admit that a knowledge of Latin is not necessary for a mastery of correct English. We must further admit that a study of modern human experience is needed more than a study of ancient human experience. (f{) Vocational Studies. Within recent years there has been a tremendous inclusion of vocational subjects in the secondary-school curriculum. This inclusion is partially the result of the public de- mand for a practical school product. Vocational education should bring about a realization that it is right, honorable, necessary and desirable to work. Colvin says the “trend is toward an education that is practical, but at the same time cultural and disciplinary.” (g) Lcaaas aeen 10 :10-11 :20 Fourth. partod=—Lassols Parte. sine ig hod ss es ca cechasere ste. 11 :20- 1:10 NNN i 555k 5 chee rcatoe on oa Bed wes ba ee lee ee 1:10- 2:20 BN IIE > ones Sete eee ec kd oe oh > ee eee 2:25- 3:35 REQUIREMENTS FOR GRADUATION (thirty-six credits) Specific Requirements: English—6 credits; American History—2 credits; Physical Education and Combination Courses—4 years—8 credits; Home Room—4 years—1 credit. Required Electives: (6 credits) ; Science—2 credits (may be met by taking second year Domestic Science). Group VI—2 credits. Two credits in Senior year which may be taken from the following: (1) Modern social problems, % year. (2) Economics, % year. (3) Commercial law, % year. (4) Salesmanship, % year. (5) Modern History, 1 year. (6) Psychology, % year. (7) Latin American history, % year. (8) Industrial chemistry, 1 year. Elective Courses: The additional seventeen credits must be selected in compliance with the following requirements : Seventh Yearbook 97 (1) In addition to the six credits requirement in English and either in addition to or in conjunction with, the specific requirements, there must be offered from Groups II-VIII a second major sequence of at least six credits from each group, and two minor sequences of at least four credits each from two other groups. (2) Two sequences of either four or six credits each may be offered group II or VI or VII, but from no other group. (3) Not more than four credits each may be offered from Music and Physical Training groups. « These courses, involving two of the six periods of each student's school day, are of the laboratory sort and require no regular daily preparation outside of the twenty-five minutes allowed in the home room, and the seventy minutes allowed in each class period. The materials are presented either by the instructor or by student com- mittees assigned various projects in the courses. The introduction of these courses, while adding twenty-four additional types of student experience above the traditional high school, in no way interferes with a student’s carrying four of the old-time high-school subjects as before. Nor does it interfere with the direction of study and provision for individual differences through homogeneous groupings. Please note, too, the opportunity of discovering talented students in the combination or elective courses and directing them into the ad- vanced courses in the several departments. The school day suggested herewith is not too long in view of the varied form of activity which it provides. Students, of course, cannot sit at straight academic work for this period of time, but by varying their program so as to provide activity and recreation, their curricula are both made more enjoyable and enriched through ex- posure to uniformly worthwhile experiences. In fact, Dr. Leonard P. Ayers is authority for the statement that he believes extra- curric- ular activities now curricularized in most high schools are doing more for training in the qualities of citizenship and leadership than the traditional classroom activity. In closing, may I comment briefly on the necessity of changed graduation requirements if we are to discharge our responsibility to all the students of all the families represented in our present-day high schools. I do not deny but that all subjects regularly found in a modern high school have value. The paramount question, how- ever, is what subjects in the light of a student’s interests and most probable pursuits are relatively of most value. To be sure, we can- 98 National Association of Secondary-School Principals not always be sure of the future pursuit, but this is no excuse for putting all students through a straight jacket of specific requirements involving at least two years in one foreign language, four years of academic English (no job to this), at least two years in mathematics, two years in history, and two years in science. These are college entrance requirements. Why subject all our students to such require- ments when only twenty-eight per cent of the graduates of our Amer- ican high schools ever enter college, to say nothing of the thousands who never finish high school because of these nonsensical barriers. What can that one-fourth of our students whose [.Q.’s range from 60 to 90 hope to do with such subjects? Virtually nothing, as usually taught. A large percentage of our students with I. Q.’s from 95 to 115 will also fail in these subjects. Such students have no business even attempting to go to college. We are sending too many of their sort to college now, considering the type of opportunities which the colleges are not offering such students. They should all be given im- mediate vocational training. Algebra, geometry, and trigonometry for students who have the mental ability to carry them and for these same students who wish to pursue a technical or scientific course are absolutely essential and are vocational, but for the student who is preparing for a literary, musical, business, or home-making career, they are relatively of little value and often very torturous, even to the extent of driving students from school. I suggest the adop- tion of group graduation requirements as listed above as one of the most important means of conforming student curricula to the cardi- nal objectives of secondary education. In conclusion then, | have tried to direct your attention to that type of curriculum conformation which comprehends the cardinal functions of a modern high school and which is injected into the curriculum of every student. First. By a reorganization and refocusing of content material in the traditional subjects of study. Second. By the introduction of entirely new types of experi- ence in additional subjects intended either for universal or elective consumption. Third. By such an extension of the schedule of school proce- dure as will provide within the regular school-day faculty leadership for directing the varied forms of recognized student activity. Seventh Yearbook 99 Fourth. By the maximum elimination of traditional specific requirements for graduation and substituting therefor curriculum guidance in conformity with the students’ aptitudes, interests, and probable pursuits. PRESIDENT W. B. OWEN oF THE NATIONAL Epucation Asso- CIATION made the following plea: May I call attention to the fact that the National Education Association in its reorganization scheme is developing very rapidly, until the problem of co-ordination is becoming of the first impor- tance? We havea number of departments of the National Education Association that were made in response to what at the time seemed real demands, and which yet proved, after a short time, to be, after all, only temporary. Then we have other departments which are based on fundamental functions and duties; of course, they do not change. Now specifically, we have a Department of Secondary Edu- cation which unquestionably was the natural division at the time when principals and teachers came together and discussed secondary education. The National Association of Secondary-School Prin- cipals was formed to do what you have done—to get a chance to consider without interference your own problems as separate prob- lems from the standpoint of the administrator. The secondary-school principals withdrew, leaving us a Department of Secondary Educa- tion that is neither fish, flesh, or fowl. Now, the elementary-school principals have organized a Depart- ment of Elementary-School Principals directly connected with the National Education Association. I am here to ask the National Association of Secondary-School Principals if they do not think it would be a good thing for them to do the same thing. This ought to be the principle under which the departments of the National Educa- tion Association should operate. They should enjoy the maximum of autonomy for conducting the affairs of the department consistent with co-operation in other departments and the National Education Association. I can say to you that two departments that are admin- istrative and supervisory in their character are operating in this way, and contribute to the great program in which I believe, and in which you must believe with me—the program of assuming the direction and control of our professional life and organization; not the legal control, but the professional control of the public schools in the coun- try. The Department of Superintendence and the Department of 100 = National Association of Secondary-School Principals Elementary Schools are the instances. It seems to me the time has come when we shall consider this question seriously. As president of the National Education Association, I have come to you to ask you to consider this now. There is a practical reason why we should have this co-opera- tion. We are going to have a commission, the purpose of which is to set up a statement of educational standards, not in an abstract sense, but a practical sense. We are going to appoint the people to this commission in this way. We shall ask all organizations of pub- lic school teachers that have a program and are at work, whether that organization is technically an organization or department within the National Education Association or without the Association, to nominate five members out of which the president of the National Education Association with suitable advice can select representatives on this commission, with the idea that those nominated shall be in a true sense representative of their organization. We have asked and have received such appointments from a number of departments. When they give us these five names, we shall then try to appoint the whole commission, so as to have a balanced representation, partly as to geographical situation and partly as to institutional affiliation and the like. We are going to ask the Association of Classroom Teachers, the Elementary-School Principals and your National Association of Secondary-School Principals rather than our own department, be- cause you do represent the body of the secondary-school principals of the country, to nominate five such representatives. Then we are going to go from the top to the bottom, using associations like the National Council of Teachers of English, etc., to give us the num- ber from their associations which are concerned primarily with sub- ject matter of instruction. Into the commission thus constituted, we are going to put a reasonably sized group of educationists. Then we are going to start this work and we are going to put enough money into it and enough time to make the work a success. I ask you if this Association will assume the responsibility of giving us five names in any way you choose, out of which this selection can be made. If you prefer to be represented as an independent associ- ation as you now are, if you will give us your co-operation, we will be glad to have it and ask no further questions. If the time comes when you care to assume the position of a department of the Na- Seventh Yearbook 101 tional Education Association, we shall be very glad, indeed, to have you do that. At this point Principal C. K. Reiff, Muskogee High School, Oklahoma, moved the current nominating committee be instructed to name the five members asked for by President W. B. Owen. This motion prevailed. Principal Claude P. Briggs of Lakewood High School, Ohio, moved that the chairman appoint a committee of five to consider the proposition of becoming a department of the National Education Association. Carried. (The President later appointed Mr. Briggs chairman and Mr. Jesse B. Davis, Mr. B. F. Brown, and Mr. Church and Mr. L. W. Smith, as members of that committee). PRINCIPAL J. G. MASTERS OF CENTRAL Hi1GH ScHOooL, OMAHA, NEBRASKA, moved that the Thursday session of this Association con- vene at 1:30 p. m. instead of 2:15 p. m. Mr. GeorGeE Buck, PRINCIPAL OF SHORTRIDGE H1GH SCHOOL, INDIANAPOLIS, INDIANA, gave an ex tempore introduction to his pa- per and then read his address, Effect of Compulsory Education Laws. EFFECT OF COMPULSORY EDUCATION LAWS PRINCIPAL GEORGE BucK, SHORTRIDGE HIGH SCHOOL, INDIANAPOLIS, INDIANA For a great many years now we have been trying to convince the public that all young people should have the opportunity of re- ceiving at least a high-school and if possible a collegiate education. We have succeeded in converting the older generations to this idea to the extent that they have been and are willing to expend millions of dollars for material equipment. As a matter of fact the people have responded so generously in providing these material equipments and endowments that many communities and constituencies find them- selves embarrassingly near the limit of their ability to provide for further expansion. And yet the crowds are coming or are being sent to the portals of educational institutions in increasing numbers. I have heretofore been quite in accord with the idea that all young people should be encouraged in every possible way to take advantage of the educational opportunities so freely offered them; that every possible inducement should be presented to them in order 102. National Association of Secondary-School Principals to entice them and hold them in educational paths. I have even con- ceded that it would be worth while to let them play with tools and machinery or make mud pies if thereby we could expose them for a time to some cultural germs in the hope that they might sooner or later become inoculated. 1 have even persuaded myself at times that there is great educational value in these manual manipulations and that somehow through the co-ordination of brain and hand they may acquire considerable knowledge and power although they may be disinclined to do so through the traditional mental processes of the cultural and informational studies. For the same reason I have felt the extensive introduction of athletics into our school program quite justifiable. I still believe that the play instincts in young peo- ple must in no wise be neglected but I base this belief on other con- siderations than incentives to study. The mounting cost of education, the failure of these devices and lures to stimulate young people to serious endeavor in the acquisition of mental training pawer, the diversion of teaching power from those who have a real passion jor learning and who have the qualities for cultural attainment and leadership are sufficient reasons to make one pause to take inventory to determine whether we are heading in the right direction. Now comes the demand that the compulsory attend- ance age limit be raised to sixteen and even eighteen years. In some states such laws are already operative thus dumping into the edu- cational hopper thousands more of unwilling learners. Years of observation and experience have led me to modify my views concerning the desirability or feasibility of universal higher education. | shall present briefly some conclusions which to me seem tenable. It is granted that a democracy requires an intelligent constitu- ency and that one of the cornerstones upon which a democracy must rest is education. Its people must be educated but it has not yet been proven that this education for the masses need go beyond that which is rudimentary. What a democracy does need beyond all else is an intelligent leadership inspired by lofty purposes and high ideals. The function, therefore, of all institutions of higher learning should be the development of such leadership and all their efforts should be concentrated upon this task unhampered by distractions of any kind. The great duty confronting the educational leaders of today in my 103 Seventh Yearbook opinion is to abandon quantity production in education and to sub- stitute for it quality production. When we reflect that millions of dollars are invested in the ma- terial equipment of institutions of learning, that millions more are spent annually for administrative and instructional purposes and that thousands of men and women with a missionary spirit that relin- quishes opportunities for pecuniary advancement in other fields of endeavor, are giving their lives to the cause of education in order that the youth of the land may have their lives enriched, attendance at these institutions must be regarded as a high privilege. There should be no place there for the loafer or the aspirant for social preferment. Only those who have a passion for learning or at least an honest desire to acquire it, should be admitted. In general, pres- ent day students may be divided into three classes: 1. Those who can and won't. 2. Those who can’t and don’t. 3. Those who can and do. The first group, those “who can and won’t,” presents our real problem. I suggest the following as a possible solution. As soon ‘ as individuals clearly show that they belong to this group and do not respond to ordinary treatment usually administered in such cases they should be quarantined. Of course there are some difficulties that present themselves in carrying out a plan like this. In states that have a compulsory attendance law up to sixteen or eighteen years of age they must be taken care of in some way. Likewise in states where there are no such laws to hamper the legitimate work of the schools there will be mothers busy attending child welfare society meetings or bridge parties and fathers busy chasing the al- mighty dollar with which to destroy the usefulness of the rest of the family who will insist that the schools be day nurseries for their children. These conditions, however, may be met by providing for this group separate buildings and grounds remote from the legiti- mate high schools. The following is a suggested curriculum for an institution of this type: Seasonal sports, such as foot ball, basket ball, tennis, marbles, etc.; movies—thrillers, not educational films ; sorority and fraternity meetings; dances and dancing lessons ; auto- mobile joy-riding, etc., etc. This program might be extended into night sessions thus relieving parents of all care until bed-time. 104 National Association of Secondary-School Principals In all seriousness I do have an earnest conviction that wherever feasible the hangers-on in our high schools who will not become in- terested in the legitimate work of the school, who thus become prob- lems of discipline or what is worse become a menace to other chil- dren should be segregated at least until they do come to their senses and an appreciation of the great privileges that our splendid high schools offer them. I do not include in this group the many splendid mischief- makers that annoy us because of their super-abundance of youthful spirit and bubbling enthusiasm. These often are the life of the school and are always quite manageable. I place those in this group who are unresponsive to the influence or appeal of any, even the noblest teachers. Would it not be wise economy to eliminate these and give their places to children of promise in work-shop and store who because of the stress of circumstances have had to go to work, subsidizing their families if need be? I shall conclude with the following observations : High schools properly and efficiently administered are at best expensive institutions. All our efforts ought to be expended on students who want what we have to offer them and are willing to work for it. Some of them may be slow plodders but so long as they are responsive, effort in their behalf will be worth while. Our high schools are too much hindered now by young people who are there for every other reason than to receive instruction. Compulsory education laws that raise the age limit will increase the numbers in this last group, thus lowering the efficiency of our schools, weakening our efforts in behalf of the willing and appre- ciative workers who deserve the best that we have to offer. And finally these increased and undesirable numbers will add a considerable and unnecessary expenditure to an already burden- some budget. Let us have quality rather than quantity production in educa- tion in high schols and colleges. PROFESSOR STEPHEN S. CoLvin oF TEACHERS COLLEGE, NEW York City, read his paper, The High-School Principal as Supervisor of Instruction. Seventh Yearbook 105 THE HIGH-SCHOOL PRINCIPAL AS SUPERVISOR OF INSTRUCTION PROFESSOR STEPHEN S. CoLvin, TEACHERS COLLEGE, New York City In an article in the School Review for May, 1921, C. O. Davis reports an investigation made in regard to the distribution of time of the principals in secondary schools approved by the North Cen- tral Association. He found that on the average these principals spent about one-eighth of their total time in the supervision of in- struction. Ina more recent article in the same journal H. D. Fillers* analyses in great detail the duties of the high-school principal. This analyzes in great detail the duties of the high-school principal. This are purely clerical; only five relate to the supervision of instruction in any direct way. His duties in connection with extra-curricular activities outnumber those of supervision in a ratio of more than five to one. The encouraging fact is that the principal is giving some of his time to the problems of supervision, the discouraging fact is that this time is relatively and absolutely so little. The need of supervision is great. High-school teachers should have a large amount of help and direction, particularly in their ini- tial years of teaching. This is true of teachers of all grades, but peculiarly true of high-school teachers, because of their lack of pro- fessional preparation. It is difficult to get any adequate picture of what this preparation on the average is. We _ know its range is great, varying from standards set by the State of California, of a year of graduate study beyond the college degree on the one hand to mere graduation from the high school on the other. While this zero point on the scale of preparation includes almost a negligible number, there is a large body of teachers who lack almost entirely any pro- fessional content in their training. There are still many graduates of academic colleges who enter upon teaching without having taken a single general or specific course in a department of education. A recent study made at Teachers College of the academic institutions with a student body below a thousand and of a faculty of less than a hundred shows that the offerings in the departments of education include little of practical work and that the courses available are for the most part general in their nature. The high-school teacher must as a rule get a large proportion of his training through actual ex- *Managerial Duties of the Principal. 106 National Association of Secondary-School Principals perience. Now experience if guided and interpreted is absolutely essential to the best teaching, but experience as mere experience offers no certain means of improvement in the art of teaching. Bad experience without evaluation and critical analysis may be, not in- frequently is, worse than no experience at all. Now who is to guide the young high-school teacher during the year of his novitiate? Clearly this might be the function of the superintendent and his assistants. However, as a rule, the super- visory functions of the superintendent’s office are for the most part concerned with the elementary field. The problems at this level are so many and so pressing that they take up the major part of the time and attention of supervisory officers. Little has yet been done to set up standards and to measure results in the secondary field. Clearly, at present the training of high-school teachers in serv- ice must depend largely on the knowledge, interest, and abilities of the high-school principal in his capacity as supervisor of instruc- tion. For this most important of his duties he should be specifically and extensively prepared. That at present this is not the fact needs hardly to be said. It is difficult to state with any certainty what is most commonly the preparation of high-school principals for their work. Some we know enter upon their duties fresh from the aca- demic college, beginning in a small, often a rural high school and “working up.” They gain their knowledge of methods and teaching technique through the process of trial and error. Overwhelmed by many duties, they have little time to. think of their own teaching methods, much less those of their assistants. Others become prin- cipals by promotion from similar position in the elementary school. There point of view is necessarily determined by their earlier experi- ence. It is valuable but incomplete and at times quite inadequate from the standpoint of secondary instruction. Still others become principals by promotion within the secondary schools themselves. They are as a rule mature and successful teachers and they bring a valuable experience to their new work, but it, too, is one-sided and incomplete. The problems of method are not as a rule dominant in their consciousness. An ever increasing number of high-school principals, often with preliminary practical experience, are securing in our colleges and schools of education specific training for their work, but the em- phasis of this training is still largely on the side of administrative Seventh Yearbook 107 problems and duties. The methods of making a schedule may seem more important than the guidance of their teachers in the fine art of instruction. Although at times the former may not seem more im- portant it is generally the more pressing problem and must be given the right of way. ; In view of these facts I believe we can reasonably say that the high-school principal at some time in his career, and as early as pos- sible, should receive definite training for his duties as principal, and in this training the matter of the technique of instruction and the supervision of instruction should have a conspicuous place. However, he should not merely be given the adequate training to make him a capable supervisor of instruction, he should be given the opportunity to exercise this supervision. His time, as has al- ready been pointed out, is consumed very largely with a routine of details that keep him far from the classroom. His routine adminis- trative duties must be greatly decreased if he is to develop interest in and have the time for supervision. How can this be done? I think the answer to this question is relatively simple. He must organize his administrative duties, but a large part of the details can, and should be given over to competent secretaries and clerks. We make the great mistake in all branches of our school administration of requiring our executive officers to do the work that can be satisfactorily entrusted to subordinates. A principal should be too valuable to spend his time in doing those things that a paid clerk can do just as well. His should be the work of organization and direction, not the job of clerk, bookkeeper, and stenographer. His time should be spent among his pupils and teachers. He should have relatively few office duties and office hours. It is true that he can under proper conditions delegate some of his supervisory functions to others, but in most instances he should keep a large share of it himself. Other duties can be more safely delegated. I may sum up my own position in this matter by the statement that the high- school principal should be first of all a teacher, second a supervisor, and then an executive. By this I do not mean that he should give control and direction over to others in any other sense than that he should delegate it. We now come to the final and crucial point of our discussion, namely,—how is this supervisory function of the principal to be carried out. To anticipate, let me say that such supervision should 108 National Association of Secondary-Schoul Principals not be autocratic, it should be codperative. By this I mean he should lead his teachers and work with them} rather than arbitrarily to di- rect them. This, of course, applies to all his relations with his fac- ulty, but particularly to his supervisory capacity. The supervisory activities of the principal necessarily involve the visiting of class-rooms followed by discussions with individual teachers in regard to their technique and with suggestions for its improvement. Obviously such criticisms must be sympathetic and constructive. The good must be emphasized more often than the bad. Praise when deserved should always be given, while faults should not be made to appear excessive. No teacher is ever helped by drastic criticism. To be successful in supervision the principal must be regarded by the teacher as a co-worker and friend, a man whose judgment and leadership inspires confidence and respect. Un- less this friendly and helpful relationship between supervisor and teacher can be maintained, supervision is worthless. We have heard a great deal in recent years of the danger of “putting something over on the child.” It is maintained that he must understand, desire and accept what the school gives him. That this principle has its limita- tions is obvious. I am, however, certain that nothing can success- fully be put over on the teacher. At this level there must be com- prehension, agreement, and cordial codperation. The teacher who is forced to do something that he does not understand or does not believe in never really does that thing,—he merely goes through the motions. However, in this work of supervision, the principal must be much more than a casual class-room visitor. He must organize and develop with his staff the various general and special techniques of high-school teaching. There must be frequent meetings of the fac- ulty as a whole, and in large high schools in groups also, where class- room procedure is considered and constructively worked out. Here all the teachers work together and develop under the principal’s leadership, their methods and the specific content of their subject- matter in relation to these methods. Suggestions should be free, criticisms open and frank, and the spirit always friendly. New practices should be initiated within this group and accepted by it. They can seldom be successfully imposed from without. As an additional procedure the best practice existing in the school should be discovered, discussed, and objectively demonstrated. 109 Yearbook Seventh Teachers should visit each other’s classes to observe and criticise procedure. In a sense the high school should be an observation school. That this is not merely an impractical fancy is shown by the fact that such observation, criticism and checking of results is carried out to a considerable degree in the Lincoln School of Teach- ers College. The enthusiasm of the faculty in this school is one of the outstanding facts that cannot fail to impress even the most casual observer. There are doubtless many objections that occur to you as | suggest this plan of codoperative supervision. I venture to assume that the most outstanding is that such a scheme requires time on the part of the teachers,—a great deal of time in the already over- crowded day of the average high-school instructor. That it will require time, much time, I am free to admit, but it is time not only well spent as far as the welfare of the pupil is concerned; it is time well spent for the teacher. The working-day cannot be too short when there is a task to be done; when the worker is a drudge. In the days of my novitiate I asked a fellow teacher in one of our large New England high schools what chiefly interested her in her pro- fession and her reply shocked and discouraged me. It was this, | “Salary day and no-school signals.” No teacher can do the work that is worthy of his abilities if he regards teaching as a task. The job-psychosis is perhaps the most serious fact in modern industry. It is an absurdity and a contradiction in a profession. Teaching can never be a profession for him who performs his class-room duties as a daily stunt. Yes, the workday cannot be too short for the toiler, but it is never too long for the man or woman who is a craftsman. Those who love their work, who have made it really their own, and have it as a real possession, not as an inconvenient external appendage, live in it and through it and for it. If the teacher can really obtain this spirit, even at the cost of added time and effect, in the end he will have made time less and effort less, for both of these are sub- jective and relative factors. The day that is filled with interesting and pleasant occupations soars above the life of drab routine on the wings of the eagle; the day that is spent in disagreeable tasks “drags its slow length along.” Effort is unpleasant only when it is effort against internal resistance. Enthusiastic effort ends in its own de- 110 National Association of Secondary-School Principals struction, for effort spontaneously aroused is in a very real sense no effort at all. Hence my contention is that the added time spent by the teacher and principal on co6perative supervision in the end will actually lessen the burdens of teaching. More important than this, however, is the fact that this procedure introduces a new spirit into the class- room, a spirit emanating from the teacher and passing over to the pupils. Thus will the weary hours of “bell-listening” become things of the past and the teaching day and learning day both grow shorter. And above all for the teacher there will come a truly professional at- titude, an attitude of pride in and joy in the work, no longer thought of as a job to be done but as an opportunity to be sought and a service to be given. FIFTH SESSION The fifth session was a joint meeting with the National Associ- ation of Deans of Women. It was held in the Rainbow Room of Hotel Winton. President Rynearson of the National Association of Secondary-School Principals presided. The session was called to order at 9:15 a. m. ; The topic of the meeting was The Significance of the Work of a Real Dean of Women. Principal C. W. Gethmann of Central High School, Oklahoma City, Oklahoma, read his paper on The Signifi- cance to the High-School Principal. TO THE HIGH-SCHOOL PRINCIPAL Principat C. W. GETHMANN, CENTRAL HIGH SCHOOL, OKLAHOMA City, OKLAHOMA The social curriculum of the high school is still rather vaguely defined. Sometimes we speak of it as extra-curricular or student activities. No two schools have the same program of student activi- ties or even the same conception of what they should be or how they should be directed. In many places school authorities permit a lim- ited social program only because they cannot resist the student de- mand for it. Frequently the principal, superintendent, and faculty frown upon a social curriculum because no permanent educational value is recognized therein, but if we judge from the tendency of modern educational thinking, knowledge of books is not all that edu- Seventh Yearbook 111 cation implies. Today formal education is not only sanctioning but advocating the socialized recitation. This in itself is a partial recog- nition of the merit of a social curriculum where student self-expres- sion is encouraged instead of being restrained or suppressed as is so often the case in the ordinary class-room. The extra-curricular pro- gram of a high school with its various literary, debating, and dra- matic clubs ; its “Hi-Yi,” Girl Reserves, Boy Scouts, orchestra, band, and glee clubs ; school plays, operettas, assemblies, home room activi- ties ; school, class and club social functions, and then besides that an extensive interscholastic program embracing all forms of athletic and forensic contests, this program presents an avenue of student self- expression not found in formal education. Such a program is bound to develop student leadership, and group responsibility. In so do- ing it makes for democracy and trains for real citizenship.. Admit- ting that a social curriculum does all this we still hesitate to give it rank with academic subjects, and insist that all of it be done outside of school hours, that it be extra-curricular, but I believe that the time is not far distant when the social curriculum will co-ordinate with the academic curriculum as it should, and that such student activities be properly evaluated. It is impossible for the principal of the high school to direct such a social program, and at the same time be in close touch with the organization of the school and its class-room teaching. True, the athletics are in charge of an athletic director, the debates are coached by a debate expert, and clubs are sponsored by teachers of academic subjects, but who is directly responsible for the social standards of the school—for the conformity of the social program to these standards—who sees to it that social functions are chap- eroned, in fact who directs the social life of the school? This is the field of the dean of girls. Let me quote Miss Kerr, Dean of Women, Wheaton College. Massachusetts: “The field of the deans of girls is the field of socialization, of teaching girls fine and gracious ways of life. There is a great hue and cry everywhere that young girls need to learn to modulate their voices, to dress in quiet good taste, to be courteous to others, and to take their place of responsibility in the social group.” Permit me to quote once more. This time Miss Eaton, Dean of Girls, Austin High School, Chicago. ‘‘We teach, assist in the general administration of the school, act as connecting link between school 112. =National Association of Secondary-School Principals and community, and supervise the organized club and social life of the school. I have been all in the course of a single day, an employ- ment bureau, a vocational adviser, a self-appointed expert on col- leges, a distributing agent, a teacher, a chaperon, a social worker, a buffer between mother and daughter, perhaps between mother and daughter and principal. I am dean of girls and whatever concerns girls concerns me, for I am dean of girls, and whatever concerns boys concerns me, for I am dean of girls. Our province is all the uncharted land that lies outside the recitation for | think none of us has taken our work to be simply arranging a series of parties. Social life is our life in relation to other people. It manifests itself certainly in social functions, but it also manifests itself when we speak, when we pass each other on the street. It has to do with the class-room and corridor as with the social hour.” I have quoted Miss Kerr and Miss Eaton in order that you might know a dean of girls’ conception of the work of a dean of girls. From these two quotations you recognize at once the tremen- dous responsibility and yet at the same time the wonderful oppor- tunity of a real dean of girls. By nature of her work she becomes the director of the social curriculum of the high school. She be- comes at once the center of the social life of the whole school. With her all students are on the same plane. She directs the development of social obligations, the willingness and desire for social service. In this socializing movement individuality and group responsibility, tolerance and co-operation are properly developed. This is Ameri- can democracy, even though this field of work lies outside of the academic curriculum. This is the social curriculum of a school and should be directed by the dean of girls. In order that you may realize the significance of the work of a real dean of girls, more clearly, I want to give you briefly the pro- gram of a real dean of girls as I have seen it carried on by a real dean of girls. I owe my conception of the work of a real dean of girls largely to Miss Thyrsa Amos, now dean of women, Pittsburgh University, for it was my privilege to have her as dean of girls dur- ing the first two years that I was high-school principal at Shawnee, Oklahoma. A real dean of girls will have sufficient disciplinary authority so that she may deal properly with the problems of the modern adolescent girl. These are problems of dress, cosmetics, health, con- Seventh Yearbook 113 duct with boys and questions of good form. Individual and group counsel by the dean are most helpful in creating proper social stand- ards among the girls. Again she is in intimate touch with the health problems of the girls. This means more than being a matron who provides for girls who are ill during school hours, who sees to it that girls are well cared for on wet and cold days, who sees to it that first aid is admin- istered when needed, but it means that individual and group health talks be given so that the adolescent girl may know herself and the problems of health peculiar to her. The dean of girls through her close contact and companionship with the high-school girls has a wonderful opportunity to improve the scholarship of the girls and the boy as well. Interest in the aca- demic curriculum increases by the introduction of a vocational guid- ance program. The dean of girls either directs such a program or is in close touch with it. Vocation cards direct the attention of the girls to the necessity of an early choice of a vocation in order that their school training may definitely aid in preparation for it and keep them from becoming discouraged and dropping out of school. These vocation cards and self-study cards filled out by the girls themselves result in the self-analysis of their abilities and aptitudes on the one ° side and the field of occupations on the other, so that a real life ambition may be started. Such an analysis should be followed by vocational conferences addressed by successful business or profes- sional women, or specialists. Frequently it is found advisable to have similar conferences with mothers in order that they be able to assist their daughters to make wise vocational choices. Again the dean of girls will be expected to find employment for girls who are self-dependent. Unlimited possibilities present themselves to the dean of girls in coming in contact with the home and home life of the girl. Ina large high school, of course, it would be impossible for the dean to do this work herself. An able assistant on her staff whose whole time would be devoted to home visitation is really needed. Linking the home and school together is, however, one of the big opportuni- ties of a real dean of girls. The most important work of a real dean of girls is the direction of the social life of the high school. Without direction the very purpose of all the social life will not be realized. Why do we per- 114 National Association of Secondary-School Principals mit social functions, clubs and other student organizations, if not to foster friendliness among girls, to teach what is suitable and in good taste for entertainments, to encourage and develop courtesy and so- cial ease, to teach tolerance and group responsibility. A dean of girls in charge of the social organization of the school, including club supervision, parties, social functions, assemblies, etc., can practically set the social standards of a school. A real dean of girls will see to it, however, that academic work remains primary and social matters or student activities secondary, but at the same time the teachers of academic subjects and the prin- cipal should bear in mind that social activities are part of the normal life of every student and that these require careful planning, careful supervision, and careful direction. Now if you make a careful survey of the work of a dean of girls, you will recognize at once that her duties are hard to define, but on the other hand you will also be convinced of the fact that she is primarily an executive and secondly a teacher. The principal should not hesitate to delegate sufficient authority to her in order to make her work effective and efficient. He has always delegated a great deal of executive authority in the academic program of a school unhesitatingly, and even though the authority and duties of a dean of girls may still be rather vaguely defined, her work should not be hampered by insufficient authority. If the principal appreciates the work of a dean, has absolute confidence in her and her work, has a sympathetic understanding of her work and is willing to advise with her about her work, he will have no hesitancy in giving sufficient authority to the dean of girls. I believe that the work of a dean of girls is of such importance that she be provided with all the facilities necessary to make for efficiency. She should have an office adequately equipped, a rest room for girls, and is possible a club room that lends the proper atmosphere for social training. If no additional room is available the rest room itself can be of such an inviting nature that it can serve both as a rest room and a club room. To me the work of a real dean of girls is of such significance that every high school with two hundred girls or more should have a dean of girls. I know that it will be difficult to supply the need. for a real dean of girls must have a personality that is exceedingly Seventh Yearbook 115 human, one who has not forgotten her girlhood days, and can inspire the adolescent girl. But with a real dean of girls as a member of the high-school faculty, the principal will find her indispensable in directing the social curriculum of the school. TO THE HIGH-SCHOOL GIRL Miss MARGARET KIELY, BRIDGEPORT, CONNECTICUT THE SIGNIFICANCE OF THE DEAN TO THE HIGH-SCHOOL GIRL The significance of the dean of girls in any particular high school is a local product. There are, of course, certain great com- mon aims of moral and social guidance to which we must all sub- scribe, but the real worth of the dean will depend on the thorough- ness with which she meets the needs and aspirations of her own com- munity in its racial, religious, economic, and social environment. The girls in the high school at Bridgeport, Connecticut, offer a fairly representative problem. They live in a manufacturing city of about 145,000 population, of which thirty-two per cent are foreign. | They are less than twenty miles away from New Haven, the seat of Yale University, and some fifty alluring miles from New York. There are 1,500 of them in the 2,300 students, in a two-session high school. Some 650 of these girls are following commercial courses, 450 domestic arts (mostly in preparation for normal schools), and and about 300 are in college preparatory work. They are, for the most part, typical girls. They come to school without their break- fasts, and wear their goloshes flapping; they spring to the aid of every passing fad—(it’s the “gypsy neckerchief” just now). Some- times they powder their noses very white, invest in Woolworth jewels—(notably earrings)—and wear their big sisters’ long skirts. They “adore to dance,” preferably the “Ritz” and the “Collegiate” —(“it’s being done in New York, you know”). They write fervid “crush notes” and keep soulful diaries. Everything that pleases them from hats to quarterbacks is “noble” or “marvelous,” and all things annoying are “fiendish” or “perfectly desperate.” They love clubs and societies of every sort; do really wonderful work in the service of the poor and sick and needy, and are altogether a very lively, lovable, good to look upon and live with, group of girls. 116 National Association of Secondary-School Principals Curious to know just what a dean might mean to these girls, | recently asked them to express in an informal, unsigned question- naire, some frank opinions. The returns have set me thinking. The first request made of the girls was this: State in the order of their importance to you three ways in which a dean may help the girls of a public high school. About 1,200 of the girls defined in this list three main functions : 1. That of the confidante,—which was ranked first under vari- ous expressions by 464 girls. 2. That of the chum, ranked first by 429 girls. 3. That of the adviser proper, ranked first by 322 girls. The second question asked, “What personal qualities in a dean do you think are most helpful to girls?” The popular traits were ranked as follows: 1. Genuineness,—“The quality of really believing what she says to girls.” 2. Cordiality and friendliness,—‘‘Knowing all the girls by their first names.” 3.