BULLETIN 
of the . 
“NATIONAL ASSOCIATION | 
OF 
SECONDARY-SCHOOL PRINCIPALS. 


Issued four times a year = - 
January, March, May, and October 
January, 1926 
Cicero,’ Illinois 
Entry as second-class matter applied for at the post office 


, at Berwyn, Illinois, under the Act of August 24, 1912 
Ee . tee 








Bulletin Number. 10 


SECONDARY SCHOOL ADMINISTRATION 
“ABSTRACTS® 


| NATIONAL ASSOCIATION 
OF 


" SECONDARY SCHOOL PRINCIPALS: 
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BULLETIN 


— 178751 
NATIONAL ASSOCIATION a 


OF 
SECONDARY-SCHOOL PRINCIPALS 


Issued four times a year 
January, March, May, and October 


January, 1926 








Bulletin Number 10 


SECONDARY-SCHOOL ADMINISTRATION 
ABSTRACTS 


Published under the direction of the 
National Association of Secondary-School Principals 


with the co-operation of the 
Judd Club 


The Judd Club is a group of principals of the high schools 
of the suburbs of Chicago who meet once a month during the scholastic 
year for dinner and the evening with Charles H. Judd, Director of the 
School of Education of the University of Chicago At the meetings 
administrative problems of the secondary school are discussed. 


Members of the Judd Club contributing to this issue: 
Editor-in-chief, W. C. Reavis 
Under-editors 





I. M. Allen W. E. McVey 
R. J. Beals D. W. Miller 
F. L. Biester J. B. Nelson 
A. G. Bobbitt C. H. Perrine 
EBL ‘er A. A. Rea 

H. V. Church F. W. Schacht 
F. E. Clerk R. L. Sandwick 
W. L. Goble L. W. Smith 
B. E. Gordon A. L. Spohn 

J. E. Lemon J. L. Thalman 
G. L. Letts K. D. Waldo 
D. H. Loree G. W. Willett 


All communications for secondary-school administration abstract service 
should be directed to H. V. Church, J. Sterling Morton High School, Cicero, 


Illinois, Secretary of the National Association of Secondary-School Principals. 


These abstracts are free to all members of the National Association of 
Secondary-School Principals. 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





ABSTRACTS 
Books 
Wap ues, Doucias. Procedures in High School Teaching. New 
York; The Macmillan Co., 1925. Pp. 346. 


The aim of the book is to apply the problem method of teaching in 
the instruction ot prospective teachers. sracticai problems covering the 
entire range of teacher experience are grouped logically, solutions sug- 
gested, and generaiizations made. it is the old “case” method of the 
study of law applied to education, that is, the book reverses the con- 
ventional method of teacher training trom the generai to the special 
individual problems, ‘Lhe general topics discussed are: the 
high-school teacher's activities, studying the pupil, motivation, 
discipline, use of oral questions, the study recitation, lesson 
plan and assignment, subject matter and the course of study, 
an appreciation lesson; transfer of training, teaching pupils 
to think, a trial lesson, the informal test, and the review. 
Extensive selective references and supplementary references for indi- 
vidual selection’ or assignment with a brief comment of the author follow 
each chapter. ‘The book abounds in useful information and suggestions, 
challenges the teacher’s thinking, stimulates self criticism, and should 
prove especially valuable to teachers of limited experience. 


Miter, H. L. and Harcreaves, Ricuarp T. The Self-Directed 
School. New York: Charles Scribner’s Sons, 1925. Pp. 404, 


High-school principals who are interested in socialized secondary- 
school work with the end of developing independent and responsible 
citizens should consult this book. ‘The chief topics are: guidance in 
thinking, training to capacity, building the curriculum, a broader 
curriculum, extra-curriculum activities, and educational guidance. Seg- 
regation on the basis of intelligence is not favored. 


ComFort, W. W. TZ'he Choice of a College. New York: The 
Macmillan Co., 1925. Pp. 56. 


The president of a small eastern college, with many years of 
teaching experience in larger colleges and universities, speaks with 
authority to high-school graduates and their parents on the vital problem 
of the choice of a college. Clearly, directly, and briefly the book points 
out the essential considerations of an intelligent choice. These are 
the kind of course, geographical location, co-education, size of the college, 
urban or rural college, college endowment, and religious atmo- 
sphere. Each consideration is analyzed and advantages and dis- 
advantages suggested. With this book in ‘the hands of high- 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





school graduates and their advisers, such an important matter as the 
choice of a college will be determined by something better than mere 
accident or sentiment. 


OPPENHEIMER, J. J. d'he Visiting Teacher Movemens with Special 
Reference to ddministrative Kelationships. New York: Joint 
Committee on Methods of Preventing Delinquency, 1925. Pp. 206. 


Dr. Oppenheimer states in his first chapter that the “appointment 
of a visiting teacher is an attempt on the part of the school to meet its 
responsibility for the whole welfare of the child”, and that this 
involves the maximum co-operation between the home and the school.” 
There is need tor some one within the school system whose duty it is to 
know and to help to adjust the home conditions of pupils who fail to 
get along in school, either because of lack of interest, misbehavior, or 
irregular attendance. On the other hand the home conditions of the 
quiet dreamer who attends regularly and makes no trouble, of the 
unsocial child, the normal child with adverse home conditions, the mis- 
understood child, the spoiled child, the queer child, have just as great a 
need for adjustment. The author thinks it is very important that all 
such cases be accurately and adequately understood early to prevent a 
more serious delinquency, and that it can be done only by a.teacher train- 
ed for the work. The regular teacher cannot do the work effectively 
because of lack of time, energy, and training. The visiting teacher is 
fitted by training and experience for just this sort of work among school 
children. The general subjects for discussion are: the development of 
the visiting teacher movement, its administration, relation to other agen- 
cies both in and out of the school, the character of the work involved, 
and the qualifications and training of such teachers. There are also ten 
case studies and a bibliography. 


PaTTERSON, Donatp G. Preparation and Use of New-Type 
Examinations. Yonkers-on-Hudson, New York: World Book 
Co., 1925. Pp. 87. 


The author presents this book as a manual for those who wish te 
prepare and use the new-type examinations. It should be useful not 
only to secondary teachers but to college instructors, elementary 
teachers, members of civil service commiggions, and other examining 
boards as well. The text does not purport to be an argument for the 
new-type objective examination, but it defines the term and explains the 
underlying principles. The author divides the common forms of new- 
type questions into two main classes with their appropriate subdivisions 
and furnishes numerous examples. He follows with a chapter on the ad- 
vantages and disadvantages of each form, and closes with a detailed 
chapter and summary of directions for preparing and using each form 
of question. ‘Two appendices, one showing new-type examination re- 





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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





sults, and the other containing an annotated bibliography, complete the 
work, 


Uni, Wiis L. Principles of Secondary Education. New York: 
Silver, Burdett, & Co., 1925. Pp. 692. 


This book is composed largely of readings gleaned from recent 
literature on secondary education. In the words of the author, “This 
volume makes four distinct contributions: first, it presents an organized 
collection of superior readings in secondary education; second, it presents 
comprehensive lists of principles of secondary education based upon the 
best writings of the present time; third, it presents a sufficient variety of 
education literature to enable teachers, if they choose, to approach each 
chapter by the problem method; and fourth, it presents supplementary 
discussions which are designed to guide students successfully through a 


. large body of professional reading.” In addition to these four con- 


tributions the bibliographies at the end of each chapter should be decidely 
useful to high-school principals and teachers. The chief subjects dis- 
cussed are: American secondary education, the teacher, the pupils, 
secondary education in foreign countries, reorganization in secondary 
education, and the curriculum. The book should be a worthy addition 
to the library of every wide-awake principal and should be on the 
shelves of high-school libraries. Most principals and most libraries 
cannot have access to the original sources from which the readings have 


been compiled. 


Sayies, Mary B, The Problem Child in School. New York: Joint 
Committee on Methods of Preventing Delinquency. 1925. Pp. 280. 


[he book discusses various representative cases of maladjusted 
children in public schools as reported by visiting teachers belonging to 
the national organization of visiting teachers. In addition to the recit- 
al of the several stories of cases are found comments by the author and 
some brief references to psychological and pathological literature. Mr. 
Howard W. Nudd, Chairman of the national organization, adds a 
discussion on the purpose and scope of visiting work. Some idea of the 
contents of the book may be gathered from the general headings which 
include: “parental attitudes”, “feelings of inferiority”, “diverse issues”, 
“questions of honesty”, and “sex problems.” Each of these topics is 
developed by means of case studies of four or more problem pupils. The 
cases do not appear to be unusually peculiar nor does it seem in most 
instances, that the treatment attempted was unusual. Any active 
principal in a modern industrial community can easily match the cases 
from personal experience and will in many instances have solved the 
situation fully as satisfactorily as in the cases reported. 


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RicHMonp, WIniFRED. The Adolescent Girl. New York: Mac- 
millan Co., 1925. Pp. 205. 


This book has been written with the view to aiding parents and 
teachers in meeting the problems which arise in dealing with the 
girl during adolescence with an understanding needed to do justice to 
the girl and her development. The treatise seems particularly valuable 
in that the author deems it necessary to turn for enlightenment to the 
girl herself and discover as far as possible what are her mental and 
emotional characteristics and needs, and then let her training and 
education be guided by the girl herself. The main aspects discussed 
are: the adolescent girl in the past, the meaning of puberty, the ab- 
normal girl, the delinquent girl, the normal girl, and her training and 
education. Frankness, conciseness, simplicity, and common sense 
characterize the method of presentation of evidence and facts. Many 
cases are cited as examples in each phase of the subject and all such 
cases have come under the personal observation of the author. The 
“case study” method of presentation is particularly helpful in studying 
the problems of adolescence. Clear-cut suggestons are given as aids 
in the solution of 'the many pervlexing problems accompaning this 
period of the girl’s devlopment. There is a bibliography. The volume 
will render its greatest service to parents, teachers, and deans of women, 
but it could be read with profit by others having to deal with girls of 


this age. 


Jounson, B. J. Mental Growth of Children in Relation to the Rate 
of Growth in Bodily Development. New York: EE. P. Dutton 
& Co., 1925. Pp. 149. 


The opening sentence of the first chapter states the problem as 
follows: ‘The primary purpose of this investigation was the accumul- 
ation of scientific data concerning the mental growth of children and 
the relation of the rate of mental growth to the rate of growth ‘in 
other phases of bodily development.” The author, while sympathetic 
with the making of special studies by those interested in a limited phase 
of development, is of the opinion that such studies do not contribute 
much that is of value to the teacher or parents because of the technical- 
ity with which they are presented, and with the wide range of literature 
which must be gone through in order to find them. The author brings 
together in one volume scientific findings, gathered under normal 
school conditions, which bear upon all of the general phases of growth 
and development. The first chapter deals with the statement of the 
problem and a description of the method of solution. Other chap- 
ters consider in great detail the following phases of development: ana- 
tomical and physiological growth, muscular control, mental: develop- 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





ment measured by a series of mental tests and dissected pictures, and 
mental development measured by perceptual and thought processes. 
An abundance of data is presented in easily understood figures and 
tables. This book will be of greatest value to superintendents, kinder- 
garten directors, and elementary principals. 


Avmack, Joun C., and Lanc, Atsert R. Problems of the Teaching 
Profession. New York: Houghton Mifflin Co., 1925. Pp. 335. 


The authors state that the book was written to acquaint teachers 
in service and those about to enter the profession with the leading 
professional problems which confront the teacher. The statement of 
each professional problem is followed by a statement of the factors 
involved in the solution. Whenever the problem discussed has been 
subjected to sciéntific scrutiny these investigations are briefly summarized. 
Controversial problems, e. g., legal tenure of teachers, are not ignored 
but arguments pro and con are presented. The purpose has not been 
to reach final conclusions in reference to such problems but to suggest 
a method of discovering the solution. The problems discussed may 
be classified under the following heads: the teaching profession; its 
opportunities, ethics, and training requirements for both pre-service and 
in-service ‘teachers; administrative problems concerned with the im- 
proving of teaching conditions such as better salaries, tenure, provision 
for old age, recreation and health facilities, and adjustment of teaching 
load: problems in supervision such as imvrovement of teachers in 
service, the teacher and supervision, and the measuring of teaching 
efficiency; problems involving the improvment of teaching morale, as 
for example. teacher participation in administration and the function of 
teachers’ organizations, councils. and committees. 


Foster, Cuarres R. Extra-Curricular Activities in the High School. - 


Richmond, Virginia: Johnson Publishing Co., 1925. Pp. 216. 


The purpose of the book is to place before those interested prac- 
tical and workable material that can be used in both junior and senior 
high schools. It covers a wide range of activities as well as a short out- 
line history and a discussion of the underlying principles of extra- 
curriculum activities. The author emphasizes the importance of having 
an extra-curriculum director or teacher and outlines samples of 
programs of clubs, general assemblies, home meetings, and gives a com- 
prehensive lists of clubs in the various schools with which he has been 
associated. The book also contains an outline of what is being done 
in various schools and can be done to advantage in the matter of student 
participation in high-school government. 

Coz, Geornck A. What Ails Our Youth? New York: Charles 

Scribner's Sons, 1925. Pp. 97. 


Professor Coe, for many years associated intimately with the youth 
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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





of the country, lists the faults most commonly attributed to the young 
people of to-day and then proceeds to inquire into the reasons for them. 
These he finds to reside largely in the*conditions of modern life, for 
which the young people themselves are not responsible. He then in- 
quires particular'y into the work done by the schools and the churches 
in an effort to find in what respects they have failed to prepare youth to 
meet the complex problems of to-day. One of the most valuable por- 
tions of the book is the chapter in which Professor Coe inquires “When 
is a youth well-educated?” His conclusion, after extended definition of 
the well-educated man is: “This is and ought to be a changing social 
world, and the prime function of educated men and women is to make 
appropriate social changes.” And the youth should be given a “eon- 
cious participation with God and fellow men in the creation of a new 
order of society—a really new order; one that aims at fundamentally 
fresh and universally good social experience.” 


Roursack, Quincy Atvin W. Non-Athletic Student Activities 
in the Secondary Schools. (A Study of Aims and Outcomes.) 
Philadelphia: Westbrook & Co., 1925. 


The author’s preface reveals that the volume is the result of 
collecting and compiling data from 'the staffs of secondary education in 
state departments, sponsors and directors of activities in secondary 
schools, from student publications, and from more than six 
thousand secondary-school students Each of the more than two 
hundred activities listed and outlined is treated by stating its aim and 
its outcomes, or results. The outcomes are expressed in terms of 
student conduct-control, although student eriticism is not ignored. 
A statistical table of time spent in non-athletic student activity, and a 
discussion of considerations that enter into leadership training are val- 
uable informational features. The aim of the author is to present to 
secondary-school authorities, especially to high-school principals, a com- 
prehensive view of non-athletic student activities in secondary 
schools, details for choosing the most worth, and _ sugges- 
tions for their organization and administration. The major headings 
indicate the scope of the work: language and literature activities 
science activities, arf activities, home making, student partic- 
ipation in management and control, welfare and social activities, honor 
organizations, unclassified activities, miscellaneous clubs, _ publi- 
cations, leadership training afforded by activities, time spent in 
activities, observations, and conclusions. 


Anperson, C. J., Barr, A. S., and Busn, Mayseiie G. Visiting 
the Teacher at Work. New York: D. Appleton & Co., 19285. 


Pp. 382. 
The editor states that supervision is essentially a cooperative enter- 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





prise demanding expert leadership. But many supervisors do not know 
what to look for, or knowing, do not know what to say to the teach- 
er or how to say it. There is, however, a small group who have developed 
an efficient technique and an ability to discuss analytically their proce- 
dure. To this group he evidently believes the three authors belong. 

The authors state their purpose to be threefold: how to visit the 
to lead the teacher through conference to a realization of her own needs 
classroom, what tolook for, and how to diagnose teaching; how 
and to plan for her improvment; and how to plan remedial programs 
through preteaching, individual, and follow-up conferences. 


Mircue.i, E. D. Intramural Athletics. New York: A. S. Barnes 
& Co., 1925. Pp, 191. 


The author states that the rapid strides which intramural ath- 
letics have made in recent years furnish convincing proof that under- 
lying our present public demand for the spectacular and skillful per- 
formance in sports, there is a genuine interest in “Sports for All” and 
“Sports for Sports’ Sake.” He indicates that athletic directors 
realize the need of fostering intramural athletics. The following topics 
are discussed: nature of intramural athletics, intramural movement, 
objectives of intramural sports, organization of the department, units 
of composition, program of sports, methods of organizing competition. 
scoring plans for the group, scoring plans for the individual, intramural 
rules and regulations, awards, and special administrative problems. 
Thirty-eight illustrations are given to show the different kinds of intra- 
mural sports. Many charts and tables are presented which give sug- 
gestions for administrative work in universities, colleges, and 
hich school. The methods of competition in games and exercises ex- 
plained in this book mav be used by women as well as men, perhaps 
with slight modifications. The book is written for coaches and 
intramural directors. Chanters T-TTT have several things of interest to 
school administrators. 


Staey, S. C. Individual and Mass Athletics. New York: 
A. S. Barnes & Co., 1925. Pp. 257. 


In this volume are assembled many individual athletic events avail- 
able for school use and an outline of various methods of athletic compe- 
tition. Over two hundred individual athletic events and eleven differ- 
ent methods of playing are covered. The work as outlined is supposed 
to be equally well adapted for the use of girls and boys. The material 
presented will provide many suggestions for the physical director or the 
person in charge of intermural athletics. The programs are centered 
around individual rather than group events. By individual events is 
meant those in which the whole activity is carried out by one person. 


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The mass games on the other hand are arranged so that a large number 
can participate. ‘Lhe activities used in this type of play include most 
of the events found in the regular track and field programs plus a num- 
ber of other events similar in nature which are well adapted to this 
purpose. In this book may be found the school programs of individual 
athletics of New York, Detroit, the University of California, and the 

University of Illinois. 

PayNz, ARTHUR F. Organization of Vocational Guidance. New 
York: McGraw-Hill Book Co., 1925. Pp. 438. 
Aamunistrative procedure in the field of vocational education has 

haa a rapid development in recent years. Wr. Fayne turnishes a val- 
uabie summary Of the praccices in the feild. ‘ihe purpose ot the book is 
not ‘to theorize about vocational education, but to develop methods, 
standards, requirements, and practices in the organization and admin- 
istration of schoois and classes in a certain precisely defined field of 
vocational education, namely, industrial education.” A large proportion 
of the volume is devoted to an exposition of the Federal Vocational 
Education Law. ‘Lhe relationships of the local community and the state 
and the federal government in the administration of this lawis clearly 
brought out and the specific requirements of the law discussed in consider- 
able detail. Vocational education in its most valuable aspects, also, comes 
in for careful attention. One of the most valuable features of the book is 
the careful definitions it contains of the various types of vocational 
education and a discussion of their function and relationships to the 
general field of vocational education. ‘The volume should be a necessary 
part of the equipment of every school executive who has supervision of 
any phase of vocational education. 


Rocers, FREDERICK Ranpb. Physical Capacity Tests in the Adminis- 
tration of Physical Education. Teachers College Contributions 
to Education, No. 173. New York: Teachers College, Columbia 
University, 1925. 

The author shows uses in a high-school physical education program 
of team games, of differentiated work for individual pupils, and of 
standards for scoring such games and tests. He gives a comprehensive 
scientific method of arriving at what he would probably choose to 
designate “the physical fitness index”, and expresses the hope that 
directors of physical education will find ‘the physical fitness index a 
valid and useful method of determining the general needs of the pupils 
and that they may be encouraged thereby to organize programs and 
activities better adjusted to meet individual needs. The index is 
simple and relatively easy to apply. Its use indicates that the physical 
capacity tests should correlate positively with athletic ability tests, 
In addition to being a very definite and at the same time comprehensive 
treatment of the subject, the book contains a very generous bibliography 
which apparently covers the whole field. The subject is treated with a 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





definiteness which evidences the obvious validity of the method 
eimpivyed. 


JUHNSON, JRANKLIN W. dhe daministration and Supervision oj 
tne High School. boston: Ginn & co, 192). rp. +2. 


‘Ane aim Of the Louw as CO piesemit ic vest procedure in admunister- 
ing ald supervising Lue MuUiCialioUS acuVidics OT amOdern Mign school. 
ihe twenty chapters each treac a pilase Of the principals duties. 
4 hough written in a cheerful, nappy styie, the Chapters are sullicicntly 
detailed to let the principal see what it is that gives him ‘“‘that 
harassed look’. siowever, it the suggestions are ioitowed, ‘the book 
will prove heiptui in straightening out many a dithcuity. Ali the 
chapters are good. specially noteworthy are the second, ‘Aims ot 
Secondary Education”; the third, ‘“ihe biementary School and the 
High School”; the sixth, “Che Principal and His ‘Veaching Stait’”; 
the tenth, “Training in Ethical Character”; the twelfth, “Lhe School 
Plant”; the sixteenth, ‘““lhe High School Library, and the eighteenth, 
“Supervision of Instruction”. ‘“Lhroughout the book experienced prin- 
cipals will find little to oppose and much to commend. It should be 
read once or twice a year if only to avoid the nightmare of negieci in 
administering the bewildering details of a modern high school. 


Haui-QuEst, ALFRED LAWRENCE. Professional Secondary Education 
in Teachers’ Colleges. ‘lVeachers Coiiege Contributions to 
Education, No. 169. New York: ‘Teachers College, Columbia 
University, 1925. Pp. 126. 


This book contains an analysis of the characteristics of the cur- 
ricula that have been organized by teachers’ colleges for prospective 
high-school teachers. The chief topics are: historical development from 
the colonial academy, the present number and extent of teachers’ 
colleges, the scope of the curricula, a plan for ‘the standardization of the 
nomenclature of the titles of the courses and of the content of the 
courses, the provision for observation and directed teaching, and re- 
commendation of more practice teaching and more broading courses 
for the future high-school teacher. A bibliography is included. 


Wires, Ira 8. The Challenge of Childhood. New York: Thomas 
Seltzer, 1925. Pp. 305. 


This is an outstanding case book on the maladjustments of child- 
hood. The author has succeeded admirably in putting into story form 
interesting cases of maladjustment encountered in his twenty years of 
experience in dealing with children in schools, settlements, dispensaries, 
and homes. The cases are grouped into divisions: physical problems, 
intellectual problems, emotional problems, and social problems. For the 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





experienced teacher, admistrator, or parent the volume is replete with 
suggestions of a practical character, which can be drawn upon for use 
in meeting the problems of child behavior in school and home. 


BracKHurst, J. Herpert. Directed Observation and Supervised 
Teaching. boston: Ginn & Co., 1925. Pp. 420. 


ihe Higii-schooi principal will nnd tius DOOk useful as a statement 
of ceacuuny acuivities whicn he is often calued upon to supervise. Lt is 
one OF ihe list DOOkKs to appear winch deals directly with methods ot 
ieaciler trailing. ine voiume is divided into four parts, dealing re- 
speciiveiy with routine and the physciai conditions ot the class- 
room, generai survey of teaching methods and devices, iesson pians tor 
lessons of ditterent types, and discussion of more specific teaching pro- 
cedures. Ot the four parts, the second and the tourth should prove 
usefui as an outiine of teaching procedures. Many of the procedures 
apply to high-school teaching, and the brevity of treatment makes for 
clearness. art one will aiso be of interest and value to the principal 
of any high schooi which provides facilities for practice teaching to stu- 
dents ot neighboring colleges. 


Burt, Cyn. The Young Delinguent. New York: D. Appleton 
& Co., 1925. Pp. 619. 


This book approaches the problem of the young delinquent as a 
atudy in child psychology. ‘lhe attention of the reader throughout the 
volume is focused oi che study of the oitender rather than on the offense, 
The starting point is the offense but the major problem for study is the 
personality and environment of the deiinquent. Although based upon 
exact scientific investigations, the treatment is non-technical. It will 
throw great light upon the daily conduct problems of the classroom and 
the school. It will appeal to social workers, physicians, counselors, 
teachers, administrative officers, and all who are interested in the wel- 
fare of youth. 


Hines, HartraAn CAMERON. Junior High-School Curricula. New 
York: The Macmillan Co., 1925. Pp. 188. 


The burden of this brief book is to bring down to date the 
content of the ¢ourses of study in the junior high-school zone. The 
author essays to answer the question of what shall be studied, how 
shall the course be presented, and how shall the teacher be trained 
to present these courses. With these questions in mind the writer 
treats of mathematics, the languages, the sciences, both social and 
physical, and the fine and practical arts. 


Martin, Herpert Formative Factors in Character. New York: 
Longmans, Green & Co., 1925. Pp. 346. 


The author claims that this volume was written with a growing 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





conviction of the need for a re-emphasis of moral values in the life of the 
nation. It is not a book of methods but of principles for moral 
guidance. The main thesis of the volume is the imperativeness of the de- 
velopment of moral character. The author not only maintains this 
thesis successfully, but indicates very specifically the ways by which 
character is to be progressively achieved by boys and girls in home and 


school. 


Procter, W. M. Educational and Vocational Guidance. Boston: 
Houghton Mifflin Co., 1925 Pp. 352. 


The guidance movement in the beginning was concerned only with 
vocational aspects. In recent years the proper guidance of young 
people is being recognized “as a much larger undertaking. The volume 
under review expands the guidance function of the sciioci tv inc.ude 


“educational, health, moral, social, and civic guidance as well as 


vocational. It attempts to define the nature of guidance in all of 
its aspects and to set forth ways in which teachers and principals can 
co-operate with personnel officers in carrying out a comprehensive guid- 


ance program. 


MONOGRAPHS 


Studies in Secondary Education. II. University High School, Uni- 
versity of Chicago. Supplementary Educational Monographs, No. 
26. Chicago: Department of Education, University of Chicago, 


1925. Pp. 202. 


Those on the lookout for important contributions to the literature 
of secondary education came in contact about two years izu \....: 
in Secondary Education, I, prepared by the members of the staff of the 
University High School of the University of Chicago. Not only the 
title of the volume but portions of the content as well led its readers to 
expect further contributions through similar avenues. The second 
volume is composed of two parts: the first dealing with “Pupil-Pro- 
gress Accounting in the University High School,” and the second with 
“Experiments in Curriculum Organization and Administration.” Sep- 
arately and together, the two volumes of Studies in Secondary Education 
report some of the best of the innovations being made on the high-school 
level in the country. School administrators, supervisors, and class- 
room teachers will find much in the studies that can at once be applied, 
because it has already been put to the crucible test of use in school 


situations. 
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Counts, Georce S. The Senior High-School Curriculum. Supple- 
mentary Educational Monographs, No. 29. Chicago: Depart- 
ment of Education, University of Chicago, 1926. Pp. 158. 


The investigation reported in this monograph represents an attempt 
to ascertain, through first-hand observation, the prevailing curriculum 
practices in representative senior high schools in fifteen differ- 
ent sections of the United States. In addition to the study of actual 
curriculum practices, answers to the following questions were also 
sought: “How rapidly and in what direction are ‘these practices 
changing? In what measure are the traditions generated by the 
earlier forms of secondary education being abandoned? What changes 
are taking place or are under contemplation? What is the 
attitude of the members of the teaching staff toward the mod- 
ification of the curriculum and the altered character of second- 
ary education? What are the forces which are responsible for bringing 
about changes in the curriculum? Is the curriculum of the senior high 
school responding to that general demand for reorganization which is 
affecting the lower and higher schools?” These and other questions of 
vital importance are thoroughly discussed. "The monograph should be 


studied by every high-school principal. 


Addresses given at the Department of Secondary- 
School Principals of the National Education 
Association 


LaMar, FRANKLIN, S. “Extra-Curricular Activities,’ National 
Educotion Association,. Addresses and Proceedings, Indiana- 
polis, 1925. Pp. 609-614. r 


Character is developed by social contact and the world to-day 
is more interested in one’s behavior than in one’s culture. 
Actual practice is needed and the student activities are the train- 
ing ground, and therefore there should be plenty of extra-curriculum 
work and this should be carefully sponsored. The end should be- 
social control and then our problems of discipline will disappear. 


AIKEN, WitFrorp W. “Education and International Relations,” 
National Education Association, Addresses and Proceedings, 
Indianapolis, 1925. Pp. 614-618. 

The World War is now history, but the same type of forces are 
still active, and ill will, distrust, and self-seeking may bring on another 
war. An appeal should be made to the sentiments and traditions that do 
net incite national hatred, but rather stir one to pride in the bene 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





factors of mankind, such as Pasteur, Beethoven, Shakespeare, and 
Lincoln. Let us believe that we are intelligent enough to find a better 
way than war to settle international differences. Knowledge of our 
national neighbors, understanding of the peoples of this world will bring 


the banishment of humanity’s “greatest stupidity—war.” This task lies 
with the teachers in our schools. 


Whitten, C. W. “The Place of Interscholastic Athletics on the 
High-School Program,” National Education Association, Addresses 
ond Proceedings, Indianapolis, 1925. Pp. 618-628. 


The Secretary of the Illinois State Athletic Association dis- 
cusses the evils of interscholastic athletics and defends the athletic 
program because ‘it offers wholesome entertainment, keeps the boys in 
clean activities during leisure time, teaches self-control, demands co- 
operation or team work, exacts unselfish devotion to a social unit, re- 


quires “good sportsmanship,” and in many ways is “daily changing 
human nature.” 


Trester, ArtHUR L. “The High-School Principal’s Job in 
Athletics,’ National Education Association, Addresses and 
Proceedings, Indianapolis, 1925. Pp. 628-631. 


The “job of the high-school principal in athletics” is to direct the 
athletic policies of the school, to determine which sports shall be major 
and which minor, to develop good sportsmanship in the student body, to 
keep a hand on the athletic finances, to select the athletic coach, 
to co-ordinate athletics and physical training, and to mould public opin- 


ion to display good sportsmanship and to appreciate the value of 
athletics. 


MAGAZINES 


Jounson, FRANKLIN W. “The Department Head.” 


School Review, 
XXXII (September, 1925), 523-531. 


With the great increase in school enrollment, the principal must 
he a highly trained organizer and business manager. As such he must 
delegate much of his former detail work to his assistants. The denart- 
ment head can do much of this work. both administrative and suner- 
visorv. He must acauaint himself with the policies and nlans of the 
school and interpret these to his department while he acauaints his prin- 
cipal with the work and the needs in his denartment. 
head must he carefully chosen for such important work. 


Crark, Harry P. and Beatty, Wittarp W. “Physical Training in 


the Junior High School.” School Review, XXXTII (September 
1925), 532-540. 


The department 


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Basing its policy upon the desirability to develop strong, healthy, 
normal bodies and minds; and to foster personal, civic, and social 
attitudes, the Skokie School, Winnetka, Illinois, has organized all its 
pupils into teams according to physical ability, weight, and skill, in 
which the work and development of each is closely supervised in school 
and out. Interest and fair play is maintained by awards based on sports- 
manship as judged by team mates. The plan is showing good results. 


Jorpon, J. N. “Prognosis in Foreign Language in Secondary Schools.” 
School Review, XX XIII (September, 1925), 541-46. 


The article is a report of “the results of two years of personal re- 
search in, and observation of, pupil prognosis.” In the investigation 
the Wilkins Prognosis Test in modern languages was used. It was 
found that most of those scoring less than 300 failed in the course in 
foreign language. For purposes of comparison the Terman Group Test 
of mental ability was given to the same students. The results showed 
that most of those with I.Q’s less than 100 were marked either “in- 
ferior” or “failure” by the teachers. The correlations although not high 
were significant, and indicate that for prognostic purposes in foreign 
language either test may be used to advantage in advising pupils as to 
their possible success in the pursuit of a foreign language. 


Epmonson, J. B. “Some Policies of the North Central Association of 
Colleges and Secondary Schools.” School Review, XXXIII 


(October, 1925), 573-77. 


There seems to be a misunderstanding on the part of several schools 
as to the requirements of the North Central Association, and a belief 
that the policy of this organization is a rigid and arbitrary enforcement 
ef its rules which are made by a group of college men unacquainted 
with high-school conditions. Such a belief is unfair and unfounded as 
is readily seen if the rules are understood. The personnel of the group 
who set up the standards is in a large measure high-school men; while 
“the important changes of recent years have come as a result of refer- 
endum vote in which hundreds of high-school principals have partici- 
pated.” As to the value of membership in this Association; “It is 
common knowledge that the schools approved by the North Central 
Association constitute an honor group of schools” the standing of which 
is comparable to that of a business firm rated high in Dun and in Brad- 
street in the field of finance. This is shown by the consideration given 
schools on the accredited list of the North Central Association by insti- 
tutions in other parts of the country not included in the association. 


Lyman, R. L. “The Junior High Schools of Atlanta.” School Re- 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





view, XXXIII (October, 1925), Pp. 578-93. 


“The establishment of junior high schools in Atlanta is an essential 
feature of what may appropriately be called a city’s educational awaken- 
ing.” A careful survey of the educational system of the city revealed 
deplorable conditions in all of the schools, and the need for immediate 
action. Although the city had begun to realize its deficiency and had 
started a remedial program, the survey pointed out the definite needs to 
which the city has responded both with financial and administrative 
support. The system was organized on the 6 - 3 - 3 plan and five junior 
high schools were established. New buildings have been built and 
equipped for both elementary and secondary schools. All phases of the 
child’s education have been quite adequately provided for. “By improved 
housing, carefully selected teachers, and flexible courses of study; by 
ability ‘ grouping, differentiated instruction, and guidance, both ed- 
ucational and vocational; and by extensive provisions for pupil partici- 
pation in school government and for avocational interests, the junior 
high schools appear to have won the hearty approval of the chidren, the 
parents, and the public.” 


Diamonp, THomas. “Do Our Vocational Schools Prepare for V oca- 
tions?” School Review, XX XIII (October, 1925), Pp. 594-600. 


This study was made on a small scale and is not at all conclusive, 
though the problem is significant and worthy of further study. It in- 
dicates that we are not training our pupils in our vocational schools for 
the occupations which they actually enter. Should we not change our 
courses to train for the occupations prevailing in our community? Are 
we justified in doing otherwise? It is also questioned as to how much 
use our graduates make in industry of the training they received in our 
vocational schools. We should emphasize more with our students, the 
importance of carefully choosing an occupation with an idea of a 


- permanent position. 


Hupetson, Eart. “Making a Local Composition Scale.” School 
Review, XXXIII (October, 1925), 601-9. 


There is a wide and increasing demand for local English compo- 
sition scales. If however the purpose is merely to measure objectively 
the general merit of the pupils’ writing, the local scale is not needed 
for the existing general merit scales are more accurate. Local scales 
may be justified on the basis of pupil motivation. “It is not worth 
while for less than ten teachers to undertake to derive a composition 
scale; probable errors of judgement will be too significant.” This can 
be done only in the larger schools unless two or more of the emaller 


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schools join in such a project. To make a local composition scale 
teachers must first learn to use a standard scale accurately. 


SauNDERS, Orca M. “What Teachers Want from the Principal in 
His Capacity as a Supervisor. School Review, XX XIII (October, 


1925), Pp. 610-15. 


Based on the results of a questionaire to classroom teachers, edu- 
cation articles, and direct observation the writer concludes that class- 
room teachers may be classified as: (1) the bold, who want no inter- 
ference; (2) the timid, who depend upon the supervisor to lay out the 
work in all details; and (3) the courageous who want democratic super- 
vision, in an earnest desire to improve their classroom instruction. 
Current literature indicates an increasing interest in the improvement 
of classroom instruction. This seems to warrant a reasonable and 
efficient supervision, which if done by the principal should recognize the 
position and ability of the classroom teacher as a co-laborer desiring di- 
rection in the modern conclusions of educational science and oppor- 
tunity to study technique from teachers of experience who are 
meeting with success in classroom work. ; 


Dickinson, CuHares E. “A Study of the Relation of Reading Abil- 
ity to Scholastic Achievement.” School Review, XXXIIT 


(October, 1925), Pp. 616-26. 


“If we grant that reading is the most important of the basic sub- 
jects, the pupil’s ability to grasp and interpret thought from the printed 
page qualifies the measure of his success or failure in all other sub- 
jects.” This study seems to verify this hypothesis, as there is a positive 
correlation between reading ability and school achievement. Those 
who did the best in silent-reading and vocabulary tests, as a group, made 
the best record throughout the three-year period considered in the study. 
This was true not only in regard to English but in all subjects. Since . 
this is true, more stress should be placed on silent reading and word 
study in the upper grades and even in the high school. 


Bovez, ArTHUR G. “Foreign Languages in France.” School Review, 
XXXIII (November, 1925), Pp. 653-60. 


In the study of foreign languages in France as well as in America 
there has been a gradual gravitation toward sounder methods and 
saner objectives. The trend is away from the stand for disciplinary 
values to more abundant reading as a means of attaining a definite 
cultural objective. This stands even ‘above the objective of their 


practical values. 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





Sass, DorotrHy M. “Student Service in the High School.” School 
Review, XXXIII (November, 1925), 661-70. 


By careful organization students may help to lighten the work of 
teachers, administrators, and office assistants in many ways. Careful 
supervision is necessary in all cases, but it saves time, gives training 
to the students, and increases interest in the school as a whole. The 
students must be carefully selected. In most cases they will serve with- 
out remuneration although some form of honor points or credit may be 
used to advantage. 


Noyes, E. Louise. “Enlarging the Horizon of High School Pupils.” 
School Review, XXXIII (November, 1925), 671-74. 


In this experiment in the Santa Barbara High School the teachers 
stlected subjects they would like to discuss with pupils such as as- 
tronomy, art appreciation, ethics, psychology, logic, history, ete. Op- 
portunity classes were also formed in reading, arithmetic, spelling, 
grammar, and penmanship, for those with deficient preparation. A 
half hour period was provided during the forenoon for such classes 
two or three times a week. On Monday group meetings were held in 
which the princinal met the seniors for discussion of life values. The 
other classes were met for similar discussions by other members of the 
facultv. The results have fully justified the plan. 


SHEPHERD, EpitnH E. An Experiment in Teaching English Usage to 
Junior High School Pupils. School Review, XXXIII, (No- 


vember, 1925), 675-84. 


This is the second experiment undertaken to determine pupils’ 
individual needs in capitalization, sentence structure, etc. The pupils 
were grouped for instruction and study according to the actual need as 
shown by their written work in various subjects. Each pupil was made 
to feel his need for this special work and his own responsibility in the 
mastery of the principles involved. As soon as he had learned the 
principle and felt that he was ready, a test was given, which if passed, 
credited him on the record for the lesson, and he was then allowed 
to take up another. Evidence of mastery was required in all of the 
pupil’s school work. Results have been very encouraging for 
this method. 


Jensen, J.C. “The Metric System and the Public Schools.” School 
Review XXXIII, (November, 1925) 685-87. 


This brief study revealed the fact that the metric system is given 


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little consideration throughout the country in our public schools. While 
a majority of the principals are favorable to it, yet few of the teachers 
are prepared to teach it and little if any time is alloted to it in 
the curriculum. 


DowninoG, Etuior R. “A Comparison of the Lecture-Demonstration 


and the Laboratory Methods of Instruction in Science.” School 
Review, XXXIII (November, 1925), 688-97. 


Although too brief to be conclusive this study indicates that, in 
general, the lecture-demonstration method of instruction yields better 
results for all pupils than the laboratory method and is more economical 
in both time and expense. This method also appears to impart more 
skill in laboratory technique. In the teaching of science less attention 
should be given to details and more emphasis placed on fundamental 
principles. 


Crawrorp, C. C. and Raynatps, D. A. “Some Experimental Com- 
parisons of True-False Tests and Traditional Examinations.” 


School Review, XXXIII (November, 1925), 698-706. 


The conclusions reached in this article indicate that in some cases 
the traditional examination seems to be a more accurate measuring 
instrument of classroom work while in other cases the true-false test 
seems to give better results. The note taker organizes and evaluates 
his material somewhat better but is apt to overlook specific points. He 
makes bettter grades with the traditional examination, while with 
other types of students the true-false test is more satisfactory and 
saves much time on the part of both students and teachers. 


TERRY, PauL W. “Administration of Extra-Curricular Activities 
in the High School. I.” School Review, XXXIII (December, 
1925), 734-43. 


The increasing amount of literature on this subject indicates the 
increased attention it is receiving by administrators. One of the chief 
problems involved in the administration of extra-curriculum activities 
is to provide a suitable time for meeting. Practice varies in this regard, 
but there is a marked tendency toward a definite provision for such 
activities. | Another problem is that of restrictive regulations. There 
seems to be no uniformity in practice in this regard. A point-rating 
is being used with satifactory results in some schools. 


Miner, J. B. “An Analysis of Vocational Interests.” School Review 
XXXIII, (December, 1925) 744-54. 


In view of the lack of serious consideration given to the selection 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





of a vocation the writer has attempted to help the individual to discover 
his special interests and abilities by means of a self examination through 
a series of questions. This leads to a study of qualifications on the 
part of the individual. It will help him to discover his vocational bent, 
and assist in the choice of a vocation. It emphasizes the importance 
of a vocational choice both to the individual and to his parents and gives 
data of value to the vocational counselor. 


Goop, CarTER V. “An Experimental Study of the Merits of Extensive 
and Intensive Reading in the Social Sciences”. School Review 
XXXIII, (December, 1925), 755-70. 


In this study grouping according to intelligence levels was made. 
Progress in reading is shown to depend largely on the intelligence of the 
individual. The investigation shows that for some, extensive reading 
__ brings better results, while in others, intensive reading is 'to be preferred. 
In general, the character and the length of reading assignment should 
vary with the purpose of the reading: intensive reading for accuracy and 
detailed information; extensive reading for breadth and range of in- 
formation. 


Barton, Jr., W. A. “Pupil Reaction to School Reports.” School 
Review, XXXIII, (December, 1925), 771-80. 


This study undertakes to determine how much value should be 
placed upon school grades. An attempt has been made to determine 
the view-point of the pupils in regard to them, and how punils are 
influenced by the grades thev receive in various subjects studied. It 
is of interest to note that on the whole. about fifty per cent of the pupils 
answering are influenced in a constructive wav. 


Mason, H.C. “A Modification of the Dalton Plan.” School Review, 
XXXIII (December, 1925), 781-86. 


River Falls, Wisconsin, High School has provided for individual 
differences by a modification of the plan advocated by Prof. H. L. 
Miller, in his book “Directing Study.” The plan has provided for 
individual differences while it sets no limit to ability. It has also re- 
duced the number of failures and of discipline problems. Every pupil 
has an equal chance to work up to the level of his ability. 


VaucHan, W. W. “The Warp and the Woof in Education.” 
School and Society, XXII (September 12, 1925), 313-19. 


Likening a child’s educational life to a pattern in weaving, the 
author allows the warp to represent the influences of home and state 


while the woof is the cross threads of teaching itself. After an exten- 


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sive history of educational tendencies in the last few centuries the 
author concludes that “work and pleasure are becoming isolated in 
water-tight compartments; more and more does work tend to get 
squeezed of all idea of pleasure.” ‘Teachers and schools have been 
more concerned with how pupils spend their leisure, than with teaching 
them how to get happiness from their work. Let the community be 
the custodians of a proper environment and an extension of compulsory 
school age will not be necessary or advisable.. 


ViTELES, Morris 8. “Psychological Tests in Guidance: Their Use 
and douse.” School and Society, XXII (September 19, 1925), 
350-56. 


This article is a section of a report prepared by the Vocational 
Guidance Association of Philadelphia and Vicinity and contains some 
of their principles as formulated atter a great number of surveys in the 
use of tests as guides to individuals. Of these conclu- 
sions, one seems paramount: “Tests, to be of service in guidance, must 
measure not only the general and specific mental abilities which are of 
importance in vocational success; tests must also be provided to measure 
the temperamental and character qualities which play so great a part in 
vocational adjustment.” Tests must be made by a trained personnel 
and interpretation of results for purposes of guidance can be made only 
by clinical psychologists. 


Ryan Jr., W. Carson “The I'hird International Pedagogical Con- 
ference at Heidelberg.” School and Society, XXI11 (September 
19, 1925), 356-59. 


“That there must be a fundamentally new approach in education ; 
that the schools need to realize the marvelous possibilities of children 
for artistic expression and creative achievement generally; that 
education can indeed transform the world, but only if it becomes a 
wholly different kind of education, seeking to develop rather than 
repress—these are some of the ideas that found expression at 
the Third International Pedagogical Conference held at Heidel- 
berg, Germany, from August 2 to 16, under the auspices of the New 
Education Fellowship.” The theme of the conference was “The 
development of creative powers in the child” and the results of many 
schools founded on this idea were shown and fully demonstrated. 
A number of the speakers at this conference have been invited to come to 
America to interpret this new movement in education. 


Exuis, Roperr S. “drmy Alpha Scores in Relation to Progress in 
High School and to Mental Growth,” School and Society, XXII 
(October 3, 1925), 439-40. 


The Army Alpha was given by the author to all the students in one 
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NATIONAL ASSOCIATION OF SBCONDARY-SCHOOL PRINCIPALS 





of the Knoxville, ‘ennesse, high schools. After all the classes had grad- 
uated, the class norms were determined tor the members of each class, 
who graduated. A comparison of the members of the freshman class, 
who graduated and of those who did not graduate is shown. Results 
indicate that age at entrance to high school is a better indicator of 
the probability of graduation than is the score on the Army Alpha. 
The author feels there is strong evidence that intelligence, “or what- 
ever is measured by Army Alpha,” increases in high-school students 
after the age of sixteen years. 


Procizer, WitLiAM M. “Lhe High-School's interest in Methods of 
Selecting Students for Wollege Admission. School and Society, 
AALL (October 10, 1925), 441-48. 


‘Lhe youth of America according to the author is college bent and 
measures taken to discourage or frighten them away have operated as a 
stimulus. utterent methods of admussion to college are critically exam- 
ined and a combination method is proposed. 1 his combination method 
should have as determining factors total high-school record, mental 

_ capacity, and character-trait ratings. 


Jonzs, Gertrupe. ‘“High-School Freshmen at Lincoln, Nebraska.” 
School and Society. XXII (October 24, 1925), 527-30. 


Certain Lincoln, Nebraska, High-School teachers have formulated 
in outline to be used for acquainting their freshmen pupils with the 
various activities of the school. This outline covers the organization of 
the school, the extra-curriculum activities, school traditions, and the 
curricula. The order of the topics in the outline follows the calendar 
of school events. Freshmen deserve special guidance. “They will be 
of worth when they become juniors and seniors only as they are given 
an opportunity to develop as freshmen and sophomores. We attempt 
to Americanize the foreigner who comes to our shores. Why not 
attempt to “highschoolize” the freshman who enters our high schools?” 


Rice Jr., Joun A. “The Exceptional Student in the Middle West.” 
School and Society, XXII (October 31, 1925), 543-47. 


This paper was at a Conference on Honors Courses at the State 
University of lowa, March 17, 1925. The real student, according to 
Mr. Rice should be given more attention. This real student has 
certain traits which are easily recognizable: his mind sees the truth and 
his heart loves it. ‘‘He has some of the madness of the passionate lover 
in his devotion to the truth. You may know him by the gleam of the 
eye, the quick leap of the intelligence with which an idea is discovered, 
caught, and held. Life is to him an adventure. He is our young philo- 
sopher. Books to such are living minds and they need no prodding to 
drive them; books are their friends. They are not in want of a task- 


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master; they are their own. No civilization can afford to neglect them, 
whether they be grammarians or philosophers, and least of all a new 
civilization.”” Rice thinks the exceptional young students breathe the 
spirit of a new Renaissance. 


Lows, BouTELLE Lk. “Student Government in Our High Schools.” 
School and Society, XXii (October 31, 1925), 556-57. 


A pian of student government was devised at Hacknsack High 
School, tiackensack, New Jersey, whereby a council of ten students 
took general supervision of study halls, appointed student procters, and 
determined what punishment shouid be intlicted upon those who were 
guilty of any infraction of rules. A facuity adviser co-operated with the 
council in its work. ‘“ithanks to the policy of an administrative head 
who believes in maintaining maximum efficiency with as few of the 
formalities of government as possible, an experiment of this nature is 
turning out to be both successful and popular as applied to the study 
halls of this school.” 


WALTERS, KAYMOND, ‘“d Uonference on the Junior High School.” 
School and Society, XX11 (October 31, 1925), 563-64. 


This article gives an account of the First Annual Educational 
Conference of ‘leachers’ College, ‘l'emple University, held at Phil- 
adeiphia, on October 16th and 17th. More than 500 teachers from 
mearly as many schools in eastern Pennsylvania, New Jersey, and 
Delaware were in attendance. 


Farrand, WILSON, “The College Entrance Examination Board.” 
School and Society, XXII (November 14,1925), 600-7. 


This article is an historical sketch of the College Entrance Exam- 
ination Board. It states three conclusions concerning the work of the 
Board: (1) the Board has proved a most effective instrument in se- 
curing co-operative action of colleges, schools, and individuals; (2) it 
proclaimed and maintained standards of attainment in the work of 
our secondary schools and standards of admission for our colleges; and 
(3) it is forward-looking. 


Miuukan, R. A.- “The Problem of Science Teaching in Secondary 
Schools,” School and Society, XXII (November 21, 1925), 
632-39. 


The possibilities of science instruction in the secondary school as 
a preparation for rational, scientific living and thinking have scarcely 
begun to be touched. The author raises the question as to whether 
general science should remain a part of the high-school curriculum and 
concludes “‘it should be largely, if not exclusively, for those who cannot 


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NATIONAL ASSOCIATION OF SBCONDARY-SCHOOL PRINCIPALS 





of the Knoxville, ‘’ennesse, high schools. After all the classes had grad- 
uated, the class norms were determined tor the members of each class, 
who graduated. A comparison of the members of the freshman class, 
who graduated and of those who did not graduate is shown. Results 
indicate that age at entrance to high school is a better indicator of 
the probability of graduation than is the score on the Army Alpha. 
The author feels there is strong evidence that intelligence, “or what- 
ever is measured by Army Alpha,” increases in high-school students 
after the age of sixteen years. 


Procizr, WitLIAM M. “t'he High-School’s interest in Methods of 
Selecting Students for College Admission. School and Society, 
XALL (October 10, 1925), 441-48, . 


‘Lhe youth of America according to the author is college bent and 

_ Measures taken to discourage or frighten them away have operated as a 

stimulus. Wutterent methods of admission to college are critically exam- 

ined and a combination method is proposed. i his combination method 

should have as determining factors total high-school record, mental 
capacity, and character-trait ratings. 


Jonzs, Gertrupe. ‘“High-School Freshmen at Lincoln, Nebraska.” 
School and Society. XXII (October 24, 1925), 527-30. 


Certain Lincoln, Nebraska, High-School teachers have formulated 
in outline to be used for acquainting their freshmen pupils with the 
various activities of the school. This outline covers the organization of 
the school, the extra-curriculum activities, school traditions, and the 
curricula. The order of the topics in the outline follows the calendar 
of school events. Freshmen deserve special guidance. ‘They will be 
of worth when they become juniors and seniors only as they are given 
an opportunity to develop as freshmen and sophomores. We attempt 
to Americanize the foreigner who comes to our shores. Why not 
attempt to “highschoolize” the freshman who enters our high schools?” 


Rice Jr., Joun A. “The Exceptional Student in the Middle West.” 
School and Society, XXII (October 31, 1925), 543-47. 


This paper was at a Conference on Honors Courses at the State 
University of lowa, March 17, 1925. The real student, according to 
Mr. Rice should be given more attention. This real student has 
certain traits which are easily recognizable: his mind sees the truth and 
his heart loves it. “He has some of the madness of the passionate lover 
in his devotion to the truth. You may know him by the gleam of the 
eye, the quick leap of the intelligence with which an idea is discovered, 
caught, and held. Life is to him an adventure. He is our young philo- 
sopher. Books to such are living minds and they need no prodding to 
drive them; books are their friends. They are not in want of a taek- 


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master ; they are their own. No civilization can afford to neglect them, 
whether they be grammarians or philosophers, and least of all a new 
civilization.’’ Rice thinks the exceptional young students breathe the 
spirit of a new Renaissance. 


Lows, BOUTELLE Lk. “Student Government in Our High Schools.” 
School and Society, XXi1 (October 31, 1925), 556-57. 


A pian of student government was devised at Hacknsack High 
School, Hackensack, New Jersey, whereby a council of ten students 
took general supervision of study halis, appointed student procters, and 
determined what punishment shouid be intlicted upon those who were 
guilty of any infraction of rules. A facuity adviser co-operated with the 
council in its work. ‘‘ihanks to the policy of an administrative head 
who believes in maintaining maximum efficiency with as few of the 
formalities of government as possible, an experiment of this nature is 
turning out to be both successful and popular as applied to the study 
halls of this school.”’ 


WALTERS, KAYMOND, “d Conference on the Junior High School.” 
School and Society, XX11 (October 31, 1925), 563-64. 


This article gives an account of the First Annual Educational 
Conference of ‘leacners’ College, ‘l'emple University, held at Phil- 
adeiphia, on October 16th and 17th. More than 500 teachers from 
mearly as many schools in eastern Pennsylvania, New Jersey, and 
Delaware were in attendance. 


Farranp, WILson, “The College Entrance Examination Board.” 
School and Society, XXII (November 14,1925), 600-7. 


This article is an historical sketch of the College Entrance Exam- 
ination Board. It states three conclusions concerning the work of the 
Board: (1) the Board has proved a most effective instrument in se- 
curing co-operative action of colleges, schools, and individuals; (2) it 
proclaimed and maintained standards of attainment in the work of 
our secondary schools and standards of admission for our colleges; and 
(3) it is forward-looking. 


MILuikaNn, R.A. “The Problem of Science Teaching in Secondary 
Schools,’ School and Society, XXII (November 21, 1925), 
632-39. 


The possibilities of science instruction in the secondary school as 
a preparation for rational, scientific living and thinking have scarcely 
begun to be touched. The author raises the question as to whether 
general science should remain a part of the high-school curriculum and 
concludes “it should be largely, if not exclusively, for those who cannot 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





finish the high-school course and who therefore have no opportunity 
to get more and better science.’ ‘To be able to secure the best re- 
sults the following elements should be considered: (1) the method or 
technique of teaching; (2) the organization of the curriculum; (3) the 
provision of suitable teachers. ‘The author reaches the conclusion that 
the first element has always been considered the most important, but 
he thinks that the second and third elements are of equal, if not 


greater, importance. 


FENNEMAN, Nevin M. ‘“‘V'he Case For Latin,” School and Society, 
XXII (November 21, 1925) 639-44, 


As a required study, Latin cannot successfully correct the inability 
of students to think accurately, although it is of disciplinary value 
because of the drill which it necessitates. On the other hand, it has 
cultural value which begins only after the required two years have been 
covered, while from other subjects the same amount of culture may 
be obtained in much less time. It is. necessary, however, that in every 
community there should be some one who has obtained this classical 
culture by actual study of the language. Therefore, Latin should be 
elective and the permanent solution will be found in the better 


teaching of other subjects. 


“Leacher Participation in the Determin- 


Hunter, FRepeRicK M. 
School and Society, XXII 


ation of Administrative Policies.” 
(November 23, 1925), 665-71. 


America is a land of many institutions, some inherited from the 
past, others resuiting trom our economic development. The public 
school is one of our most important institutions and in its development 
four essentials are necessary: (1) public sentiment; (2) the 
necessity of the public school doing its work well; (3) the knowledge 
on the part of every participant that ‘che work is being done well; (4) 
the creation of an interested group whose business it is to protect 
the youth and the sehool. In order to have these essentials, in the 
opinion of the author, we must create among the teachers of our 
country a thorough professional interest in ‘teaching by allowing them 
to share in the administrative work of the school. 


Russgii, J. E. “Problems Facing the Public Schools of America.” 
School and Society, XXII (December 5, 1925), 723-24. 


The chief problem of the school of to-day is, as it has always been, 
how to make school work contribute most toward the making of good 


citizens. Good citizenship as a dominant aim of the American public 


school is something new. ‘This responsibility imposes a severe burden 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





upon teachers. The author feels that problems of trade and transpor- 
tation, of capital and labor, of political policy and international re- 
lations must be faced in the modern school. 


Meyer, ApotpH E. “Modern Education in Switzerland.” School 
and Society, XXII (December 12, 1925), 736-41. 


The spirit of democracy and patriotism pervades all Swiss insti- 
tutions including its school system which, in many ways, is similar to 
our own. A great deal of attention is given to the child’s health, with 
free medical treatment in the cases of poverty, and proper feeding of 
smaller children. ‘The government supports open-air forest schools 
for the sickly. ‘The schools of Switzerland are divided into four classes 
which would correspond roughly to our primary grades, high school, 
college, and university. At present there are a number of questions 
facing the Swiss schools: need of strict economy as a result of the 
World War, the agitation for direct federal control of the educational 
system, and the quarrel between public and parochial schools, much as 


we have in America. 


Fuint, Ersiz M. “Freshman Fatalities.’ Educational Review, LXX 
(September, 1925), 79-81. 


The causes of failures of ninth-grade students are discussed in 
this article. Sane suggestions for the reduction, in the early months of 
high-school work, of these unsuccessful efforts are made. Construc- 
tive educational and vocational solutions are given. 


Brcn, Joun T. “The Lazy High-School Student.” Educational 
Review, LXX (November, 1925), 210-12. 


Some very reasonable and usable proposals are made for the 
rescue and rehabilitation of high-school students who are doing un- 
satisfactory work. The author discussed the problem cases from the 
physical side, from the standpoint of adolescence, from the basis of the 
student’s aptitudes and interests, and from the youth’s social setting, all 
to the end of correcting habits of indolence and of pushing the student 
onward to a place of useful citizenship. 


Nicnous, J. H. “Physical Education Objectives and @ Program.” 
Educational Review, LXX (December, 1925), 248-53. 


This article contains a careful and logical arrangement of the aims 
of a secondary-school department that has come to demand a daily part 
in an adequate program. The writer shows wherein physical education 
contributes to the general objectives of the high school. The second 
half of the article outlines a program of medical and physical exam- 
inations, of healthful environment, of instruction in hygiene and health 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 








problems, of physical equipment, of playground and field facilities, and 
of time allotment. It is a comprehensive picture of a modern plant 
designed to give a sound mind and a sound body. 


Tuayer, V. T. “Democratic School Administration.” Educational 
Administration and Supervision, XI, (September, 1925), 361-72. 


An article that commends and recommends democratic school 
administration. The author writes clearly and forcibly. He believes 
that no school can be properly organized or administered unless the 
administrative head seeks guidance and co-operation from all. 


Tuayer, V, T. “Present Tendencies in Secondary Education.” 
Educational Administration and Supervision, XI, (October, 1925), 
433-46. 


The writer maintains that the high school will soon have to change 
its curriculum and its method of administration so that it may conform 
to the present character of the high-school body. His thesis is that 
we are no longer dealing with a select group, and therefore can not 
expect the old curirculum to suffice. 


Suutte, T. H. “Ts there Value in Final Examination?s” Journal 
of Educational Research, XTT, (Sentember,1925), 204-213. 


Tn an effort to determine the value of final examinations ‘two 
groups of one hundred each, of approximatlev equal I. O. standing, were 
selected in the Oregon Normal School. One group was ‘taught con- 
stantly to prepare for final examinations. The other group was led to 
helieve that there would be no final examinations. All conditions in 
hoth classes were made as nearly the same noscible. At the end of the 
course hoth divisions were viven the same examination. The article 
discusses all conditions and gives tables of summaries and conclusions on 


the exneriment. 


Atmack. ToHN C. “Diterature in Problems of School Building”, 
Tournal of Educational Research. XII, (November, 1925), 


9PR.935- (December, 1975), 301-310 


This article discusses literature appearing in recent years on the 
many phases of school buildings and building programs. Problems are 
divided into eighteen sub-heads, such as finance, selecting architects, 
planning class rooms, and lighting. Each topic is briefly discussed 
and the complete bibliography of available material on each divi- 
sion is listed. - 


26 








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STUDIES 


Monroz, W.S. Making a Course of Study. Bureau of Educational 
Research. Bulletin No. 27. Urbana, Illinois: University of 
Illinois, 1925. 


The first part of the bulletin is devoted to suggestions and instruc- 
tions for making a course of study. This includes adaptations of 
objectives and instruction, and the appointment of committees for the 
work . The author believes that the making of a course of study by a 
corps of teachers is good training for teachers in service. The rest of 
the bulletin is given over to bibliography. 


Guicx, H. N. Effect of Practice on Intelligence Tests Bureau of 
Educational Research. Bulletin No. 35, Urbana, Illinois: 
University of Illinois, 1925. 


The study in this bulletin is an examination of the generally ac- 
cepted assumption that an intelligence test score is not materially 
increased by practice or coaching. For this work students from the 
seventh and eighth grades, high school, and college were tested. This 
study shows that “extended practice or deliberate coaching” results “in 
very significant ‘increases in the scores”. 


Reacan, G. W. Principles Relating to the Engendering of Specific 
Habits. Bureau of Educational Research. Bulletin No. 36, 
Urbana, Illinois: University of Illinois, 1925. 


The author of this bulletin calls attention to the importance of 
habit formation in the classroom, and gives a “reasonably complete list 
of the principles” helpful in this process. To each of the twenty-five 
principles is added some explanation and in some cases an illustration 
showing its application. It was written especially for upper-grade and 
high-school teachers. A short bibliography is added. 














NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





PROGRAM 


NATIONAL ASSOCIATION 
OF 
SECONDAR Y-SCHOOL PRINCIPALS 


FEBRUARY 20 to 25 


All meetings to be held in the auditorium of 
Central High School, Washington, D. C. 


Saturday, February 20th 
2:30 P. M. 


Joint meeting with the 
NATIONAL COUNCIL FOR THE SOCIAL STUDIES 


Vitalizing the Teaching of American History 
Professor A. S. Barr 
University of Wisconsin 


Discussion 
Professor J. M. Gambrill 
Columbia University 
Professor A. E. McKinley 
University of Pennsylvania 
Edward P. Smith 
State Department of Education, New York. 


Saturday, February 20th 
8:00 P..M. 


Joint meeting with the 


NATIONAL VOCATIONAL GUIDANCE ASSOCIATION 


A Central Vocational Guidance Bureau for High-School Counseling 
Miss Anne S. Davis, Director 
Department of Vocational Guidance 
Chicago Public Schools 


The Use of Measures of Achievement in the High School 
Dr. Ben Wood 
Columbia University 


Problems of Research in Vocational Guidance 
Dr. John M. Brewer 
Head of the Vocational Bureau of the Graduate School of Education 
of Harvard University 


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Monday 2:30 P. M. 


INTERNATIONAL UNDERSTANDING AND 
SECONDARY EDUCATION 


President’s Address 


Internationalism A View Point 
William E. Wing 

Principal, Deering High School 
Portland, Maine 


Report of Committee on Size of Class 
Milo H. Stuart 
Principal, Arsenal Technical High School 
Indianapolis, Indiana 


Appointment of Committees 


The World Court 
Honorable Carroll L. Beedy, M. C. 
First District, State of Maine 


Report of Committee on Standard Blanks 


R. R. Cook, Chairman 
Principal, Theodore Roosevelt High School 
Des Moines, Iowa 


Laws against High-School Fraternities 


M. R. McDaniel 
Principal, Oak Park and River Forest Township High School 
Oak Park, Illinois 


Report of the National Committee on Research in Secondary 
Education 


William A. Wetzel 
Principal, Senior High School 
Trenton, New Jersey 


Tuesday 9:30 A. M. 
HIGH SPOTS IN SECONDARY EDUCATION 


Plan of Organization in Julia Richman High School 
Dr. Michael H. Lucey 
Principal, Julia Richman High School 
New York 


The Detroit House Plan 


W. R. Stocking, Jr. 
Associate Principal, Central High School 
Detroit, Michigan 


The Dalton Plan in South Philadelphia High School for Girls 


Dr. Lucy L. W. Wilson 
Principal, South Philadelphia High School for Girls 
Philadelphia, Pennsylvania 





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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





The New Britain Laboratory Plan 


Louis P, Slade 
Principal, Public High School 
New Britain, Connecticut 


Curriculum Making in the Field of Citizenship 


Dr, Earle U. Rugg 
Professor of Education 
State Teachers College, Colorado 


Personnel Charts for High School 


Richard D. Allen 
Providence, Rhode Island 


Tuesday 2:30 P. M. ~ 


; SUPERVISION AND ADMINISTRATION 
Alvin W. Miller, Principal, Central High School, Washington, Presidiag 


School Marks 


William L. Connor 
Director of Research 
Cleveland, Ohio 


Discussion 


Bernard Ross 
Principal, Public High School 
East Hartford, Connecticut 


Some Possibilities for More Efficient High-School Administrations 


John Guy Fowlkes 
Associate Professor of Education 
University of Wisconsin 


Discussion 
C. V. Courter 
Principal, Flint High School and Jusior College 
Flint, Michigan 

How I Supervise Instruction 


J. E. Marshall 
Principal, Central High School 
St. Paul, Minnesota 


Some Suggestions in Supervision 
Ross N. Young 
Principal, John Marshall High School 
Minneapolis, Minnesota 

How I Control Student Organizations 


E. B. Comstock 
Principal, North Dallas High School 
Dallas, Texas 


esee 


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. Tuesday 2:30 P. M. 


THE JUNIOR HIGH SCHOOL 
(Music Room, Central High School) 


Truman G. Reed, Chairman 
Principal, Central Intermediate School, Wichita, Kansas 


A Neglected Phase of the Curriculum 
Dr. Thomas H. Briggs 
Professor of Secondary Education 
‘Teachers College, Coiumbia University 
Experimental Approaches to the Measurement of Character 


Dr. Hugh Hartshorne 
Characier Kducauon Inquiry of the Institute of Social and Religious 
Research, Columbia University 


Ethical Character as Interpreted by the Holmes Junior High School 


Mrs. Jessie DuVal Myers 
English Department, Oliver Wendell Holmes Junior High School 
Phuadelphia, Pennsylvania 


Psychiatry and Moral Education 


Dr. Charles I. Lambert, M. D. 
New York City 


’ 
eo es @ @ 


Tuesday 8:00 P. M. 
Address - (Speaker not yet chosen) 


Wednesday 10:30 A. M. 


Installation of a chapter of the National Honor Society, 
Central High School 

Program in charge of Dr. Edward Rynearson, Fifth Avenue High 
School, Pittsburgh, Pennsylvania 


Wednesday 2:30 P. M. 
IDEALS IN SECONDARY-SCHOOL EDUCATION 


The Function of Ideals in the High-School Curriculum 
Dr. W. W. Charters, Professor of Education 
i The University of Chicago 
The Ideal of Culture in a Democratic Society 
Dr. B. H. Bode, Professor 
Department of Principles and Practice 
Ohio State University 
if The Importance of Suggestion in Education 


Armand R, Miller 
‘ Principal, McKinley High School 
S St. Louis, Missouri 


Some By-Products in High-School Education 
: G. W. Murdock 








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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





Principal, Southwestern High School 
Detroit, Michigan 


The Standards of Life and the Standards of the School 

W. C. Giese 

Principal, High School 

Racine, Wisconsin 
Report of Nominating Committee 

ADDRESSES 
of 
PUBLISHERS WHO HAVE CONTRIBUTED TO 
THIS BULLETIN 
(of New York, unless otherwise stated) 


D. Appleton and Company 
29 West Thirty-second Street 


A. S.' Barnes and Company 
7 West Forty-fifth Street 


The Century Comapny 
353 Fourth Avenue 


E. P, Dutton and Company 
681 Fifth Avenue 


Ginn and Company 
15 Ashburton Place 
Boston, Massachusetts 


Houghton Mifflin Company 
2 Park Street 
Boston, Massachusetts 


Johnson Publishing Company 
Richmond, Virginia 

Longmans, Green, and Company 
55 Fifth Avenue 


The Macmillan Company 
60 Fifth Avenue 


Charles Scribner’s Sons 
597 Fifth Avenue 


Silver, Burdett, and Company 
41 Union Square, West 


Westbrook and Company 
Philadelphia 


World Book Company 
Yonkers-on-Hudson 








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