BULLETIN OF THE NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS Issued four times a year: January, March, May, and October . MARCH, 1926 Entry as second-class matter applied for at the post office at Berwyn, Illinois, under the Act of August 24, 1912 BULLETIN NUMBER 11 Proceedings of the Tenth Annual Meeting of the -* National Association of Secondary-School Principals WASHINGTON, D. C. February 22, 23, and 24, 1926 | Published By 3 NATIONAL ASSOCIATION OF ~~ SECONDARY-SCHOOL PRINCIPALS H. V. CHURCH, Secretary 3129 Wenonah Avenue, BERWYN, ILLINOIS J. Sterling Morton High School CICERO, ILLINOIS NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS eee ee Proceedings of the Tenth Annual Meeting of the National Association of Secondary-School Principals at WASHINGTON, D. C. on February 22, 23, and 24, 1926 Edited by H. V. CHURCH Secretary of the Association Published by the Association 1926 EEE — CONTENTS PAGE OFFICERS OF THE ASSOCIATION, 1925-1926..............200- ix Directory OF MEMBERS, 1925............... cece eeeeeeees xi 1 “The Professionalization of Subject Matter Courses in Social Studies in a Teacher-Training Institution,” Robert La Follette, Professor, Ball Teachers College, Muncie, Indiana. . “Vitalizing the Teaching of American History,” 4. S. Barr, Department of Education, University of Wisconsin........ “Tnternationalism—a Point of View,” William E. Wing, Princi- pal of Deering High School, Portland, Maine............. “The United States and the World Court,” Honorable Carroll L. Bredy, M. C., First District, Maine................... “Report of Committee on Standard Blanks,” Mr. R. R. Cook, Principal of Theodore Roosevelt High School, Des Moines, sya 8455S eA oe ow a ee “An Analysis of High School Record Forms,” Oliver L. Troxel and Leonard V. Koos, University of Minnesota, Minneapolis. “Laws Against High-School Fraternities,” Mr. M. R. McDaniel, Principal of Oak Park and River Forest Township High Geloot, Gok Park, TRincis. oo... cc ccccccciccccccccccces “Report to Co-operating Organizations by the Secretary of the National Committee on Research in Secondary Education by Order of the Executive Committee,” Presented by Wm. A. Wetzel, the Representative of the National Association of Secondary School Presidents on the Committee......... ‘Report of Committee on Improving Scholarship,” Francis R. TN CRI ko ca ene c ke ntceawns cise cteeeswcesarns “Plan of Organization in Julia Richman High School,” Dr. Michael H. Lucey, Principal of on Richman High School, ey IG 5 5-6 054444-4eCearnnapivas tee senenees 15 20 32 33 58 63 72 PAGE “The Detroit House Plan,” W. R. Stocking, Jr., Associate Principal of Central High School, Detroit, Michigan. ..... ““A New Road to Freedom in Education,” Dr. Lucy L. W. Wilson, Principal of South Philadelphia High School for Girls, Philadelphia, Pennsylvania.....................505 “The Laboratory Plan of the Senior High School of New Britain, Connecticut,” Louis P. Slade, Principal of Public High School, New Britain, Connecticut.................. “Curriculum Making in the Field of Citizenship,” Earle U. Rugg, Head of the Department of Education, Colorado State Teachers College, Greeley, Colorado................ “The Providence Personnel Charts, Grades 10-12,” Richard D. Allen, Department of Education, Providence, Rhode Island. “A Neglected Phase of the Curriculum,” Thomas H. Briggs, Teachers College, Columbia University................... “Ethical Guidance as Interpreted by the Holmes Junior High School,” Mrs. Jessie DuVal Myers, Oliver Wendell Holmes Junior High School, Philadelphia, Pennsylvania........... “Why Mark, and How?” W. L. Connor, Bureau of Educational Pema, GE, GIs ov vce e cscs eccdecte i vevesenees “The Marking System,” Bernard Ross, East Hartford High BORGGE, ANE Hy GIN 6 dkv cv cccevevccevwceeennees “The Principal as a Manager,” C. V. Courter, Principal of Flint Senior High School and Junior College, Flint, Michigan... .. “How I Supervise Student Organizations,” J. E. Marshall, Principal of Central High School, St. Paul, Minnesota..... “Fourteen Points of Supervision,” Ross N. Young, Principal of John Marshall High School, Minneapolis, Minnesota....... “How I Control Student Organizations,” E. B. Comstock, Prin- cipal of North Dallas High School of Dallas, Texas........ “The National Honor Society in North High School, Des Moines, Iowa,” C. H. Threlkeld, Principal................ “National Honor Society in the South Philadelphia High School,” Dv. Lacy EL. W. WAR... ccescccccccscccccceces vi 83 90 100 107 121 132 136 149 164 174 179 184 189 203 PAGE “Beta Chapter of the National Honor Society, Omaha Central High School,” Joseph G. Masters... 0... cece eee e eee e ee eee 204 “The National Honor Society, Central High School, Oklahoma City, Oklahoma,” C. W. Gethman...........60 0c ccc eee 206 “National Honor Society, Chapter No. 172, Wilmington High School, Wilmington, Delaware,” M. Channing Wagner..... 208 “The Function of Ideals in the High-School Curriculum,” VW. W. Charters, Professor of Education, School of Education, PN Or as ied cwedenn ius a denne kacnainnden 212 “The Ideal of Culture in a Democratic Society,” Dr. B. H. Bode, Professor, Department of Principles and Practice, Ohio State University, Columbus, Ohio. .............. 0.0. e eens 218 “The Importance of Suggestion in Education,” Armand L. Miller, Principal, Theodore Roosevelt High School, St. LS ys k.55 04 0086000845 404048 0 ORO 229 ‘Some By-Products in High-School Education,” G. W. Murdoch, Principal, Southwestern High School, Detroit, Michigan.... 234 “The Standards of Life and the Standards of the School,” W. C. Giese, Principal of High School, Racine, Wisconsin......... 240 “Report of the Committee on Class Size”. ...............04. 245 Report of Treasurer, National Association of Secondary-School i 56 04064 6600 ted Ca iNeS een Kd Neus cesrnnRaeces 256 Constitution of the National Association of Secondary-School erent yr rere rerany were rer epee er 259 THE OFFICERS OF THE ASSOCIATION 1926-1927 President: M. R. McDANIEL Principal of Oak Park and River Forest Township High School Oak Park, Illinois First Vice-President: F. L. BAcon Principal of Newton High School Newtonville, Massachusetts Second Vice-President: ARMAND R. MILLER Principal of Theodore Roosevelt High School St. Louis, Missouri Secretary-Treasurer: H. V. Courcu Principal of J. Sterling Morton High School Cicero, Illinois THE EXECUTIVE COMMITTEE C. P. Briccs Senior High School Lakewood, Ohio L. W. Brooxs Wichita High School Wichita, Kansas WitiraM E. W1NG Deering High School Portland, Maine DIRECTORY NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 1926 1919 Harry D. Ase ts, S.B., ’97. 1898, Superintendent, Morgan Park Military Academy; 2139 W. 111th Street, Chicago, Illinois. 1923 T. J. ABERNETHY, A.B., 717. 1921, Principal, Stephens High School; Rumford, Maine. 1920 Wa ter S. Apams, B.E., ’20. 1920, Principal, Delavan Community High School; Delavan, Illinois. 1925 F. P. Apotpn, B.S., ’22. 1922, Principal, Senior High School; St. Clair, Michigan. 1922 Lrncotn J. AIKENS, A.B., 19. Porter High School; Kezar Falls, Maine. 1925 Witrorp M. Arxrn, B.S., ’07; M.A., 13. 1923, Director, John Burroughs School; Clayton, Missouri. 1924 Winrrep C. Axers, A.B., 93. 1913, Headmaster, High School; Brookline, Massachusetts. 1924 Wayne M. Axrn, B.S., ’18. 1923, Superintendent, Sargent Consolidated School; Monte Vista, Colorado. 1925 O. D. Acorn, 1924, Principal, La Rose Community High School; La Rose, Illinois. 1924 Lester F. Avpen, A.B., ’06. 1919, Principal, High School; Chelmsford, Massachusetts. 1924 Frep M. ALEXANDER, B.A., ’21. 1917, Principal, Newport News High School; Newport News, Virginia. 1919 J. A. ALEXANDER, A.B., 16; A.M., 719. 1920, Superintendent, Windsor Community High School; Windsor, Illinois. 1922 ApEn W. ALLEN, B.S., 716. 1924, Principal, Millinocket High School; Millinocket, Maine. 1923. CHarves Forrest ALLEN, Ph.B., 17; A.M., ’24. 1921, Principal, West Side Junior High School; Little Rock, Arkansas. 1926 CrypE ALLEN. i Principal, High School; Dansville, Michigan. 1924 Davin J. ALLEN, Ph.B., 08. Principal; Wayland, Massachusetts. xi xii National Association of Secondary-School Principals 1924 Jessre E. Auten, A.B. Principal, Philadelphia High School for :Girls; Philadelphia, Pennsylvania. 1925 Tuomas ALLEN. Principal, Belchertown, Massachusetts. 1921 W. O. ALLEN, B.Ped., 710. 1919, Principal, Washington Irving Junior High School; Des Moines, Iowa. 1923 W.S. Auten, A.B., 12; A.M., 15; Ph.D., ’23. 1919, Professor of Secondary Education; Baylor University, Waco, Texas. 1924 Cari W. Attison, A.B., ’13; A.M., ’22. 1922, Principal, Junior-Senior High School; Gilbert, Minne- sota. 1922 R. Y. ALLtson, Kankakee, IIlinois. 1919 Sister Mary Atoystus, B.A., ’19. 1920, Principal, Villa De Chantal; Rock Island, Illinois. ~ 1925 Curtis E. Amsrose, A.B., ’21. 1924, Principal. Community High School; Mahomet, Illinois: 1926 DovucLas AMEs. ‘ Little Falls, Minnesota. 1926 Mervin L. Ames. Merrill High School; Smyrna Mills, Maine. 1925 Reverenp A. F, AMIRAULT. President, Columbus College; Sioux Falls, South Dakota. 1924 J. C. Amon, B.S., 10; A.M., ’22. 1925, Science Teacher, Westinghouse High School; Bellevue, Pennsylvania. 1925 RopertA AMRINE. Sycamore, Illinois. 1926 ANNA ANDERSON. Long Prairie, Minnesota. 1925 CHARLES W. ANDERSON. Ohio, Illinois. 1926 Haro_p ANDERSON. Arlington, Minnesota. 1925 James G. Anperson, A.B., 14. 1918, Principal, Medway High School; West Medway, Massa- chusetts. 1926 Ropert ANDERSON. Belle Plaine, Minnesota. 1924 Roy R. Anperson, A.B., 18; A.M., ’23. 1920, Principal, Central High School; Cleveland, Tennessee. 1924 W. A. ANDERSON, Sedgwick High School; Julesburg, Colorado. 1925 ArtHuUR ANDREWS. Central High School; Grand Rapids, Michigan. St tit NR » Directory of Members xiii 1926 Carvin H. Anprews, B.S. 1893, Principal, High School of Commerce; Worcester, Mas- sachusetts. 1925 Donatp J. ANprews, B.S., ’22. 1923, Principal, Chautauqua High School; Chautauqua, Kan- sas. 1924 H. P. ANpREws. Unity High School; Unity, Maine. 1924 WattTeR E. ANDREWS. Holbrook, Massachusetts. 1926 Otis H. ANGELL. Principal, High School; Industry, Illinois. 1926 GerorcGE ANSELM. Principal, High School; Tiskilwa, Illinois. 1924 H. J. ANTHOLZz. 1921, Principal, Spooner City Schools; Spooner, Wisconsin. 1924 WrirAM BiceLow Appteton, A.B., 713. 1920, Principal, Northbridge High and Junior High School; Whitinsville, Massachusetts. 1924 Hersert H. ArcHIBALD. Principal, Natick, Massachusetts. 1924 G. E. Arcurtta, A.B., 713; S.T.B., 716. 1923, Principal, Mayaguez High School; Mayaguez, Porto Rico. 1924 Freperic S. Armstrong, A.B., ’23. 1920, Principal, Dartmouth High School; South Dartmouth, Massachusetts. 1921 J. E. ARMSTRONG. Principal, Englewood High School; Chicago, Illinois, 1926 J. Harpinc Armstrone, A.B., 07; A.M., 08. Principal, High School; Westborough, Massachusetts. 1925 R. J. ARMSTRONG. St. Charles, Michigan. 1923 E. R. Arnot, A.B., 16. 1922, Principal, Strawn High School; Strawn, Kansas. 1926 Anna E, ARNOLD. Girls Polytechnic School; Portland, Oregon. 1925 J. SHALLER ARNOLD, A.B., ’23. 1924, Superintendent, Benton Consolidated Schools; Benton, Kansas. 1922 Harry R. Atkinson, A.B., ’05. ' 1910, Principal, Battle Creek High School; Battle Creek, Michigan. 1925 Stewart B. ATKINSON. Principal, Upton, Massachusetts. 1924 Donato V. ATWATER. Limestone High School; Limestone, Maine. 1925 F. D. Auessurcer, A.B., ’21. 1921, Principal, Rural High School; Buhler, Kansas, xiv 1924 1926 1925 1923 1925 1925 1924 1918 1924 1926 1925 1922 1925 1924 1918 1926 1922 1922 1924 1922 National Association of Secondary-School Principals Lutu AURACHER. Girls’ Adviser, Lincoln High School; Des Moines, Iowa. , Nem AusMus. Principal, High School; Dallas City, Illinois. E. T. Austin. Sterling, Illinois. Louis B. Austin, Ph.B., 97; A.M., 00; A.B., 704. 1914, Principal, Business High School; Pittsburgh, Pennsyl- vania, W. A. Austin, A.B., ’20. 1923, Superintendent, Brewster Consolidated Schools; Brew- ster, Kansas, ‘ Forest G. AverILt, A.B., ’24. 1924, Principal, Greenville High School; Greenville, Michigan. Joun A. Avery, A.B., ’91. 1911, Headmaster, High School; Somerville, Massachusetts. Jouy M. Avery, A.B., ’14. 1914, Principal, Public High School; Hillsboro, Illinois. Georce E, AxTette, B.S., ’23. 1924, Principal, Honokaa Junior High School; Honokaa, Ha- waii. ; Hazen H. AYER‘ Warren High School; Warren, Maine. J. Warren Ayer, A.B., 07; M.A., ’23. 1922, Supervising Principal, Los Gatos Union High School; Los Gatos, California. F, L. Bacon, A.B., 12; A.M., ’15. 1922, Principal, Newton High School; Newtonville, Massachu- setts. Paut V. Bacon, A.B., ’98. 1917, Editor in Chief, Allyn & Bacon, 50 Beacon Street, Bos- ton, Massachusetts. W. L. Bacuropt. Superintendent of Schools; San Jose, California. WituiaM C. Baer, A.B., 711. 1913, Principal, Danville High School; Danville, Illinois. C. L. Battey. Greenville High School; Greenville, Ohio. JoHN FRANKLIN Battey, A.B., 03; A.M., ’04. 1912, Principal, Servin Junior High School; Pittsburgh, Penn- sylvania. ArtuHur C, Barro, A.B., ’99. 1918, Vice Principal, Fifth Avenue High School; Pittsburgh, Pennsylvania. Paut R. Barrp, A.B., 12; A.M., 715. 1921, Principal, Lenox High School; Lenox, Massachusetts. WitraM J. Barro, A.B., 18; A.M., ’21. 1921, Principal, Jefferson County High School; Boyles, Ala- bama. Directory of Members 1925 H.H. Baker, A.B., ’20. 1922, Superintendent, Milton Schools; Milton, Kansas, 1923 H. Leicn Baker, A.B., ’20; B.S.A., ’22. 1923, Principal, Senior High School; Wellington, Kansas. 1924 J. Murray BAKER. South Chatham, Massachusetts. 1924 Russett D. BAKER. Casco, Maine. 1924 W. A. Barpaur, B.A., ’10. 1923, Principal, Ely Memorial High School; Ely, Minnesota. 1922 James H. Batpwin, B.S., ’22. 1922, Principal, Chrisman Township High School; Chrisman, Illinois. 1924 Ricuarp R. BaLkema, A.B., ’13. 1923, Principal, Weatherwax Senior High School; Aberdeen, Washington. 1926 S. F. BALL. Franklin High School; Portland, Oregon. 1926 H. L. BALLENTINE. | St. Clairsville High School; St. Clairsville, Ohio. 1925 O. P. BALLInTINE, Ph.B., ’09. 1924, Principal, Union High School; Brackenridge, Pennsyl- vania. 1924 Gerorce J. Bauzer, A.B., 02; A.M., ’09. 1911, Principal, Washington High School; Milwaukee, Wis- consin. 1924 Froyp R. Barser. 1923, Superintendent, Salmon Public Schools; Salmon, Idaho. 1924 V. H. Barker, B.S., ’21. 1923, Superintendent of Schools; Chenoa, Illinois. 1923 JosEPHINE BarnaBy, B.Ph., ’96. 1916, Principal, Shaw High School; East Cleveland, Ohio. 1923 Joun R. Barnes, A.B., ’21; A.M., 23. 1921, Principal, Lawrence Junior High School; Lawrence, Kansas. 1922 Percivat S. Barnes, A.B., 717; A.M., ’18. ; 1919, Superintendent of Schools, East Hartford Public School; East Hartford, Connecticut. 1919 V. G. Barnes, Ph.B., ’08. 1915, Principal, Central High School; Madison, Wisconsin. 1924 Enis M. Barnett, B.S., B.A., ’23. 1924, Principal, Willcox High School; Willcox, Arizona. 1925 G. O. Barr. - Wyoming, Illinois. 1925 H. L. Barr. x Buckley, Illinois. 1923 Anna E. Barrett, B.A., 18. 1922, Principal, Lyons High School; Clinton, Iowa. Xvi 1926 1923 1926 1925 1925 1924 1924 1924 1921 1925 1925 1924 1925 1926 1923 1926 1918 1925 1924 1918 1926 National Association of Secondary-School Principals Harry Barrett. Department of Education, University of Colorado; Boulder, Colorado. A. J. BartHotomew, A.B., 16; A.M., ’21. 1918, Principal, Summit High School; Summit, New Jersey. RoLanp M, BartLett. Principal, High School; Great Barrington, Massachusetts. W. A. Barton, B.A., ’10; M.A.,, ’23. 1924, Professor of Secondary Education, Southeastern State Teachers College; Durant, Oklahoma. Paut A. Bassett, B.S., ’18. 1924, Principal, Murdock School; Winchendon, Massachusetts. Georce A. BaAssrorp, Ph.B., ’17; M.A., ’22. 1922, Principal, Ashland High School; Ashland, Wisconsin. Cuar_es S. Bates. North Yarmouth Academy; Yarmouth, Maine. Harop S. Bates, B.S., ’217 1923, Principal, Petoskey High School; Petoskey, Michigan. L. W. Bates, B.S., ’13. 1920, Principal, High School; Cherokee, Iowa. H, A. Barurick, A.B., ’95. 1920, Prihcipal, East Technical High School; Cleveland, Ohio. J. Etmer Batuurst. Junior College, Wessington Springs, South Dakota. Dr. W. H. Batson. Department of Education, University of South Dakota; Ver- milion, South Dakota. M. W. BAUMGARTEN. Cerro Gordo, Illinois. Roy N. Baum. Principal, Public School; Pukwana, South Dakota. L, L. BEAHM, Canon City High School; Delta, Colorado. GeorceE E, BEAL. South Portland High School; South Portland, Maine. R. G. Beats, A.B., A.M. 1922, Principal, De Kalb Township High School; De Kalb, Illinois, Apert M. Bean, A.B., ’10; A.M., 14. 1924, Superintendent of Schools; Gloucester City, New Jersey. Ore M. Bean, A.B., ’10. 1916, Principal, Woburn High School; Woburn, Massachu- setts. Witrrep F, Bearpstey, A.B., ’93. 1906, Principal, Evanston Township High School; Evanston, Illinois. Opa W. BeaucHamp, B.A., ’25. 1925, Principal, High School; Sanborn, Iowa. 1923 1924 1922 1918 1926 1918 1920 1923 1925 1926 1925 1924 1926 1920 1924 1925 1925 1924 1922 1925 1926 1925 Directory of Members xvii Bancrort BEATLey, A.B., 15; A.M., 16; Ed.D., ’23. 1920, Assistant Professor of Education, Harvard Graduate School of Education; Cambridge, Massachusetts. C. A. Beaver, B.S., 713. 1922, Principal, Yankton High School; Yankton, South Da- kota. W. E. Beck, B.S., 00; M.S., ’02. 1917, Principal, Iowa City High School; Iowa City, Iowa. Ernest J. BECKER. Easton High School; Baltimore, Maryland. Frep Beppow. Petoskey, Michigan. Grant Bees, B.S., ’88. 1924, Principal, Lane Technical High School; 1225 Sedgwick Street, Chicago, Illinois. ; R. E. Beene, A.B., 713; A.M., 716. 1920, Principal, Township High School; Mendota, Illinois. H. H. Beecuter, A.B., ’17. 1924, Principal, Hazel Park High School; Royal Oak, Mich- igan. Leon F. BreecHeEr. 1919, Principal, Dana Township High School; Dana, Illinois. Frep A. Beers, B.A. Superintendent, Public School; Freeman, South Dakota. GERALD W. BEHAU. Plano, IIlinois. Epwin Mitton BELtes, A.B., ’20; A.M., ’24. 1924, Professor, University of Kansas; Lawrence, Kansas. F, A, Bett. Principal, High School; Alexis, Illinois. Frank A. BEN, A.B., 19; M.A., ’22. 1921, Superintendent, Hebron High School; Hebron, Illinois. J. F. BenHAM. 709 Hill Street, Maple Park, Illinois. P. B. Bennett, Ph.B., 15. 1923, Principal, Consolidated High School; Bayard, Iowa. May BEnrortH. Conroy High School; Conroy, Ohio. Emit Bentuack, B.S., ’23. 1921, Superintendent of Schools, Arnold Public Schools; Ar- nold, Nebraska. Ei_ma H. Benton, A.B., A.M. 1919, Principal, Hosmer Hall; St. Louis, Missouri. J. G. BerpAHL. Augustana College; Sioux Falls, South Dakota. HANNAH Ber. Lakefield, Minnesota. M. E. Bern, B.S., 719. 1921, Principal, Junior High School; Ft. Scott, Kansas. xviii National Association of Secondary-School Principals 1925 1925 1924 1918 1923 1925 1922 1924 1926 1926 1922 1926 1917 1924 1923 1925 1923 1923 1918 1925 M. SEBASTIAN Berry, Sr., A.B., ’13. 1922, Superintendent, St. Paul Schools; St.: Paul, Kansas. FaitH BickForp. 1907, Principal, Sea Pines School of Personality for Girls; Brewster, Massachusetts. C. L. Brepensacu, A.B., ’86; A.M., ’93. 1912, Principal, Senior High School; Berkeley, California. Frep L, Brester, A.B., ’14. 1919, Principal, Glenbard Township High School; Glen Ellyn, Illinois. E. R. Biccers. Hartland Academy; Hartland, Maine. A. G. Brine, B.S., in Ed., ’23. 1923, Principal, Community High School; Cornell, Illinois. Forrest W. Brinnon, A.B., ’21. 1924, Superintendent and Principal, Magnolia High School; Magnolia, Illinois. E, F. BrrcKHEAp. Winchester, Kentucky. Tuomas C, Bitt.e. ; Thomas J. Stewart Junior High School; Norristown, Penn- sylvania. C. C. Brack. Principal, High School; Crossville, Illinois. Warp N. Brack, A.B., 712. 1921, Principal, Georgetown Township High School; George- town, Illinois. E. W. BLAcksTONE. Dover High School; Dover, Ohio. H. E. Brarng, A.B., 99. 1912, Principal, Joplin High School; Joplin, Missouri. Parr DALton Brarr, A.B., 05; A.M., ’08. 1911, Superintendent, Crawford County Schools; Meadville, Pennsylvania. H. A. Brake, A.B., ’02. 1919, Principal, N. H. Dexter High School; Dexter, Maine. Sister M. BLANCHE. St. Xavier’s Academy, Ottawa, Illinois. Rosert H. Bee, B.S., ’07. 1918, Principal, Puente Union High School; Puente, Cali- fornia. F. L. Butss, A.B., ’77; A.M., ’02. 1914, Principal, Jackson High School; Jackson, Michigan. Louis J. Buock, A.B., 68; A.Mi,’72; Ph. D., ’82. 1895, Principal, John Marshall High School; 3250 W. Adams Street, Chicago, Illinois. R. O. Bioveu, A.B., ’23; B.S., ’23. 1923, Principal, Rural High School; Leon, Kansas. 1923 1924 1925 1919 1920 1926 1926 1924 1923 1925 1924 1924 1925 1922 1924 1920 1921 1919 1918 Directory of Members Hat G. Buue, A.B., ’23. 1923, Principal, Teachers’ College High School; Greeley, Colorado. H. J. Biug, A.B., ’03. 1918, Superintendent of Schools, Carlinville Community High School; Carlinville, Illinois. Boarp oF EpucatTIoNn. Methodist Episcopal Church; 150 Fifth Avenue, New York, N. Y. C. W. BoarpMAN, Ph.B., ’08. ‘ 1925, Principal, University High School, University of Min- nesota; Minneapolis, Minnesota. O. L. BockstTAHLer, A.B., ’12. 1924, Principal, Waverly Township High School; Waverly, Illinois. ) J. E. Bonn. Kenton High School; Kenton, Ohio. LAWRENCE BoHNOoFF. Jackson, Minnesota. ArtHuR W. Bo ey. . 1923, Principal, Cooksville Community High School; Cooks- ville, Illinois. C. F. Bott, A.B., ’10. 1921, Principal, Junior-Senior High School; Muskegon Heights, Michigan. RALEIGH B. Booser. Provincetown, Massachusetts. Louis M. Boopy, A.B., ’90. 1895, Principal, Barnstable High School; Hyannis, Massa- chusetts. NELLE Boouer, A.B., ’23. 1923, Principal, High School; Central City, Nebraska. T. J. Borjesson. Coombs High School; Bowdoinham, Maine. B. F. Bortne. 1922, Principal, Willow Hill Township High School; Willow Hill, Illinois. F. H. Bosse, A.B., ’00. 1921, Principal, Reitz High School; Evansville, Indiana. Joun H. Bossnart, A.B., ’02. 1920, Principal, Columbia High School; South Orange, New Jersey. A. W. Boston. Sanford, Maine. C. W. BoswortHh, A.B., 09; A.M., 10. 1917, Principal, Cranstom High School; Auburn, Rhode Is- land. E. O. BottenFIELp, Ph.B, 16. Principal, High School; Anna, Illinois. xx 1919 1922 1926 1925 1924 1926 1924 1924 1924 1918 1924 1921 1925 1917 1925 1925 1925 1924 1925 1924 1919 National Association of Secondary-School Principals B. R. Bownen, Ph.B., ’17; Ph.M., ’18. 1917, Principal, Community High School; Gilman, Illinois. J. R. Bouton. Sidell, Illinois. B. L. Bowen. Professor of Education, Illinois College; Jacksonville, Illi- nois. C. J. Bowman, A.B., 00; A.M., 708. 1924, Principal, Central High School; Akron, Ohio. Hazet I. Bown, B.S., ’23. 1923, Principal, High School; Milford, Iowa. A. Boyp. Principal, High School; Lamar, Colorado. D. L. Boyp. Carmi, Illinois. Hucu J. Boyp, A.B., 00; L.L.B., ’14. f 1920, Principal, Washington High School; Portland, Oregon. Epwin M. Boyne, A.B., ’20. 1923, Principal, Midland High School; Midland, Michigan. E, L. Boyer. ; Principgl, Bloom Township High School; Chicago Heights, Illinois. Joun L. Bracken, A.M., ’22. 1923, Superintendent, Clayton Public Schools; Clayton, Mis- souri. Roy H. Bracewe t, B.S., 715. ; 1919, Principal, High School; Burlington, Iowa. P. W. Brapsury. Winn, Maine. Cuarwes A. Braptey, U. S. Military Academy, ’77; D.Sc., ’16. 1893, Principal, Manual Training High School; 2243 Race Street, Denver, Colorado. C. R. Bransnaw, A.B., ’17; A.M., ’22. 1925, Principal, Lincoln High School; Ferndale, Michigan. Frep G. Brapy, B.S., B.Ed., ’23. 1922, Principal, High School; Delphos, Kansas. J. M. Brapy, B.A. President, Notre Dame Academy; Mitchell, South Dakota. Cuirrorp S. Bracpon, B.A., 00; M.A., 718. 1917, Principal, New Rochelle High School; New Rochelle, New York. F, J. Brace, A.B., ’23. 1925, Principal, Otsego High School; Otsego, Michigan. P. N. Brace, B.A., ’15. 1923, Principal, Fort Smith High School; Fort Smith, Ar- kansas. S. M. Brame, A.B., ’02. 1909, Principal, Bolton High School; Alexandria, Louisiana. 1925 1918 1922 1918 1917 1926 1918 1918 1925 1920 1920 1925 1923 1925 1923 1924 1925 1916 1925 Directory of Members L. J. Branoe, B.S., ’23. 1925, Superintendent of Schools; White, South Dakota. H. D. BRASEFIELD, Ph.B., ’91. 1917, Principal, Fremont High School; 460 Hanover Avenue, Oakland, California. James F. BRASHEARS. Principal, High School; Pleasant Plains, Illinois. J. P. Bremincer, A.B., ’85; A.M., ’88. 1901, Principal, High School; 15 N. Franklin Street, Wilkes- Barre, Pennsylvania. Francis A. Brick, A.B., ’96. 1917, Principal, Bayonne High School; Bayonne, New Jer- sey. Cuar_es H. Brices. Principal, High School; Mackinaw, Illinois. C. P. Brices, A.B., ’01 1920, Principal, Lakewood Senior High School; Lakewood, Ohio. Tuomas H. Brices, Ph.D., ’14. 1915, Professor of Education, Teachers’ College, Columbia University; 525 W. 120th Street, New York City, New York. Watton E. Brices, A.B., ’07. ; 1924, Principal, High School; West Newbury, Massachusetts. L. O. Bricut, A.B. 1920, Principal, Antioch Township High School; Antioch, Illinois. A. B. Bristow, B.A., 05; M.A., 15. 1920, Principal, Matthew Fontaine Maury High School; Nor- folk, Virginia. Wii1aM H. Bristow. Melford, Pennsylvania. K. O. Broapy, B.S., ‘20. 1925, Superintendent, High School; Sylvan Grove, Kansas. RavpH Broepe, A.B., 17; M.A., ’22. 1922, Superintendent, Lykens Consolidated School; Bloom- ville, Ohio. Eva J. Broxaw, A.B., 714. 1920, Principal, Clarinda High School; Clarinda, Iowa. GeorcE F. Brooks, B.L., 02; Ph.B., 08; M.A., ’25. 1924, Principal, High School; Merrill, Wisconsin. James Brooks, A.B., ’24. Principal, High School; Clayton, Kansas. L. W. Brooks, A.B., 03; A.M., 715. 1919, Principal, Wichita High School; Wichita, Kansas. Miriam W. Brooks, B.A., 93; M.A., 712. West High School; Des Moines, Iowa. xxii National Association of Secondary-School Principals 1925 C. A. Broruers, A.B., ’11; A.M., ’24. 1911, Principal, Dwight Township High School; Dwight, Illi- nois, 1926 (Mrs.) Epirn M. Brovp. Clyde High School; Clyde, Ohio. 1926 R. R. Brourinx. Principal, Junior & Senior High School; Fort Morgan, Colo- rado. 1922 Atrrep O. Brown. Public School Publishing Company; Bloomington, Illinois. 1925 C. C. Brown. High School Vistor, University of Colorado; Boulder, Colo- rado. 1925 Crype F. Brown, B.S., ’15. 1924, Principal, Millis High School; Millis, Massachusetts. 1918 Epwarp L. Brown, A.B., ’86; A.M., ’90; Litt.D., ’14. t 1924, Assistant "Superintendent, Denver Public Schools; 414 Fourteenth Street, Denver, Colorado. 1918 Gerorce A. Brown. President, Public School Publishing Company; 509 N. East Street, Bloomington, Illinois. 1926 Gerorce W. Brown, Principal, High School; Herscher, Illinois. 1926 H. L. Brown. Ravenna City High School; Ravenna, Ohio. 1924 Joun FRANKLIN Brown, Ph.B., ’89; Ph.D., 96. | 1910, Editor, The Macmillan Company; 64 Fifth Avenue, New York, New York. 1926 Lynpon Brown. Detroit, Minnesota. 1926 J. STANLEY Brown. Principal, High School; De Kalb, Illinois. 1924 LeLanp P. Brown, A.B., ’16. 1919, Principal, Wm. Winlock Miller High School; Olympia, Washington. 1922 Rice E. Brown, A.B., 08; A.M., ’23. 1918, Principal, Emporia High School; Emporia, Kansas. 1922 R. G. Brown, B.Ed., ’24. 1923, Principal, Sullivan Township High School; Sullivan, Illinois. 1924 R. R. Brown, A.B., ’21; A.M., ’25. 1921, Principal, Montrose County High School; Montrose, Colorado. : 1920 V. I. Brown, A.B., 19. ‘Arlington Heights, Illinois. 1924 Wa. Howarp Brown, A.B., ’16; A.M., ’22. 1921, Principal, Senior-Junior High School; Amherst, Massa- chusetts. te tilt 1924 1924 1924 1924 1926 1924 1924 1924 1925 1923 1924 1926 1926 1925 1916 1918 : 1925 1923 Directory of Members Xxiii 1924 W. L. Brown, M.A., ’23. Director of Research, New Trier High School; Kenilworth, Illinois. Wa ker N. Brown. East High School; Peoria, Illinois. W. W. Brown, A.B., ’17; M.A., ’25. 1922, Principal, Junior-Senior High School; Janesville, Wis- consin. E. E. Browne Lt. 1904, District Superintendent; Gilroy, California. Guy W. Brusaker, A.B., 13; A.M., 715. 1923, Principal, Bent County High School; Las Animas, Colo- rado. WituiaM C, BRuBAKER. Dean, Pullman Free School of Manual Training; 250 E. 111th Street, Chicago, Illinois, M. E. Bruce, A.B., ’21. 1921, Supervising Principal, East St. Louis Junior High School; East St. Louis, Iilinois. L. S. BrumBaucu, A.B., ’17. 1922, Principal, Kendallville High School; Kendallville, In- diana. Ray D. Brummett, B.S., ’24. 1919, Principal, Greenville High School; Greenville, Illinois. C. E. Bryant, A.B., ’01. 1924, Principal, South High School; Akron, Ohio. Georce F. L. Bryant, B.S., 717. Aroostook Central Institute; Mars Hill, Maine. HerMAN A. Bryant. Petersham, Massachusetts. Norris L, Bryant. Reed Plantation High School; Wytopitlock, Maine. RaceicH B. Busar, B.S., ’19. Principal, High School; Holden, Massachusetts. Wa ter G. BucHanan, B.S., ’18. 1924, Mathematics Department, Methuen High School; Methuen, Massachusetts. B. F. Buck, A.B., ’93. 1912, Principal, Senn High School; 5900 Glenwood Avenue, Chicago, IIlinois. GeorcE Buck, A.B., 91; A.M., ’01. 1910, Principal, Shortridge High School; Michigan & Penn Street, Indianapolis, Indiana. Howarp L. Buck, B.S., 13; M.A., 716. 1925, Principal, Central Evening Preparatory; 19 S. La Salle, Street, Chicago, Illinois. W. E. Bucxey, A.B., ’21; A.M., ’24. 1921, Principal, Fairmont High School; 804 Locust Avenue, Fairmont, West Virginia. xxiv National Association of Secondary-School Principals 1920 1926 1918 1922 1925 1918 1926 1925 1926 1921 1926 1924 1925 1923 1925 1923 1924 1917 1924 1925 1926 J. Bruce Buckter, A.B., ’18. 1925, Principal, Community High School; , Newton, Illinois. T. M. Buck. Bellaire High School; Bellaire, Ohio. B. R. BuckincHAM, Ph.B., ’01; Ph.D., 713. 1921, Director of Educational Research, Ohio State Univer- sity; Columbus, Ohio. Cuester A. Buckner, A.B., 09; A.M., ’11; Ph.D., ’18. 1920, School of Education, University of Pittsburgh; Pitts- burgh, Pennsylvania. Joun Buttock, B.S., ’20. 1925, Superintendent, Armour High School; Armour, South Dakota. P. C. Bunn, Ph.B., 09; M.A., ’22. 1914, Principal, High School; 860 Sixth Street; Lorain, Ohio. E. H. Burpock. Principal, High School; Latham, Illinois. ArTHUR N, Burke, A.B., ’89. 1924, Principal, Senior High School; Waltham, Massachusetts. Eva Burnet, B.A., 17; M.D., ’19. 1909, Principal, High School; Allerton, Iowa. Harry H. BurnuamM, A.B., ’86; A.M., ’90. 1919, Principal, Biddeford High School; Biddeford, Maine. Mrs. Burns. Elk River, Minnesota. R. A. Burns, A.B., ’20. 1924, Principal, American High School; Mexico City, Mexico, D. F. RayMmonp M. Burns, A.B., ’19. 1924, Principal, North Brookfield High School; North Brook- field, Massachusetts. Rosert Burns, B.S., ’16; A.M., 719. 1919, Principal, Cliffside Park High School, Cliffside Park, New Jersey. Cart Burris. 1924, Principal, Clayton High School; Clayton, Missouri. Ciara S. BurrouGHs. 1899, Principal, Camden High School; Camden, New Jersey. WINIFRED BuRROUGHS. Sturgis High School; Sturgis, Michigan. ALLDEN JAMES Burton, A.B., 08; A.M., ’22. 1918, Principal, East High School; Des Moines, Iowa. Joun A. Burton. Sharon, Massachusetts, Jerome Burtt. Framingham, Massachusetts. F, J. Busu. West Technical High School; Cleveland, Ohio. Directory of Members 1921 Rarpen H. Buss, A.B., ’11; A.M., 14; J.D., ’19. 1914, Assistant Principal, Joliet Township High School; Joliet, Illinois. 1924 Evucene B. Butter, B.S., ’16. 1920, Principal, Rushville High School; 711 N. Jackson Street, Rushville, Indiana. 1924 J. J. Butter, A.B., 717. 1924, Principal, Jordan High School; Lewiston, Maine. 1922 C.C. Byerty, A.B., 18. 1923, Superintendent of Schools, West Chicago Public School ; West Chicago, Illinois. 1924 C. E. Byers, A.B., 11; A.M., ’13. 1915, Principal, Huntington High School; Huntington, In- diana. 1926 Rusy M. Byers. 1919, Principal, Junior High School; Cedar Rapids, Iowa. 1919 Lee Byrne, A.B., A.M., 17; Ph.D. Professor of Secondary Education, Louisiana State Univer- sity; 949 Camelia Avenue; Baton Rouge, Louisiana. 1925 Paut R. Byrne. University of Notre Dame; Notre Dame, Indiana. 1925 C. L. Bystrom. Negaunee, Michigan. 1922 W. H. Carn, A.B., 12. 1920, Principal, Western Normal High School; Kalamazoo, Michigan. 1924 Laura J. Carrnes, A.B., ’07. 1924, Principal, Eastern High School; Baltimore, Maryland. 1924 A. G. CALDWELL. Canton, Illinois. 1925 L. L. CaLpweELt. Superintendent of Schools; Hammond, Indiana. 1925 L. O. CaLpweE Lt, Rutland, South Dakota. 1923 Oris W. Catpwe tt, B.S., 94; Ph.D., 98; L.L.D., ’17. 1917, Professor of Education, Lincoln School of Teachers’ College; 425 W. 123rd Street, New York, New York. 1924 Sister M. Ca.uista. Orono Catholic High School; Orono, Maine. 1926 C. M. CAMPBELL. Principal, High School; Westfield, Illinois. 1924 Georce P. CampseLt, A.B., 00; Ed.M., ’23. 1906, Principal, Marblehead High School; Marblehead, Massa- _ chusetts. 1924 GitmMaNn H. Campsett, A.B., 04; Ed. M., ’25. _ 1919, Principal, Needham High School; 1179 Great Plain Avenue, Needham, Massachusetts. 1924 Patrick T. CAMPBELL, A.B., ’93. 1920, Headmaster, Latin School; Boston, Massachusetts. xxvi National Association of Secondary-School Principals 1922 1926 1926 1925 1926 1925 1922 1925 1925 1925. 1923 1924 1926 1919 1926 1925 1925 1923 1925 1925 1919 1926 Paut N. CAMPBELL, A.B., ’21. 1923, Principal, Okmulgee High School; Okmulgee, Okla- homa. Sapie CAMPBELL, A.B., ’19; A.M., ’25. 1925, Girls’ Adviser, High School; Des Moines, Iowa. WIiLLarp B. Canopy. Principal, High School; Delavan, Illinois. Muses E. Carey. McKinley High School; Honolulu, Hawaii. R. Carey. Principal, High School; Chebanse, Illinois. Frepa Carson, B.S., 713. 1922, Principal, Stockdale High School; Stockdale, Kansas. GeorceE N. CarMAN, A.B., ’81; A.M., ’06. 1895, Director, Lewis Institute; Chicago, Illinois. H. V. CarmicHact, A.B., 19. , 1924, Principal, Morris High School; Morris, Illinois. June G. CARoTHERS. Manhattan Junior High School; Manhattan, Kansas. F. A, CARPENTER. Lovell, Maine. - J. B. Carpenter, “A.B., 02; A.M., ’20. 1918, Principal, Louisville Male High School; Louisville, Ken- tucky. RoLanp J. Carpenter, B.S., ’22. 1922, Principal, Mapleton High School; Mapleton, Maine. A. T. Carr. Fowler Junior High School; Cleveland, Ohio. J. W. Carrincton, B.S., ’22. 1924, Principal, Oakland Township High School; Oakland, Illinois. CuHares V. Carroii, A.B., ’08. Principal, High School; Fall River, Massachusetts. Grorce C, CARROL. Wiley High School; Terre Haute, Indiana. A, F. Carter, Colorado State Teachers College; Greeley, Colorado. J. Frank Carter, B.S., ’17; M.A., ’23. 1921, Principal, Stephens High School; Rumford, Maine. Loren H. Carter, B.S., ’22. 1922, Principal, Kensington High School; Kensington, Kan- sas. Joun S. Carver. Aroostook Central Institute; Mars Hill, Maine. J. W. CasteELo. Roanoke, Illinois. Joun W. Casto. Principal, High School; East Moline, Illinois. 1926 1926 1924 1922 1924. 1926 1922 1923 1920 1924 1925 1924 1918 1926 1926 1925 1926 1924 1924 1925 1916 1925 Directory of Members O. A. Cart. Principal, High School; Willow Hill, Ilinois. Frank E. CHAMBERLAIN. Richmond High School; Richmond, Maine. GeorceE A. CHAMBERLAIN, A.B., 791. 1903, Principal, Riverside High School; Milwaukee, Wiscon- sin. H. E. CHano er, A.B., 711. 1915, Principal, Senior High School; Junction City, Kansas. FrepeRIcK E. CHAPIN. : Randolph, Massachusetts. JosePpH B. CHapLin. Bingham High School; Bingham, Maine. Ira T. CHAPMAN, A.B., 03; A.M., ’05. 1923, Superintendent, Elizabeth Public School; 417 S. Broad : Street, Elizabeth, New Jersey. H. W. CuHarteswortuH, A.B., ’22. Las Animas, Colorado. L. W. Cuatuam, B.S., 710; M.S., 717. 1919, Principal, Pana Township High School; Pana, IIlinois. R. D. Cuatwick, Ph.B., 09; A.M., ’24. 1916, Principal, Morgan Park High School; Duluth, Minne- sota. R. E. Cueney, A.B., ’20; A.M., ’25. 1925, Superintendent of Schools; Escanaba, Michigan. ARTHUR S. CHENOWETH, B.A., ’06. 1922, Assistant Principal, Atlantic City High School, Atlantic City, New Jersey. Joun O. Cuewnine, A.B., ’01. 1916, Principal, Central High School; Evansville, Indiana. ArTHUR J. CHICK. Monmouth Academy; Monmouth, Maine. A. B. CHILpERS. Principal, High School; Rocky Ford, Colorado. H. G. CuHixps. Professor, Secondary Education, Indiana University; Bloom- ington, Indiana. HELEN CHILES. Principal, High School; Bluffs, Illinois. Aupsrey M. CuisHoim, A.B., ’22. ‘ 1924, Principal, Old Saybrook High School; Saybrook, Con- necticut. Rocer C. CHITTENDEN, A.B., 97. 1924, Instructor, High School; Newburyport, Massachusetts. ELittis CHRISTENSON, B.S., ’21. 1922, Principal, Horton High School; Horton, Kansas. Harry Victor CuurcH, Ph.B., ’94. 1899, Principal, J. Sterling Morton High School; Cicero, IIli- nois. RatpH CLABAUGH. Yale, Illinois. xxviii National Association of Secondary-School Principals 1926 1925 1918 1924 1925 1924 1926 1925 1926 1925 1924 1924 1925 1925 1925 1926 1925 1926 1926 1922 1922 Witram G, Crarry. Ada, Minnesota. A. H. Crark, A.B., 717. 1922, Principal, Grosse Pointe High School; Grosse Pointe, Michigan, ' A. L. Crark, B.S., 793. 1906, Agent, American Book Company; Des Moines, Iowa. CLARENCE CvarK, B.S., 17; A.M., ’24. 1922, — Hopkinville High School; Hopkinville, Ken- tucky. C. F. Crarx, A.B., 17. 1923, Superintendent, Canova High School; Canova, South Dakota. Epwarp R, Curark, A.B., ’02. 1915, Principal, Winthrop High School; Winthrop, Massa- chusetts. EvizaBeTH CLARK, ; ‘ St. Cloud, Minnesota. F. H. Crark, A.B., 02; A.M., ’05. 1924, Superintendent, Viola High School; Viola, Kansas. Harry Mi Crark. , Principal, High School; El Paso, Illinois. J. R. Crark. Fremont High School; Fremont, Ohio. H. Y. Crarx, A.B., ’17. 1921, Principal, Grafton High School; Grafton, West Vir- ginia. L. T. Crark. 1920, Principal, Woodland Public School; Woodland, Illinois. Lynn Crark, Lowell, Michigan. J. A. CLEMENT. University of Illinois; Urbana, Illinois. F. E. Crerx, Ph.B., 03; LL.B., 710. 1923, Principal, New Trier Township High School; Kenil- worth, Illinois. C. E. CLevELAnpD. Benson Polytechnic School; Portland, Oregon. Lestre L. CLEVELAND, Latin School; Cambridge, Massachusetts. WiuraMm H. CuirForp. Mechanic Falls High School; Mechanic Falls, Maine. Georce L, CLINEBELL. Instructor, High School; Danvers, Illinois. A. B. Crose, B.S., ’21. 1922, Principal, Taylorville Township High School; Taylor- ville, Illinois. G. F. Crose. Woodhull, Illinois, 1924 1924 1924 1925 1925 1925 1923 1925 1925 1926 1923 1924 1925 1924 1924 1920 1924 1923 1924. 1923 1926 1922 Directory of Members AruinctTon I. Crow, A.B., ’25. 1915, Headmaster, Haverhill High School; Haverhill, Massa- chusetts. Rosert CLunieE, Jr., A.B., 716. 1919, Principal, Lincoln Academy; Newcastle, Maine. Kempton J. Coapy. High School; Bourne, Massachusetts. Esen S. Coss, A.B., 711. 1918, Principal, Clinton High School; Clinton, Massachusetts T. H. Coss, B.S., ’23. 1923, Superintendent of Schools, Mount Carmel, Illinois. E. L. Coperty, B.A., 719; M.A. 1924, Superintendent of Schools; Brimfield Township High School; Brimfield, Illinois. Emerson T. Cockre.t, A.B., ’12; A.M, ’16. 1919, Principal, Collinwood Junior High School; Cleveland, Ohio. ALIcE CoFFIN. Danbury Township High School; Danbury, Ohio. J. R. Corpert, A.B., ’14. 1924, Superintendent of Schools; Marshall, Illinois. A. RusseEtt C, Cotes, A.B., 712. Principal, High School; Maynard, Massachusetts. C. F. Core, Ph.B. Principal, West High School; Green Bay, Wisconsin. ExiyAH Day COoLe. North Abington, Massachusetts. - J. E. Core, M.A., ’05. 1895, Principal, Senior High School; Norwalk, Ohio. E. E. Cots, B.A. Superintendent of Schools, Hurley, South Dakota. Ernest L. Cotirns, A.B., 98. 1912, Headmaster, High School; Quincy, Massachusetts. G. R. Cottins, B.S., 717. 1924, Principal, Community High School; Tuscola, Illinois. SanForp B. Comery, A.B., 713. 1921, Principal, Belmont High School; Belmont, Massa- chusetts. BENJAMIN F. Comrort, M.A., ’23. 1907, Principal, Cass Technical High School; Detroit Michi- gan. Ernest B. Comstock, A.B., ’05. 1922, Principal, North Dallas High School; Dallas, Texas. Howarp Conant, A.B., 92; A.M., ’98. 1906, Principal, High School; Holyoke, Massachusetts. Lewis H. Conant. Principal, High School; Methuen, Massachusetts. E. M. Conxtin. High School; Hantramack, Michigan. xxx National Association of Secondary-School Principals 1925 L. W. Conno.ty. Vermilion, South Dakota. 1923 Frora J. Cooke. 616 York Place, Chicago, Illinois. 1926 A. F. Cook. Principal, High School; Hinsdale, Illinois. 1925 Gerorce H. Cook. Broadlands, Illinois. 1925 Guy A, Cook. Doland, South Dakota. 1924 Lours G. Cook, B.S., ’01. 1921, Principal, Edison High School; Minneapolis, Minnesota. 1918 R. R. Cook, A.B., 08; A.M., ’22. 1923, Principal, Theodore Roosevelt High School; Des Moines, Iowa. 1924 Witt1am Apevrert Cook, A.B., 02; A.M., ’11; Ph.D., ’13. ‘ 1918, Professor of Education, University of South Dakota: 605 East Clark, Vermilion, South Dakota. 1917. Waxrter Francis Cootince, A.B., 99; A.M., ’01; A.M., 714, 1913, Principal, Granite City High School; Granite City, Illi- nois. : 1926 EvizasBeta Coorer. Granada, Colorado. 1924 Grace Cooper, A.B., ’17. 1917, Preceptress, High School; Marshalltown, Iowa. 1925 KATHERINE COOPER. Ames, Iowa. 1925 P. E. Cooper. Union High School; Eads, Colorado. 1925 H. D. Corsus, B.S., 715. 1924, Principal, St. Johns High School; St. Johns, Michigan. 1924 (Mrs.) BerHet Corner, A.B., ’21. 1924, Head of Normal Training Department, Clay County Community High School; Clay Center, Kansas. 1923. A. E. Corrman, A.B., 19; M.A., ’22. Brush, Colorado. 1925 Harriet E. Cortett. Wilson Junior High School; Cleveland, Ohio. 1922 J. H. Corns, A.B., 01; A.M., ’16. 1925, Principal, Central High School; Detroit, Michigan. 1923 Joun J. Cory, E.M., ’05. 1919, Principal, South Side High School; Denver, Colorado. 1924 Vincent I. Corre, B.S., ’12; M.A., ’23. 1923, Principal, North Platte Senior High School; North Platte, Nebraska. 1924 WittraM E. Cortte, A.B., ’20. 1924, Principal, Ware High School; 27 Cottage Street, Ware, Massachusetts. 1923 1924 1920 1922 1924 1926 1924 1925 1925 1924 1925 1919 1926 1917 1922 1923 1918 1925 1924 1921 Directory of Members Frep M. Cortritt, A.B., 716. 1920, Principal, Salem High School; Salem, West Virginia. Homer C. Coucu. 1918, Principal, Grant High School; Cedar Rapids, Iowa. H. M. Couttrap, A.B., 08; A.M., 714. 1912, Superintendent of Schools, Geneva, Illinois. Georce S. Counts, A.B., ’11; Ph.D., ’16. 1920, Professor of Secondary Education, Yale University; New Haven, Connecticut. CLaubE V. Courter, B.S., 711. 1922, Director, Flint High School and Junior College; Flint, Michigan. GeorcE F. CourtNEy. Superintendent of Schools, Atkinson, Illinois. W. H. Courts. Alvin, Illinois. P. D. Covert. Creston, Iowa. E. E. Cowan, A.B., ’20. 1922, Principal, Elk City High School; Elk City, Oklahoma. Hervey S. Cow EL. Cushing Academy; Ashburnham, Massachusetts. Witit1am A. Cowrne, A.B., ’04. 1916, Principal, West Springfield High School; West Spring- . field, Massachusetts. Puiip W. L. Cox, A.B., ’05. 1922, Principal, Junior-Senior High School, Lincoln School, Teachers’ College; New York. N. W. Cox. Principal, High School; Saunemin, Illinois. Joun A. Crate, A.B., 09; A.M., 10. 1915, Principal, Muskegon High and Hackley Manual Train- ing School; 178 W. Webster Avenue, Muskegon, Michi- gan. Percy F. Crane, B.S., 717. 1921, Principal, Washington Academy; East Machias, Maine. T. T. Cranny. Grinnell, Iowa. J. R. Cranor, Ph.B., 719. 1922, Principal and Superintendent, Sandwich Township High School; Sandwich, Illinois. C. J. Creaser, A.B., 715. 1924, Principal, Ithaca High School; Ithaca, Michigan. R. R. Cromwe Lt, A.B., 12; M.A., 718. 1924, Principal, Peoria Central High School; 216 Fredonia Avenue; Peoria, Illinois. Frep H. Cronincer, B.S., ’05. 1921, Principal, Central High School; Ft. Wayne, Indiana. xxxii National Association of Secondary-School Principals 1921 H. E. Crooxer, A.B., ’17. 1920, Headmaster, Berwick Academy; South Berwick, Mhine. 1925 Apert L. Cross, A.B., ’21. 1921, Principal, Rural High School; Melvern, Kansas. 1924 WitxraAM T. Crosswuite, A.B., ’14. 1922, Principal, Horace Mann Junior High School; Wichita, Kansas. 1925 Marie Crouk. Carthage, Illinois. 1922 C. Crouse. Nashville, Illinois. 1925 J. A. CrRowELt. Fairmont High School; Cleveland, Ohio. 1925 D. P. Crump. Toluca, Illinois. 1922 James A. CULLEN. . 1920, School of Industrial Arts; Mount Vernon, New York. 1923 C. L. Cutter, A.B., ’17; M.A, 18. 1922, Principal, Whittier Junior High School; Lincoln, Ne- braska. ; 1925 H. H. Cutty, A.B., ’87. 1905, Principal, Glenville High School; Cleveland, Ohio. 1926 V.H. Cutp. Department of Education, Northern State Teachers College; Aberdeen, South Dakota. 1924 Atten C. Cummincs, A.B., 92; A.M., ’95. 1919, Principal, South Hadley High School; South Hadley Falls, Massachusetts. 1926 CHartotte M. CumMINGs. Instructor, High School; East Moline, Illinois. 1924 Cospr CumMMINGS. 1918, Principal, Junior High School; Clinton, Iowa. 1925 T. S. CuNNINGHAM. Presque Isle High School; Presque Isle, Maine. 1925 A. T. Curr. Audubon Junior High School; Cleveland, Ohio. 1924 Cray C. Curran, B.S., 16. 1920, Principal, Lead High School; Lead, South Dakota. 1926 Lucius C, Currier. Superintendent, Appleton High School; Grand Junction, Colo- rado. 1923 R. E. Custer, B.S., 719. 1919, Principal, Rural High School; Gove, Kansas. 1925 J. C. Curnsert, A.B., ’24. 1925, Principal, Cedaredge High School; Cedaredge, Colo- rado. 1924 NaTHAnreL A. Cutter, A.B., ’91. 1920, Principal, Athol High School; Athol, Massachusetts. | j 1926 1925 1922 1925 1924 1926 1925 1925 1924 1919 1924 1924 1924 1924 1922 1925 1924 1923 1923 1918 Directory of Members XXxXili (Rev.) Atcyme Mz Cyr. St. Mary’s College; Van Buren, Maine. Sister Mary I, Cyrit. Orono Catholic High School; Orono, Maine. Epwin J. Daut, B.S., ’21. Principal, Senior High School; Winona, Minnesota. C. S. Date, B.S., ’20; A.M., ’21. 1924, Principal, Champaign High School; Champaign, IIli- nois. Cuas. O, DALRYMPLE. Attleboro, Massachusetts. CLARENCE DANFORTH. Union High School; Union Maine. L. H. Damon, B.S., ’20. 1922, Principal, Grant County Rural High School; Ulysses, Kansas. (Mrs.) I. A. Darna. Pueblo, Colorado. A. M. Darne i, A.B., B.S., M.A. Topeka High School; Topeka, Kansas. James D. Darnett, A.B., ’16; M.A., 717. 1919, Principal, Township High School; Geneseo, Illinois. Etmer F. Davenport, Ph.B., ’16. 1925, Principal, Agawam High School; Agawam, Massa- chusetts. Frank H. Davinson, A.B., ’20. 1923, Principal, Leadville High School; Leadville, Colorado. R. L. Davinson, Jr., A.B., ’15; B.S., 715. 1922, Principal, Junior Senior High School; Nevada, Mis- souri. Brynn E. Davis, B.S., 13. 1921, Principal, Senior-Junior High School; Falmouth, Mas- sachusetts. Cavin O. Davis, A.B., 95; A.M., 04; Ph.D., 710. 1905, Professor of Secondary Education, University of Michi- gan; Ann Arbor, Michigan. D. W. Davis, A.B., 19; M.A., ’25. 1925, Superintendent; Timber Lake, South Dakota. Everett Davis, M.A., ’23; A.B., °15. 1925, Principal, Woodrow Wilson Junior High School; Des Moines, Iowa. E. O. Davis, B.A., ’21. 1921, Principal, Stillwater Senior High School; Stillwater, Oklahoma. GeorcE E. Davis, B.A., 17; M.A., ’07. a 1919, Principal, Keokuk High School; Keokuk, Iowa. GeorcE E. Davis, B.A., 02; M.A., ’07. 1919, Principal, Walnut Hills High School; Cincinnati, Ohio. xxxiv National Association of Secondary-School Principals 1925 Hiram S. Davis, B.S., ’24. 1924, Principal, Douglass High School; Douglass, Kansas. 1916 Jesse B. Davis, A.B., 95; A.M, 16; Litt.D., ’22. 1919, Supervisor of Secondary Education, Connecticut State Board of Education; Hartford, Connecticut. 1924 Joun E. Davis, B.S. in Ed. ’25. 1923, Principal, Ecorse High School; Ecorse, Michigan. 1926 J. W. Davis. Warren G. Harding High School; Warren, Ohio. 1926 P. L. Davis, A.B., 717. ' 1925, Principal, High School; Ames, Iowa. 1925 T. R. Davis. Walden College; Nashville, Tennessee. 1926 Urmer W. Davis. Cherryfield Academy; Cherryfield, Maine. 1925 W. C. Davis. > Haddon Heights Public Schools; Haddon Heights, New Jer- : sey. 1922 L. O. Dawson, Ph.B., ’20. 1922, Superintendent; Stronghurst, Illinois. 1917 Tuomas M. Dean, A.B., 08; A.M., 715. 1916, Principal, Decatur High School; Decatur, Illinois. 1925 C. D. Dean, B.S., ’21. Rural High School; Beverly, Kansas. 1919 H. A. Dean, Superintendent of Schools; Crystal Lake, Illinois. 1926 Mitprep DEAN. 2404 Wisconsin Avenue, Washington, D. C. 1926 CuHartes W. De Boe. Principal, Hesperia High School; Hesperia, Michigan. 1925 S. F. Devxer, B.S., 12; B.S., ’22. 1921, Superintendent, Chester Consolidated Schools; Chester, South Dakota. 1926 I. W. Detp. Lehman High School; Canton, Ohio. 1925 H. E. Detzav. Albion, Illinois. 1926 GLENN DEMAREE. Principal, High School; Potomac, Illinois. 1925 C, E. De Menirt. Camden, Michigan. 1924 Leon J. Demrna, A.B., ’22. 1923, Principal, El Reno High School; El Reno, Oklahoma. 1924 Harotp N. Dempsey. Dennysville High School; Dennysville, Maine. 1924 C. F. Dencter, B.S., ’25. 1918, Supervising Principal, Shickshinny Public Schools; Shickshinny, Pennsylvania. Directory of Members 1926 Joun E. Denuam, A.B., ’01; A.M., ’04. Principal, Girls High School; Boston, Massachusetts. 1925 Winsurn A. Dennett, B.S., ’18. 1922, Principal, Hopedale High School; Hopedale, Massa- chusetts. 1925 Horace MANN Dersy, A.B., ’04. 1924, Principal, Villa Grove Township High School; Villa Grove, Illinois. 1925 J. Lew Derwoop. Elementary and Junior High School; Camden, New Jersey. 1924 R. E. Devorr, A.B., ’15. 1923, Principal, Junior-Senior High School; Dodge City, Kan- sas. 1924 Henry De Youne, B.A., ’20. 1922, Principal, Colfax High School; Colfax, Washington. 1925 Sot D. Dice, A.B., ’06. Principal, Fall River High School; Fall River, Kansas. 1925 E. G. Dick, B.S., ’23. 1923, Principal, Wellsville High School; Wellsville, Kansas, 1924 GeorceE C. Dickey, B.S., 14; Ed.M., ’24. Fairhaven, Massachusetts. 1925 S. S. Dickey. Detroit Junior High School; Detroit, Ohio. 1924 James D. DittrncHam, A.B., ’87; A.M., ’90. 1900, Newtown High School; New York City, New York. 1926 Oscar L. DitTMeER. Principal, High School; Timewell, Illinois. 1925 Tuomas W. Dosss, B.E.D., ’25. 1924, Superintendent, Kempton Public Schools; Kempton, IIli- nois. 1924 CuesTEeR C. Donce, M.D., ’87. 1917, Principal, Hibbard High School, 125 N. Sacramento Boulevard, Chicago, Illinois. 1926 Lee A. DoLLincer. Sidney High School; Sidney, Ohio. 1924 J. R. Donovan, A.B., ’20. 1922, Principal, Lubec High School; Lubec, Maine. 1925 S. R. Donovan. Portland, Maine. 1924 Lester W. Dootey, A.B., ’10; A.M., 717. 1922, Principal, Hibbing High School; Hibbing, Minnesota. 1925 G. C. Dorzour; A:M., ’18. 1921, Principal, Roosevelt Intermediate High School; Wichita, Kansas. 1925 D. D. Dovuctas, B.S., ’24. 1924, Principal, Philo High School; Philo, Illinois. 1926 H.R. Douctass. 947 East 19th, Eugene, Oregon. xxxvi National Association of Secondary-School Principals 1924 Srepnen A. Dovctass, B.S., ’99. 1920, Principal, Central High School; St. Louis, Missouri. 1924 Rosert B. Dow. Belgrade High School; Belgrade, Maine. 1918 James E. Downey, A.B., 97; A.M., 713. 1910, Headmaster, High School of Commerce; Boston, Massa- chusetts. 1925 P. P. Downey. Ransom, IlIlinois. 1924 Wa ter F. Downey, A.B.; 06; A.M., ’21. 1922, Headmaster, English High School; Belmont, Massachu- setts. 1923 MarsHaLt W. Downrne, A.B., ’94. 1910, Principal, North High School; Grand Rapids, Michigan. 1926 T. O. Downine. Principal, High School; Golden, Colorado. 1925 G. E. Downs. Burton Junior High School; Grand Rapids, Michigan. 1926 Frank E, Drisko. Milbridge High School; Milbridge, Maine. 1926 F. Drorninec. ¢ Chisholm, Minnesota. 1924 EarteE DruMMOND. Union High School; Benwood, West Virginia. 1919 Orto F. Dusacu, Ph.B., 98; Ph.M., ’06. 1920, Principal, Central High School; Kansas City, Missouri. 1921 T. J. DuFratn, A.B., 716; MIA., ’22. 1921, Principal, High School; Pontiac, Michigan. 1924 C. H. DuKer. McHenry, Illinois. 1925 W. E. Dunn. Junior High School; Aberdeen, South Dakota. 1926 T. E. DUNSHEE. Superintendent, Fruita, Colorado. 1925 C. R. Dustin. John Marshall High School; Cleveland, Ohio. 1922 Herpert L. Dyer, A.B., 05. 1921, Principal, Washburn Township High School; Washburn, Illinois. 1924 F. S. Eaxetey, B.S., 719; M.A., 719. 1924, Principal, Main Avenue High School; San Antonio, Texas. 1925 Maurice L. Earte, A.B., ’22. 1923, Principal, New Salem Academy; New Salem, Massachu- setts. 1922 Rosert H. Earty, A.B., ’17. 1918, Principal, Lyman Hall High School; Wallingford, Con- necticut. Directory of Members XXXvii 1923. Witriam I. Earty, A.B., 00; A.M., ’25. 1908, Principal, Washington High School; Sioux Falls, South Dakota. 1924 Robert S. Easter, A.B., 15. . 1923, Principal, High School; Foxboro, Massachusetts. 1924 James H. Eastwoop, A.B., ’20. 1923, Principal, Rural High School; De Sota, Kansas. 1916 E. J. Eaton, A.B., 04; A.M., 19. 1920, Principal, South High School; Youngstown, Ohio. 1924 Georce D. Eaton, B.A., ’15. 1922, Superintendent, Clarion Public Schools; Clarion, Iowa. 1924 Racpu A. Eaton, A.B., ’08. 1918, Principal, Dedham High School; Dedham, Massachusetts. 1925 Rutu Eaton, A.B., ’09. 1917, Principal, Woodward Junior High School; Kalamazoo, Michigan. 1925 Mary O. Esaueu, A.B., 07; A.M., ’21. 1917, Principal, Catonsville High School; Catonsville, Mary- land. 1922 Lipa M. Essert, Ph.B., 08; A.}L., ’21. 1910, Principal, Linden High School; Linden, New Jersey. 1925 H. H. Ecctes. Portsmouth High School; Portsmouth, Ohio. 1926 O.C. Ecuots. Principal, High School; Vermont, Illinois. 1918 Sitas Ecnots, B.A., ’05. 1915, Principal, High School; 612 Broadway, Mount Vernon, Illinois. 1926 A. EpERER. Principal, Bellevue, Michigan. 1926 J. B. EpMonson. School of Education, University of Michigan; Ann Arbor, Michigan. 1924 Henry HucuH Epmunps. 1907, Superintendent, Clinton Community High School; 617 W. Main, Clinton, Illinois. 1926 E. R. Epwarps. St. Paul Murray Junior High School; St. Paul, Minnesota. 1925 L. R. Epwarps, A.M., 715. 1922, Principal, Junior High School; 1121 W. Second Street, El Dorado, Kansas. 1925 Joun H. ErsensAuer, A.B., 05; A.M., ’07. 1923, Principal, Boys’ High School; Reading, Pennsylvania. 1923 E. R. Extran, Ph.B., 717. 1922, Principal, High School; Fond du Lac, Wisconsin. 1925 Littran M. ELxtior. Harlem High School for Girls; 114th Street and 7th Avenue, New York City. xxxviii National Association of Secondary-School Principals 1925 L. D. Etxiorr. Calhoun, Illinois. 1918 Carvos B. Ettts. 1910, Principal, High School of Commerce; Springfield, Massachusetts. 1926 Grace ELLIs. St. Louis, Michigan. 1925 C. Owen ELi-sworrn. Box 247, Pickford, Michigan. 1926 J. F. Exvton. High School of Commerce; Portland, Oregon. 1925 Joun R. EMENs. 1923, Principal, High School; Halfway, Michigan. 1926 FLorENcE Empson. Mahnomen, Minnesota. 1926 Marta E. Emry, B.D. a ‘ 1921, Principal, High School; Fairfield, Iowa. 1925 C. Evan Encsere, B.A., '21. , 1923, Principal, Senior High School; Osceola, Iowa. 1924 J. W. EspensHape, A.B., ’03. 1923, Principal, Lebanon High School; Lebanon, Pennsylvania. 1925 C. L. Esxetson, B.A., ’20. 1919, Superintendent, McIntosh Public Schools; McIntosh, South Dakota. 1918 Frank S. Espey. 1916, Principal, Roberts High School; Roberts, Illinois. 1925 P. L. Essert, A.B., ’22. 1924, Superintendent of Schools; Crook High School, Crook, Colorado. 1925 A. R. Evans. Peotone, Illinois. 1921 Axpert W. Evans, S.B., 05; S.M., ’08. 1920, Principal, Wendell Phillips High School; 244 E. Per- shing Road, Chicago, Illinois. 1925 A. W. Evans. State Supervisor of High School; Austin, Texas. 1922 Evans E. Evans, A.B., ’20. 1922, Principal, Neodesha High School; Neodesha, Kansas. 1926 W.C. Evans. Superintendent, City Schools; Kimball, South Dakota. 1925 C. A. Everest, A.B., ’08; A.M., 16. 1922, Principal, Union High School; Grand Rapids, Michigan. 1917. Cuartes G. Everett, A.B., ’80; A.M., ’93. 1893, Principal, North High School, 4th and Dennison Avenue, Columbus, Ohio. 1926 B. F. Evesvace. Tower, Minnesota. 1926 Joun F. Evraets. Superintendent of Schools; Golconda, Illinois. 1922 1920 1918 1924 1924 1924 1926 1925 1925 1926 1918 1925 1924 1926 1925 1918 1925 1924 1925 1923 Directory of Members D. M. Ewrne, B.S., ’22. 1922, Principal, Crystal Lake Community High School; Crys- tal Lake, Illinois. WILLIAM FERDINAND Ewrnc, A.B., 06; M.A., 719. 1920, Principal, Pasadena High School; Pasadena, California. Cuartes B. Facer, Jr., A.M., 93; M.D., 93; Sc.D., 11. 1905, Principal, Technical High School; Harrisburg, Pennsyl- vania. D. B. Facer, A.B., ’14. 1920, Principal, Blandinsville High School; Blandinsville, Ill{nois. C. F. FAHRNKOPF. Allerton, Illinois. R. W. Farrcuixp, A.B., 09; A.M., ’19. 1923, Superintendent, High School; Elgin, Illinois. L. Farrrax. Principal, High School; La Harpe, Illinois. Puiuip H. Fark. Stoughton, Wisconsin. E. F. Farmer, A.B., 09; A.M., ’21. Senior High School; 1613 Partridge, Parsons, Kansas. Ora G. FATHAUER. Principal, High School; Dalton City, Illinois. ELizABETH FAULKNER, A.B., ’85. 1909, Principal, The Faulkner School; 4746 Dorchester Ave- nue, Chicago, Illinois. (Mrs.) H. W. Feartne. Manilla, Iowa. Roy WrtraM Frik, B.S., 713; A.M., 716. 1922, Principal, McKinley Junior High School; East Chicago, Indiana. ANNA FELRoTH. Leroy, Minnesota. Maurice FE ts. 4305 Spruce Street, Philadelphia, Pennsylvania. Beutau A. Fenimore, B.S., 716. 1917, Principal, Kensington High School for Girls; Cuber- land and Amber Streets, Philadelphia, Pennsylvania. Joun A. FENLow. Bowdle, South Dakota. STANLEY W. Fenno, B.S., ’04. 1920, Principal, Gardner High School; Gardner, Massachu- setts. ; Fern Fercuson, A.B., ’22. “1923, Principal, Alden High School; Alden, Kansas. Haroip A. Fercuson, A.B., 14; A.M., 16. 1921, Principal, Central High School; Akron, Ohio. xl 1924 1925 1925 1922 1926 1925 1922 1918 1923 1926 1926 1924 1918 1924 1926 1925 1925 1924 1924 1926 1918 National Association of Secondary-School Principals Emery N. Ferris, Ph.B., 04; M.A., 05; Ph.D., ’08. 1919, Professor of Rural Education, Cornell University; 215 Bryant Avenue, Ithaca, New York. ZINA FESSENDEN. Glenwood, Iowa. C. A. Ferrervy. Rutherford Public Schools; Rutherford, New Jersey. F, E. Ficxrncer, A.B., ’94. 1911, Principal, Langley Junior-Senior High School; Pitts- burgh, Pennsylvania. Puuwip FIevstep. Biwadik, Minnesota. W. Lawrence Fire, A.B., 713. 1923, Principal, Cannonsburg High School; Cannonsburg, . Pennsylvania. Eten Ficean, B.A., 712. . ‘ 1918, Principal, Humboldt High School; Humboldt, Iowa. Ravpu E. Figs, A.B., ’95. 1912, Principal, East Orange High School; East Orange, New Jersey. Epwin L, Finpiey,_A.B., 91; A.M,, 96. 1919, Principal, South High School; Cleveland, Ohio. Emmett S. FINLEY. Principal, High School; Jacksonville, Illinois. L. V. Fintey. Principal, High School; Catlin, Illinois. R. S. Firenaucu, B.S., ’21. 1923, Principal, Oakwood Township High School; Muncie, Illinois. C. A. Fisuer, A.B., 10; A.M., 719. Principal, Central High School; Kalamazoo, Michigan. Epitu M. FiscHer. North High School; Des Moines, Iowa. GLEN M. FIsHER. Instructor, High School; Des Plaines, Illinois. Vircit Fisuer, A.M., ’24. 1923, Principal, Donovan Township High School; Donovan, Illinois. FRANKLIN P. Fisk. Tuley High School; 1313 N. Claremont Avenue, Chicago, Illinois. CrisToPHER A. Firzcerap, A.B., ’09. 1921, Principal, High School; Chicopee, Massachusetts. L. J. Firzstmmons, A.B., ’16. 1919, Principal, High School; Eureka, Kansas. W. P. FLAHERTY. Principal, High School; Manhattan, Illinois. M. L. Franincam, B.S., 04; A.M, ’14. 1908, Principal, Urbana High School; Urbana, Illinois. 1922 1923 1926 1917 1926 1925 1924 1925 1926 1918 1924 1924 1923 1923 1922 1925 1923 1922 1926 1925 Directory of Members Joun ALLEN Fiemine, M.S., ’24. 1921, Principal, High School; Bonner Springs, Kansas. Harriett Fietcuer, B.S., 19. 1918, Principal, West Junior High School; Warren, Ohio. W. T. FLETCHER. Grant High School; Portland, Oregon. Ira A. FLINNER, Ph.B., 06; A.B., 711; A.M., ’20. 1911, Headmaster, Huntington School; Boston, Massachusetts. L. O. FLom. Marshall, Minnesota. J. W. Foon. West High School; Cleveland, Ohio. J. A. Fosere, B.S., ’99. 1921, Director of Mathematics and Science, State Department of Public Instruction; Harrisburg, Pennsylvania. Roy C. Forp. Troy, Illinois. Joun R. Forsten. Principal, Grant High School; Grant, Michigan. Lewis L. ForsyTtHE, A.B., ’04. 1917, Principal, Ann Arbor High School; 1314 Forest Avenue, Ann Arbor, Michigan. L. M. Fort, B.A., 713. ; 1918, Principal, High School; Mitchell, South Dakota. Ett C. Foster, A.B., °15. 1923, Principal, Senior High School; 1100 Delaware, Bartles- ville, Oklahoma. Hersert H. Foster, Ph.D., ’07. 1923, Head of Department of Education, Beloit College; Beloit, Wisconsin. Hoyt Davis Foster, B.Pd., ’16; M.A., ’23. 1923, Principal, Orono High School; 104 Main Street, Orono, Maine. Burton P. Fow er, A.B., ’07. 1923, Head Master, Tower Hill School; Wilmington, Dela- ware. O. F. Fowter, Ph.B., ’24. 1919, Principal, Leyden Community High School; Franklin Park, Illinois. Roy U. Fow er, B.S., 18. 1920, Principal, Dixfield High School; Dixfield, Maine. Guy Fox, A.B., 715; A.M., 719. 1923, Principal, Buena Vista and Longfellow Schools; Colo- rado Springs, Colorado. R. C. Fox. ? Principal, High School; Shelbyville, Illinois. Byron FRAME. Hoopeston, Illinois. xlii 1925 1925 1925 1925 1926 1925 1925 1925 1923 1926 1925 1924 1926 1925 1925 1925 1920 1926 1925 1926 1917 1925 National Association of Secondary-School Principals BrorHer J. FRANCIS. St. Mel High School; Chicago, Illinois. O. E. Franck, A.B., 717. 1921, Principal, Manson High School; Manson, Iowa. P. R. FRANKE. Mancos High School; Mancos, Colorado. Eten K. FRANKISH. Central High School; Omaha, Nebraska. GrAcE FRANKLIN. Waseca, Minnesota. NeELiie CLARE Fraser, B.A., 715. : 1924, Principal, Atlantic High School; Atlantic, Iowa. D. R. FRASHER. Ashland High School; Ashland, Ohio. GrorGceE WILLARD FRASIER. President, Colorado State Teachers College; Greeley, Colo- ft rado. , By months . In final examination g. Average mark for four years... 14, Credits Earned a. Total b. By years c. By semesters d. By subjects 15. Standard and Intelligence tests a. Scores in standard tests b. Intelligence test scores GURsAeD, x ecad oxgeaasareseresebeus 1 d. Date of intelligence tests F. ATTENDANCE INFORMATION 16, Summaries of attendance a. Absence summary 3 5 — b. Tardiness summary 3 4 — c. Total days present 2 2 1 Division A of the Table VII is a general division embracing four items. Some readers may be surprised that not all forms either have printed the name of the city or the name of the school, or leave a space specifically assigned to such a designation. Item 2a indi- cates that there are twenty-five blanks which lack such identifying information. Space for general remarks (4) is a fairly frequent provision, almost one-third of the blanks having space so designated. In Division B is placed all Personal Information concerning the pupil whether it be such objective information (5) as name, date of birth, etc., or teacher-ratings on personal characteristics (6). These two types of information are considerably different in character and they usually appear at different places on the blank. Items under No. 5 ordinarily appear as a part of the heading of the blank, while those under No. 6 usually appear near the bottom or on the back. For No. 6, sixty-nine different qualities appear for rating. Some of these are mental, some character traits, and some physical traits. OU ROO bho b> | tw | No — CO i= — ee ow = w am alia — eet =O 00 tn | | No aN hun OPAL REND Tenth Yearbook 51 On one blank alone twenty-five such characteristics are listed for rating or measurement. Participation in extra-curriculum activities is listed under Division B, because it comes nearer to describing the pupil’s personal qualities and characteristics than it does scholastic standing. Only eleven forms provide space for recording partici- pation in extra-curriculum activities. There is a question as to whether ratings on intelligence tests (13) should not come under Division B. It is placed under Division C, mark and credit infor- mation, because of its close connection with scores on standard achievement tests and achievement quotients. It is interesting to note that the only item in Division B common to all blanks is the name of the pupil (5a), and the only item common to over half of them are date of birth (5c) and telephone number (5g). In Division C, Information Concerning Parents, the only item common to over half of the forms is parent’s name (7a). Parent’s occupation (7f) is found on almost half of the forms. Division D, School Entrance, Graduation and Leaving, contain four items found on over half of the forms. These are date of entrance (8a), school entered from (8d), date of graduation (9a), and date left (10a). Only two other items are at all common, these being course taken (9c) and reasons for leaving (10b). Two items of infrequent appearance are worthy of attention. The ap- pearance of college entered (9e), and occupation entered upon (10d) show the interest of some schools to follow up the pupils who leave or are graduated. To many it may seem that the chief object of a permanent record form is the keeping of mark and credit information (Division E). Under heading No. 11 are listed a number of items which aid in the interpretation of the marks in terms of credits and standings, or which supply means of reference such as date the subject was taken and the name of the teacher. Only one of these items appears on as many as a fourth of the forms, this being the date the subject was taken (llc). Space is provided for marks in each subject on all forms. Some of them provide spaces in which marks may be given in several degrees of detail. The most common way in which marks are recorded is by semesters, almost three-fourths of all forms pro- viding such space. Over a fourth provide space for marks by years. Smaller proportions provide space by months, by six-week periods, and by quarters. Fourteen provide space for final examination 52 National Association of Secondary-School Principals marks and seven provide space for average mark for four years. Although the number of credits earned in each subject (13) would seem to be a very important part of the pupil’s record, it appears ° that not all schools provide space for this item. In many cases, the amount of credit can be determined from the form in which marks are entered even when no specific statement is entered as to the amount of credit earned. Standard and intelligence test marks (14) are provided for on fewer than a tenth of the forms. It may be recalled from the con- sideration of Table II that a number of schools submitted special forms for recording such marks. Altogether, however, the propor- tion of schools making any such provision is relatively small. The number of forms allowing space for attendance informa- tion (Division F) is small. About one-third of the forms provide for an attendance summary for the pupil, leaving the details to the attendance record. The majority of forms provide no space at all for attendance information. A close examination of Table VII does not reveal any major differences between types of schools which are likely to be significant. It seems that items which appear very frequently on forms from one type of school, also appear frequently on forms from other types. This seems to point to the possibility of devising a form which may be adaptable to all types of schools. It seems possible, at least, that the same form with modification may be suitable so far as the various types of schools are concerned. The differences are so great between forms within any one type of school that differences among the groups appear relatively small. Items appearing less frequently. Tables V, VI, and VII, par- ticularly the last, have really emphasized the similarities in forms by selecting those elements for comparison which were most com- on. It is necessary here, as was done above for the different kinds of forms, to describe to some extent those things which appear less frequently on the permanent records. This will show the diversity of the forms and also depict the deviations from the general practice which may turn out to be steps in advance of common practice. It would be desirable to show all of the items which appear. Such a list would present a formidable and possibly forbidding aspect. Enough of the additional items appear in Table VIII to serve the purposes of the study. The items are grouped as accurately as pos- Tenth Yearbook 53 sible according to the division in Table VII. No items are given’ for Divisions A and F, though some might properly be grouped under those heads. It is considered that the other divisions are relatively more important for present purposes. TABLE VIII PartiAc List or IrEMS APPEARING INFREQUENTLY ON PERMANENT Pupit Recorp Forms B. PersonaL INFORMATION CONCERNING PUPIL Items Pupil’s religion Pupil’s color Pupil’s race Whether pupil is resident or tuition student Frequency Is pupil self-supporting ? Vocational preference Vocational followup (10 items)—each Strong points of character Pupil’s photograph General citizenship General conduct General personal quality rating Cheer fulness Cooperation Courtesy Industry Initiative Leadership Orderliness Perseverance Promptness Reliability Responsiveness Service Improvement in good habits Size (subjective) Vision Hearing Record of services in elective pea PETE ETE CCC T LETT Tee Membership in organizations Honors received......... MCR REREA TEC Oe ae kas de da ded ade neee wads Subjects very good in Subjects very poor in Abilities revealed in activities outside classroom 54 National Association of Secondary-School Principals TABLE VIII—Continued C. INFORMATION CONCERNING PARENT AND HoME Items Frequency Parents’ residence, telephone number 4 Parents’ business telephone number Number of years parents have been in the United States Number of years parents have been naturalized Home surroundings eG. aE Ne ee Aree ene re rer ar . ee Ee . ee SO Ee Terre eer Ce TIC . ScHooL ENTRANCE, GRADUATION, LEAVING Credentials for entrance Standing at last school Date of leaving last school Elementary school graduated from Other schools attended beside last... ......ccccccsccsccsecccossecce Other high schools attended Length of stay in eighth grade Date of entering school each year Year of expected graduation Number of years in public schools... ...........cceccccseccccccces Majors and minors for graduation Date transferred to another high school To what school transferred Date suspended For what college preparing Age of entering college College recommended to Course taken in college General space for history subsequent to graduation or leaving . MarK AND Crepit INFORMATION Course number of each subject Date each subject was completed Date of each subject failed in Room number of each subject Hour of each subject Number of pupils in each class Space for remarks for each subject Classification of each subject List of subject groups ARROE VI ON ANG eva 6 06.66.65: 00 00 d:N9:054 00 RRO SS Signature of teacher recording grade Text for each subject Average of periodic class marks............ccccccscccccecccccces ‘ Length of recitation hour SPUCO OT MURINE OGRE a6. 6:5 6:56-0:08 0is sins: sida Po eewiaeies Melee vd oe sion Name of standardized test Name of person giving standardized test PANE 5. isescnkwaceveceiealievsicersers Tenth Yearbook 55 TABLE VIII—Continued Items Frequency Normal for child of similar age Normal for grade 8 Mark in regents’ examination General grade of work Failures College entrance credit by years It is worth emphasizing that Table VIII presents only a partial list. This list might have been tripled in length without exhausting the items. Attention may be called especially to certain of the items which have to do with the rating of personal qualities, vocational prefer- ences, physical characteristics, and future intentions. In this day of guidance and case studies one is led to inquire whether the school record should not contain a more complete personal history of the stu- dent than is usually gathered. A number of items in addition to those appearing in this list point to the fact that some schools do collect for permanent recording a large number of facts concerning the pupil’s physical, mental, and social characteristics. One form contains space for an almost complete physical record of the student. An- other gives a complete outline of follow-up data on the student after he leaves school, and still others contain spaces for exhaustive lists of personal qualities to be rated. It is doubtful whether so many of these qualities can be rated at present with accuracy sufficient to war- rant their inclusion on a permanent record. The suggestion is not lacking that some rating of personal characteristics is desirable. IV. CONCLUSIONS AND SUGGESTIONS FOR CONTINUING THE PROJECT The outstanding conclusion of this study can be expressed in one word-—diversity—diversity in number of forms, diversity in types of forms, diversity in size of permanent record forms, diversity in mechanical features, and diversity of notions as to what items should appear on the permanent record. Another conclusion pertains to the great range of information appearing to be recorded on record forms used in any large number of high schools. A number of other conclusions more or less im- portant can be drawn that would add support to the need of stand- ardization in this field, which is the purpose for which the Committee on Standard Blank was provided for and appointed. 56 National Association of Secondary-School Principals The study fostered by the Committee was not carried up to the present point on the assumption that at this stage it would be possible to plan a standard blank or permanent record from which could be recommended as satisfying all important needs. Doubtless, with such an analysis before him a principal can be much more circum- spect in planning record forms for use in his school. The tables and runnnig descriptive matter above would prevent his leaving out of account items of record which other principals have deemed suf- ficiently useful to have incorporated in the blanks in use in their schools. On the other hand, the work so far done is but a first step —and withal a large one—toward the goal of an adequate permanent record form, (1) When one turns to the question of the next steps to be taken toward this adequate record form he is confronted at once with the problem of determining its function, that is, the uses to which it and the records entered on it are to be put. For example, is the infor- mation recorded on the form to be used as a basis of recommending a pupil to the board of education for graduation, as a basis for rec- ommending him (or declining to recommend him) for entrance to college, or to an employer for a job? Is it to afford a basis for edu- cational and vocational guidance? Is it to supply data for educational and administrative research? It is apparent that before going much further toward proposing a standard form, some answer to the question of function—of uses—must be essayed. It is conceivable that principals and others who use the blanks can assist in supplying the anwer. _ (2) If it is assumed that among the uses to which the infor- mation recorded is to be put are vocational guidance, placement, or recommendation to college entrance, a type of estimate required refers to what may be termed qualities of character. Owing to the lack of objective measures in this field, no set of categories of per- sonal and social qualities can be introduced against which anything like completely dependable judgments can be entered. On the other hand, the desirability calls for some attempt along this line. Ob- viously, it is out of the question for this Committee to attempt to establish objective standards in a field that will require years of extended research. But it is within the Committee’s province to set up, from studies already made, and practices already being followed, some working categories that may be recommended for use while awaiting developments along this line. Tenth Yearbook 57 (3) When decision has been reached as to what items should be provided for in the permanent record and how they should be recorded, further inquiry will need to be made on certain mechanical - features of the card or other form. Such an analysis will help to decide the question of the detailed mechanical make-up of the form. (4) The Committee urges the hearty co-operation of all mem- bers of the Association in their further work in this field. R. R. Cook, Chairman F. J. DuFratn, L. V. Koos. The President appointed the following committees : NOMINATING COMMITTEE Merle Prunty, Principal Central High School, Tulsa, Oklahoma, Chairman. M. C. Wagner, Principal High School, Wilmington, Delaware. G. N. Tremper, Principal High School, Kenosha, Wisconsin. John L. G. Pottorf, Principal of McKinley High School, Canton, Ohio. E. H. Kemper McComb, Principal Emmerich Manual Training High School, Indianapolis, Indiana. Charles E. LeFurge, Principal of Senior High School, Lansing, Michigan. J. L. Hutchinson, Principal of Senior High School, Pittsburg, Kansas. Lee T. Gray, Headmaster of High School, Portsmouth, New Hamp- shire. J. Stevens Kadesch, Headmaster of High School, Medford, Mas- sachusetts. Frederich W. J. Hitchcock, Supervising Principal of Chapman Tech- nical High School, New London, Connecticut. Otto F. Dubach, Principal of Central High School, Kansas City, Missouri. COMMITTEE ON AUDITS AND ACCOUNTS P. C. Bunn, Principal of High School, Lorain, Ohio, Chairman. A. J. Burton, Principal of East High School, Des Moines, Jowa. Ralph C. Whipple, Principal of Manning High School, Upswich, Massachusetts. 58 National Association of Secondary-School Principals COMMITTEE ON RESOLUTIONS Francis A. Brick, Principal of High School, Bayonne, New Jersey. Elbert K. Fretwell, Professor, Teachers College, Columbia Uni- versity, New York City. Edmond D. Lyon, Principal of Withrow High School, Cincinnati, Ohio. Raleigh Schorling, Principal of University High School, Ann Arbor, Michigan. Walter E. Severance, Principal of Central High School, Harrisburg, Pennsylvania. Fred U. Ward, Principal of High School, Taunton, Massachusetts. F. W. Lipper, Principal of High School, Sterling, Kansas. Mr. M. R. McDaniel, Principal of Oak Park and River Forest Township High School, Oak Park, Illinois, made a report on Laws Against High-School Fraternities. LAWS AGAINST HIGH-SCHOOL FRATERNITIES Mr. M. R. McDaniel, Principal of Oak Park and River Forest Town- ship High School, Oak Park, Illinois. From the preceding table it will be seen that the fraternity ques- tion has been a problem in the secondary schools of about two-thirds of the states. Eighteen states (Rhode Island in addition to the list given by the Bureau of Education) have laws prohibiting fraternities and sororities in the secondary schools. In at least five of the states the law has been tested in the courts and has been upheld in each case. ‘Where no state law exists the general law usually gives Boards of Education the power to regulate student activities. Under the general law many boards of education have made rules prohibiting fraternities in their own schools. In a few cases these rules have been tested by the courts, and I have been able to find only one case in which the rules of the board were not upheld. In nearly all cases where the state law or the local school board rule has been tested by the courts, such expressions as the following are found in the opinions delivered by the courts: “The power to determine what constitutes disobedience or mis- conduct lies with the board of education, and under no circumstances, except where fraud, corruption, oppression or gross injustice is pal- pably shown, is a court of law authorized to review the decision of the board of education and to substitute its judgment for that Tenth Yearbook 59 of the board.” (Illinois Appellate Court Reports, Vol. 182, 1914, page 347.) “The power of the board of education to control and manage the schools and to adopt rules and regulations necessary for that purpose is ample and full. The rules and by-laws necessary to a proper conduct and management of the schools are, and must necessarily be, left to the discretion of the board, and its acts will not be interfered with nor set aside by the courts unless there is a clear abuse of the power and discretion conferred. . . . It was the judgment of the superintendent of schools, as well as of the board of education, that membership in secret societies known as Greek letter fraternities and sororities, was detrimental to the best interests of the schools. Whether this judgment was sound and well founded is not subject to review by the courts.” (Illinois Reports, Vol. 233, page 470.) The one case I have been able to find in which the courts did not uphold the rules of the board was that of Wright vs. Board of Edu- cation, St. Louis. In this case the Supreme Court said that boards of education under the statutes of Missouri were more limited than they were in some other states, and the Court refused to follow decisions of other states on that question. Even in this case it was by no means an unanimous decision of the court; Woodson, Graves and Higbee concurred, J. T. Blair concurred in the result, D. E. Blair and Elder dissented. I append a copy of the Illinois law, which I think is one of the best. It is weak in one point. It would be better if in paragraph two such organizations were “unlawful” instead of “inimical to the public good.” The law has a clear and inclusive definition. It makes it the duty of school directors to enforce its provisions and it makes it a misdemeanor for outsiders to go into a school to try.to pledge students. EXTRACT FROM SCHOOL LAW OF ILLINOIS (Session Laws for 1919, Page 914) FRATERNITIES An Act to prohibit fraternities, sororities and secret societies in the public schools of the State, and to provide for the enforcement of the same. Section 1. Be it enacted by the People of the State of Illinois, represented in the General Assembly: That a public school fraternity, sorority or secret society, as contemplated by this Act, is hereby de- Satz9 JaMOd JUIUIIIIOJUI SYIC] ML] ING Jase] Ul ATSOPT Sox possed Ap}Ua001 MET MONT Sox ueSIyoty ON SyJasnyoessepy oN Quo Pood B ME] INO Japisuod 97991] A193 A, Sox oN ON «¢ PPATOSSIP SaT}TUI9} -B1} SPaYOAUI SBA,, preydn ‘sax Sox yZnoua dytdeds jOU St MPT INO JEYMIUIOG ON Sox yua}xo ue oyinb OF, pyeydn ‘san Sox ON QUO poos & MR] INO JapIsuod apa Ar2A, (JaMSUB ON) vIBI005) (J9MsSUB ON) epLOT] ON 91991] A9A, ON Sox ON ppeydn ‘sax Sox ON oN ON ePayejola 28}INOd 943 Ul ys a a ésfooyas one MP] 9G} 4 -Bly BuIQIqIY ul Wa;gox sysvwoy st he am om ont -O1d MP] 3}eS ® u90q fo men yey OF B nod oARH ~19zyV1j VAR *PIzLIOIA Zutaq st MV] IY} 3UI}X9 yeYM 0} se pue ‘Wa[qoid & Usaq Sey UOTsaNb AquI9;eI5 By} I9YIYA 0} se sIOIID auios aq Aeul 2124} ‘3321S BY} JO SfOOYDs Jy} JO [[B Ul UO FuL03 st yey MOU Ud yUIUTJIed|q 2}uIg OU SY “UOT}BINpY jo Neaing oy} Woy % ~—~ S > ~~ S = ‘_— ~~ AQ ~— S S = S ” > S 3S = S) S Ss YH ~~ Ss = i=) — ~~ 3 S Ss pA a x ~~ 8 = 2 = z POINIVS SEAL 71 SIS MJ B UY “UOLyoNpyY Jo syusWIUdaq] aye}g BY} WoIy A]QDOIIp Jed YsOUT Ul PoUTe}go SEM MOTaq UIAIS UOTyeUIOFUT ay, Surw0A UISUODST A BIUIZITA 3S9/\\ _ UOLIOIA ON,,, Ppreydn ‘sax uozZuUTYse AA BIULSIT A, dUO poos B MT] INO JapIsuod Tl@ 38 JON, ON aassouuay, BAe YING SaBa]JOO 9783S Ul “4suTeZe MET euI[OIeD YNOS SIBIIJO [OOYIs [eI0] 0} Ajpeuad Ppearasqo st SdABIT 71 Jda0xo ‘poos MET INQ AMP] ‘UMOUY SB IV} OS pus] apoyy t elueaAlAsuuag QUO pooS B MET INO Japisuod, = —-4UajzXa ue azINb OF, yooyss ysty ut payjorus you st drys -JaquioUl jo ed JI SaT}IUII}eI1y s}tutied #1 se ‘poos you MP] ING ee Ss Ss ~ SS » = ~ 3s a WSIS saZaT[oo 9}E}S Ul STTUI9}CIJ JSUTESE MET 62 National Association of Secondary-School Principals fined to be any organization, composed wholly or in part of public school pupils, which seeks to perpetuate itself by taking in additional members from the pupils enrolled in such school on the basis of the decision of its membership rather than upon the free choice of any pupil in the school who is qualified by the rules of the school to fill the special aims of the organization. § 2. That any public school fraternity, sorority or secret so- ciety, as defined in Section 1 of this Act, is hereby declared to be an organization inimical to the public good. § 3. That it shall be the duty of school directors, boards of edu- cation, school inspectors, and other corporate authority managing and controlling any of the public schools of this State, to suspend or expel from the schools under their control any pupil of such school who shall be or remain a member of or shall join or promise to join, or who shall become pledged to become a member of, or who shall solicit any other person to join, promise to join or be pledged to become a member of any such public school fraternity or sorority or secret society. § 4. It shall be unlawful from and after the passage of this Act for any person not enrolled in any such public school of this State to solicit any pupil enrolled in any such public school of this State to join or to pledge himself or herself to become a member of any such public school fraternity or sorority or secret society or to solicit any such pupil to attend a meeting thereof or any meeting where the joining of any such public school fraternity, sorority or secret society shall be encouraged. Any person violating this section of this Act shall be deemed guilty of a misdemeanor and shall be fined not less than twenty-five dollars ($25.00) nor more than one hundred dollars ($100.00) for each and every offense. § 5. The provisions of this Act shall not apply to fraternities, sororities or secret societies in the University of Illinois or any of the State normal schools nor to students of these institutions in their relation to such organizations in these institutions, . APPROVED June 28, 1919. Those who are interested may procure City School Leaflet No. 7, May, 1923, Department of the Interior, which gives State Laws, School-Board Regulations, and Judicial Decisions Relating to High- School Fraternities, from the Superintendent of Public Documents, Government Printing Office, Washington, D. C., at 5 cents per copy. Tenth Yearbook 63 REPORT TO CO-OPERATING ORGANIZATIONS BY THE SECRETARY OF THE NATIONAL COMMITTEE ON RESEARCH IN SECONDARY EDUCATION BY ORDER OF THE EXECUTIVE COMMITTEE PRESENTED BY WM. A. WETZEL, THE REPRESENTATIVE OF THE NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRESI- DENTS ON THE COMMITTEE Prompted by suggestions from State department of education officials and professors of secondary education in institutions which are members of several accrediting organizations, at the December, 1924, meeting of the Commission on Secondary Schools of the Southern Association of Colleges and Secondary Schools, Dr. W. R. Smithey, of the University of Virginia, and a representative of the U. S. Bureau of Education presented a proposal to the Commission that it join with the United States Bureau of Education in under- taking to organize secondary educational organizations for the pur- pose of co-operative research. The proposals put before the Sec- ondary Commission of the Southern Association at that time are published in detail in the proceedings of the Commission. In response to these proposals the Commission named a com- mittee of three under the chairmanship of Dr. Smithey to agree with the United States Bureau of Education on a program of co-operation. This committee, in collaboration with specialists of the Bureau of Education, drew up a tentative agreement as to the form of co- operation and agreed further that the Commissioner of Education should invite other national and regional secondary education organi- zations to send delegates to Cincinnati at the time of meeting of the Department of Superintendence for the purpose of discussing whether or not these organizations cared to join with the Southern Association and the Bureau in the undertaking. In response to this invitation of the Commissioner of Education the National Association of Secondary-School Principals, the Na- tional Society of College Teachers of Education, the National As- sociation of High School Inspectors and Supervisors, the North Central Association of Colleges and Secondary Schools, the Southern Association of Colleges and Secondary Schools, the New England Association of Colleges and Secondary Schools, the Northwest Asso- ciation of Secondary and Higher Schools, the Association of Colleges and Preparatory Schools of the Middle States and Maryland, and 64 National Association of Secondary-School Principals the California High School Teachers Association named delegates who were in attendance at Cincinnati and participated in the con- ference. These representatives unanimously agreed that they should con- vey to their respective organizations the invitation of the Com- missioner of Education to name representatives to serve on a per- manent committee which should be organized for the purpose of initiating, directing, and co-ordinating research in secondary edu- cation. The North Central Association, the Secondary-School Principals, the High School Inspectors and Supervisors, the Northwest Associ- ation, the College Teachers of Education, and the California High School Teachers, immediately named representatives. On June 15, 1925, the Commissioner of Education called a meeting of these representatives in Washington for the purpose of organizing the committee. The committee organized by electing Mr. J. B. Edmonson of the North Central Association chairman, Dr. W. R. Smithey of the Southern Association vice-chairman, and placing the secretariat in the U S. Bureau of Education in order to utilize to the fullest the peculiar resources of the Bureau of Education for assembling and distributing information. The Commissioner of Edu- cation named Mr. E. E. Windes, Associate Specialist in Rural Educa- tion, to discharge the duties of secretary. The constitution here attached, was drawn up and adopted. Special committees, enu- merated below, were also created: The committee on small and rural high schools, Dr. Emery N. Ferriss, Cornell University, chair- man; committee on large and urban high schools, Dr. W. A. Wetzel, National Association of Secondary-School Principals, chairman; committee on procedure in research, Dr. A. J. Jones, Society of Col- lege Teachers of Education, chairman; committee on junior high school conference, Mr. James M. Glass, Director of Junior High Schools, Pennsylvania, chairman; committee on characteristics of secondary school population, Dr. George S. Counts, Yale University, chairman; committee on preparation of bibliography of secondary education research, E. E. Windes, Bureau of Education, chairman. These special committees have projects under way in various states of maturity. The committee on preparation of a bibliography of secondary education research has completed its work and the re- sulting bulletin is in press. The committee on procedure in research Tenth Yearbook 65 has a bulletin outlining desirable procedure practically ready for the’ press. Other committees have perfected plans of procedure and are getting their work under way. The committee also directed the secretary to issue invitations to The National Society for the Scien- tific Study of Education, The American Association of Collegiate Registrars, The Association of Colleges and Secondary Schools of the Middle States and Maryland, The New England Headmasters’ Association, and The Educational Research Association to name rep- resentatives to serve on the committee. At the present time The Association of Colleges and Preparatory Schools of the Middle States and Maryland, The National Association of Collegiate Regis- trars and the Educational Research Society have named representa- tives. At the same time the secretary was directed to invite the following individuals to associate themselves with the committee as members at large: Professor Thomas Briggs, Teachers College, Columbia University, New York; W. B. Bliss, State Department of Education, Ohio; Professor George S. Counts, Yale University ; Professor J. B. Davis, Boston University; James M. Glass, Director of Junior High Schools, State Department of Public Instruction, Pennsylvania; Professor Leonard Koos, University of Minnesota ; Dr. J. K. Norton, National Education Association; Professor W. C. Reavis, University of Chicago; Professor Joseph Roemer, Univer- sity of Florida; Horace M. Rebok, California Society for the Study of Secondary Education. All these men have accepted membership. A complete list of committee members at the present time is here appended. The executive committee held its first meeting in Washington on October:24, 1925, and created one additional special committee under the chairmanship of Mr. J. K. Norton, Director of Research of the National Education Association. This special committee was charged with the responsibility of issuing periodically a list of re- search under way that has national significance. The first of these lists is now in press. In addition to the work through these special committees the National Committee is undertaking to make its resources available to co-operating organizations and to research workers in general for purposes of studies they undertake as organizations or indi- viduals when these studies are thought to be desirable by the com- mittee. At the present time two undertakings of this nature are 66 National Association of Secondary-School Principals under way: One, a study of the status of senior high school promo- tion plans being undertaken by a candidate for the degree of Ph.D. at the University of Missouri under the direction of Professor D. K. Eikenberry ; and, two, a study of Southern Association High Schools similar to the quinquennial study of the North Central Association. In the case of the first study mentioned under the direction of Professor Eikenberry, the procedure was as follows: Professor Eikenberry asked the committee to sponsor this study which was being undertaken at the University of Missouri. The secretary of the committee asked Professor Eikenberry to submit in detail his plans for the study including a copy of any questionnaire proposed. This material was submitted to members of the executive committee for their reactions and suggestions based upon these recommenda- tions were submitted to Professor Eikenberry with the statement that if he saw fit to accept the recommendations of the executive com- mittee the committee would sponsor the study, issue questionnaires through the Bureau of Education and publish the resulting report when submitted in acceptable form through the United States Bureau of Education. At the present time this study is well advanced, ques- tionnaire returns from several hundreds of high schools having been placed in the hands of Professor Eikenberry. In case of the second study, Dr. Joseph Roemer, Secretary of the Secondary Commission of the Southern Association of Colleges and Secondary Schools, submitted a request that the National Com- mittee sponsor a study of Southern Association high schools similar to the quinquennial study of the North Central Association. The committee agreed to sponsor this study, named an advisory commit- tee at the suggestion of Dr. Roemer, and agreed to publish the report through the Bureau of Education. The procedure in these cases is cited for the information of or- ganizations and individuals within organizations who are under- taking research on a national scale as an example of what the com- mittee is prepared to offer them when undertaking any studies in which the committee is interested. Co-operating organizations will be interested in knowing that in work so far undertaken co-operative attitudes met with generally are such as to inspire members of the executive committee with the belief that the committee will be able to function effectively in seek- Tenth Yearbook 67 ing the purpose for which it was created. Especially for research that involves a statistical method members of the executive committee feel quite sure that the committee has resources not possessed by any other agency at the present time. The consensus of opinion of com- mittee members is that the act of organizing this committee is already thoroughly justified and that it promises much in the way of stimu- lating and co-ordinating research undertakings of national scope in the field of secondary education. CONSTITUTION Name THE NATIONAL COMMITTEE ON RESEARCH IN SECONDARY EDUCATION Purposes The purpose of this committee shall be: 1. To arouse those engaged in the field of secondary education to a consciousness of the need for research and to stimulate them to purposeful research activities in this field. 2. To initiate investigations bearing upon secondary-school problems. 3. To advise and aid in investigations initiated by other agencies. 4. To co-ordinate research activities carried on by agencies in- terested in secondary education. 5. To act asa clearing house of information and results pertain- ing to research in secondary education. Activities The following activities in the field of secondary education are among those most necessary for the successful accomplishment of these purposes: 1. To offer suggestions and outline desirable procedure for research. 2. Tocollect and file data valuable to those interested. 3. To propose problems for investigation. 4. To publish the results of investigations. 5. To furnish those interested with bibliographies and other information relative to completed and current studies. 68 National Association of Secondary-School Principals 6. To furnish clerical and statistical assistance for research en- terprises. 7. To promote and hold conferences on secondary-school prob- lems. 8. To secure representation at important secondary-school con- ferences. Membership of Committee The National Committee on Research in Secondary Education shall.consist of the following members: (a) A representative from each of the following regional and national organizations interested in research in secondary education: National Education Associa- tion, the National Association of Secondary-School Principals, the National Association of High-School Inspectors and Supervisors, the National Association of College Teachers of Education, the Associ- ation of Colleges and Secondary Schools of the Southern States, the Northwest Association of Secondary and Higher Schools, the North Central Association of Colleges and Secondary Schools, and such other similar organizations as may be invited by the National Com- mittee to name representatives. (b) The United States Commis- sioner of Education and such members of his staff as he shall desig- nate. (c) Such members at large as are recommended by the Ex- ecutive Committee and elected by the National Committee. (d) The chairman of all special committees named by the National Com- mittee. The members at large shall be elected for terms of three years and shall be classified by the executive committee so that one- third shall be elected annually. Officers There shall be a chairman, vice-chairman, secretary, and execu- tive committee. The secretary shall be selected from the repre- sentatives of the Bureau of Education. The executive committee shall consist of the chairman, vice-chairman, and secretary of the National Committee and the chairmen of the special committees of the National Committee. The officers shall be elected at the annual meeting of the National Committee and shall serve for a term of one year. Duties of Officers The officers shall perform those duties usually involved in their respective positions, The secretary shall be expected to represent Tenth Yearbook 69 the National Committee at the annual conventions of the organiza- tions included in its membership. The National Committee shall be responsible for the formulation of general policies and shall name such special committees as it may deem necessary, including a spe- cial committee on rural high schools and schools in centers of less than 2,500 population and a special committee on large high schools. The executive committee shall be responsible for formulating such plans as are necessary to carry out the general policies of the Na- tional Committee. Meetings There shall be an annual meeting of the National Committee at the time of the meeting of the Department of Superintendence. The time, place, and program shall be determined by the executive committee. Special meetings of the National Committee may be called by the executive committee. The executive committee shall meet at the call of the chairman or on request of a majority of its members. Amendments This constitution may be amended at any regular meeting of the National Committee, provided notice of the proposed amendment is sent to all members one month in advance. Amendments may be adopted by a majority vote of those present. PERSONNEL OF THE COMMITTEE Organization Representatives Dr. E. J. Ashbaugh, Educational Research Association. Mr. R. N. Dempster, National Association of Collegiate Registrars. Dr. J. B. Edmonson, North Central Association of Colleges and Sec- ondary Schools. Mr. Ralph E. Files, Association of Colleges and Preparatory Schools of the Middle States and Maryland. Mr. J. C. Hanna, National Association of High-School Inspectors and Supervisors. Dr. A. J. Jones, National Society of College Teachers of Education. Dr. J. K. Norton, National Education Association. 70 National Association of Secondary-School Principals Dr. W. R. Smithey, Association of Colleges and Secondary Schools of the Southern States. Dr. Jno. J. Tigert, United States Bureau of Education. Dr. Wm. A. Wetzel, National Association of Secondary-School Prin- cipals. Mr. E. E. Windes, United States Bureau of Education. Mr. Bruce E. Millikin, Northwest Association of Secondary and Higher Schools. Members at Large Mr. W. B. Bliss, State Department of Education, Ohio. Dr. Thos. Briggs, Teachers College, Columbia University. Dr. George S. Counts, Yale University. Dr. J. B. Davis, Boston University. Dr. E. N. Ferriss, Cornell University. Mr. James M. Glass, State Department of Public Instruction, Penn- sylvania. Dr. Leonard V. Koos, University of Minnesota. Dr. W. C. Reavis, University of Chicago. Mr. Horace M. Rebok, California Society for the Study of Sec- ondary Education. Dr. Joseph Roemer, University of Florida. Officers Dr. J. B. Edmonson, chairman. Dr. W. R. Smithey, vice-chairman. Mr. E. E. Windes, secretary. Executive Commuitee Dr. George S. Counts. Mr. James N. Glass. Dr. W. R. Smithey. Dr. J. B. Edmonson. Dr. A. J. Jones. Dr. Wm. A. Wetzel. Dr. E. N., Ferriss. Dr. J. K. Norton. Mr. E. E. Windes. Tenth Yearbook 71 The committee decided upon the following topics for investi- gation for the next year: 1. A Study of College Entrance Units as They Affect the High Schools, under the direction of Professor Proctor. 2. A Study of Plans to Increase the Pupil-Hour Loads, under the direction of Mr. Prunty. 3. A Study of the Relative Merits of the I. Q. and a Vocabu- lary and Reading Comprehension Coefficient as an Ability Index, under the direction of Messrs. Reavis, Willett, and Wetzel. The committee also approved the plans of Mr. Deffenbaugh to make a study of supervision in the high schools. Dr. Wetzel also conveyed the request of the General Committee on Research that the Association appropriate a sum not to exceed $150, to defray the expenses of the committee, besides financing the expenses of its representative in attending two meetings of the Gen- eral Committee. Dr. Wetzel further reported that in accordance with the in- structions of the General Committee the following Committee on Urban High Schools was formed: Mr. W. S. Deffenbaugh, Bureau of Education, Washington, D. C. Mr. Francis L. Bacon, Principal of High School, Newton, Massa- chusetts. Prof. Wm. M. Proctor, Stanford University. Mr. Merle Prunty, Principal of High School, Tulsa, Oklahoma. Prof. W. C. Reavis, University of Chicago. Prof. W. Carson Ryan, Swarthmore College. Prof. J. S. Stewart, University of Georgia. Mr. A. L. Threlkeld, Ass’t. Superintendent of Public Schools, Denver. Dr. G. W. Willett, Principal of Lyons Township High School, La Grange, III. Wm. R. Wetzel, Principal of the High School, Trenton, N. J. It was moved by C. P. Briggs, Principal of Senior High School, Lakewood, Ohio, that an amount of money, not to exceed $150, be appropriated for the research work of this committee. Carried. Mr. Francis R. North, chairman, reported for the Committee on Improving Scholarship. 72 National Association of Secondary-School Principals REPORT OF COMMITTEE ON IMPROVING SCHOLARSHIP Francis R. NortH, CHAIRMAN This committee was appointed in response to the following reso- lution, offered last year by Dr. William A. Wetzel, of Trenton Senior High School: “Resolved that a committee be appointed to investigate the feasibility, ways and means of promoting a higher standard of scholarship on the part of all students in secondary schools through the organization of homogeneous ability groups and the creation of courses adjusted to the ability levels recognized, and that a rating sys- tem be worked out which will recognize the extent of content covered and the degree of mastery attained.” The necessity for better adjustment of instruction to the needs of pupils lies in these conditions: that in recent years high-school population has become a cross-section of general society, with a much wider range of capabilities, differing both in kind and in degree; that high-school population has increased much faster than school facili- ties; that these considerations have greatly increased the difficulties of classroom instruction, and that courses and curricula have not yet been organized to fit the various types among the school population. The committee consists of a number of principals known to have been trying to solve some of the problems pointed out in the resolu- tion. Our purpose has been to discover from actual experience typical procedures that can readily suggest to all principals means that any high school can adopt to improve scholarship. As a result of reports of work done thus far we recommend that schools attack this problem in the following manner : First, get the best possible measure of each pupil’s ability. This can be done by a battery of tests, taking into account intelligence, achievement and teacher’s estimates of ability. With a pupil’s ability index teachers may know to what extent his school achievement comes up to his ability. Second, direct more wisely the pupil’s choice of curriculum by means of trained advisers studying the pupil’s capacities, aptitudes, and causes of success or failure, with particular emphasis upon care- ful advisership in the earlier terms of high-school work. Third (and most important), with ability levels determined, or- ganize differentiated courses of study in the various subjects. This BETS IRCA RIOT Ste EES. MERLE RRR Ron EPpRGs nae ee Tenth Yearbook 73 should be done prior to attempts to create homogeneous class groups. Determine minimum essentials, dividing the work of each course into definite tasks, so that each pupil knows just what he is to do to secure a passing mark and to secure higher ratings. Fourth, recognize homogeneous mental ability groups and organ- ize classes on such a basis, to the extent that such organization is feas- ible; but lay even greater emphasis upon methods of instruction within a class that will recognize and deal with each pupil in accord- ance with the level of his ability. This is important because considera- tions such as the size of a school, the variation in the numbers in different curricula, failures in subjects, etc., limit and sometimes make impossible the organization of homogeneous classes. Fifth, use a system of rating with the main emphasis on definite tasks to be accomplished, with due regard for the degree of mastery attained. : The committee believes that actual experiments should be con- ducted long enough to recommend with assurance feasible procedures under each of the five heads stated above. As a result of the experi- ence of the past year the following is briefly submitted : 1. Several high schools appear to use satisfactory ability levels determined by the I. Q.’s sent up from grammar grades, modified by teachers’ estimates. Good batteries of tests have been suggested by the educational departments of Harvard and of the University of Chicago. In the Trenton (N. J.) Senior High School every pupil is given three tests; an intelligence test, a vocabulary range test, and a reading comprehension test. The results of these are averaged to obtain the pupil’s index. In South Orange (N. J.) and Newton, Massachusetts, it is considered necessary to modify the results of tests by consideration of such elements as industry, ambition, etc. 2. An admirable system of educational “advisers” and “guides” is in operation at South Orange. The committee would like informa- tion from schools that determine the definite choice of a curriculum after a pupil has entered high school, on the basis of known facts re- garding the pupil’s aptitudes and abilities. Several schools are defi- nitely committed to the two-group basis (fast and slow, four- and five- year courses) for college preparatory work. 3. We have received from some schools specimen courses in English and French differentiated to suit varying abilities. In Tren- 74 National Association of Secondary-School Principals ton the science course is arranged in three parts. The first contains minimum essentials ; beyond this there is a definition of requirements for two higher ratings. The work in history is arranged on the prob- lem basis, every problem outline providing for three groups. In mathematics problems are card-indexed, pupils working their way through the course largely on an individual basis. 4. In a number of high schools that have placed a large portion of the enrollment in homogeneous mentality groups it is agreed that the general scholarship of these pupils has improved. The usual practice has been to place enough pupils of a given subject and grade in one period to make possible two or more classes with necessary transfers from one class to another. In large high schools with but few curricula the feasibility of homogeneous groups appears to be greater than in small schools and schools with a variety of curricula. One school makes no attempt and sees no advantage in mentality groups in history, civics, etc., and by not classifying pupils in these subjects is able to maintain ability groups in the other academic classes. Limitations which prevent mentality grouping are the necessity of equalizing the size of classes, failures in individual subjects, peculiar requirements of subject for admission to higher institutions, the me- chanical! limitations as the classes progress through the school. The conclusion is reached that while the formation of classes by mentality groups appears desirable, it is equally important to conduct a method of class management that will recognize and deal effectively with varying degrees of ability even in subject-classes containing all such degrees. Experiments on this line are being conducted in Pater- son and Trenton, with the idea of combining the good points of gen- eral class instruction and work upon individual tasks suited to ability. Results will be reported upon. 5. Experiments with methods of marking suited to this plan are being made in several schools. There is little definite to report upon, except that it is agreed that satisfactory mastery of the minimum essentials should constitute the passing grade, and that higher ratings should be given for definite additional tasks performed with regard to both quantity and quality. The committee recommends that the Association see that experi- ments be continued and final reports be made under each of the five heads stated. . Tenth Yearbook 75 Francis R. North, Chairman. John S. Bosshart, Principal of Columbia High School, South Orange, New Jersey. Fred C. Mitchell, Principal of Classical High School, Lynn, Massa- chusetts. F. L. Bacon, Principal of Newton High School, Newtonville, Massa- chusetts. H. R. Eaton, Headmaster of High School, Manchester, New Hamp- shire. Francis R. Brick, Principal of High School, Bayonne, New Jersey. President Wing called Second Vice-President A. J. Burton to the chair. Mr. Burton called for a vote on the amendment proposed by Mr. Quimby one year ago. To amend article IV: The officers of the Association are a presi- dent, first vice-president and a second vice-president, a secretary, a treasurer (or a secretary-treasurer), an executive committee of the four officers named, ex-officio, and the three most recently retired presidents. The amendment carried. Mr. Burton adjourned the meeting. THIRD SESSION The third session was held in the Auditorium of Central High School. The president, W. E. Wing, called the meeting to order at 10:00 a.m., Tuesday, February 23. Mr. Wing called H. L. Miller, First Vice-President of the Association, Principal of University High School, University of Wisconsin, to the chair. Mr. Miller introduced Dr. Michael H. Lucey, Principal of Julia Richman High School, New York City, who spoke without notes on the Plan of Organization in Julia Richman High School. PLAN OF ORGANIZATION IN JULIA RICHMAN HIGH SCHOOL Dr. Micuaet H. Lucey, PRINCIPAL OF JULIA RICcHMAN HicH ScuHoot, NEw York City When the Julia Richman High School of New York City was founded in June, 1913, it was housed in an old building on 13th Street that had just been vacated by the Washington Irving High School be- cause of the completion of its new building. As the new school grew, it was given rooms and floors in elementary school buildings in various parts of the city from 13th Street to 102nd Street, and from the Hud- son River to the East River. For eleven years we wandered about in this desert of old buildings and annexes while waiting for the promised land—a new building. Finally, in September, 1924, 4500 strong, we entered into our heritage with prayer and thanksgiving and with the expectation of living happily ever after. But, alas, while drinking the milk and eating the honey of the new domain, we began to cast longing eyes back to the desert days when, of necessity, we were divided into smaller bands whose mem- bers may have endured hardships but who had entered more fully into the joys and sorrows of their fellows. For now the school was organ- ized in the orthodox way with a principal, administrative assistants, grade advisers, heads of departments. We found that much more of the administrative work of the school was clearing through the central office; that those placed in charge were becoming specialized and departmentalized ; that much red tape was being wound and un- 76 Tenth Yearbook 77 wound ; that, in short, the machine point of view was tending to dis- place the old personal and human point of view. We feared that we were in a fair way of becoming an efficient, well oiled, educational factory capable of turning out standardized parts for the great in- dustrial and commercial machines which are so characteristic of our modern life. After due consideration we came to the scriptural conclusion that it profits a man little to gain even the whole world at the loss of his soul. In June, 1925, therefore, we scrapped our carefully constructed organization and set about building up a new one. In short, we determined to set up four distinct schools under one roof, each with its own student body, its own teaching corps, its own head, and its own part of the building. In planning the division of the student body into the four groups, we sought to minimize the amount of traveling, to consider the neces- sity of offering the pupils the usual freedom in the election of subjects, and to carry on the project of grouping the pupils mentally. As 500 of the pupils were by this time housed in an annex, we divided the re- mainder into four groups numbering approximately 1000 each, as follows: Senior Group Academic Group Commercial Language Group Commercial Non-Language Group The Senior Group consisted of pupils from the upper three terms: the sixth, seventh, eighth; the other three of pupils from the first to the fifth terms, inclusive. We have kept approximately the same division this term with the exception that we have had to enroll a large number of entering pupils electing language in the fourth group. These groups are usually designated as schools; hence, we have the North School, the South School, the East School, and the West School, corresponding roughly to their location in the building. While each group is assigned to a certain section of the building, certain specialized rooms such as the gymnasiums, auditorium, music, art, sewing, and science rooms have to be used in common. But the classes reporting to these specially equipped rooms at any one time are composed for the most part of those from the same group. This is really an advantage inasmuch as for each small school of 1000 we 78 National Association of Secondary-School Principals have the use of certain material equipment of a school of 4000, such as an auditorium seating 1500, a lunchroom seating 800, large gym- nasiums, and a spacious swimming pool. The new type of organization has imposed no added financial burden on the city. From the allowance for administrative work made by the Board of Education for schools of the size of ours, we were able to retain an administrative assistant in the general office, and to place a teacher in charge of each school with only one teaching period a day required of each. Likewise from the normal allowance of clerical assistants we were able to assign to each head a full time clerk. The group head from his teachers selects those who may assist in pupil advisory work, in dramatics, in athletic activities, in the hundred and one problems that come up in every school. By a rearrangement of offices and teachers’ rooms, we were able to assign an office to the head of each school with a teachers’ room immediately adjacent. To the group offices were transferred all the records that pertained to the respective schools. Now as to the working of the new type of organization ; a student entering one of the three lower schools is admitted in accordance with her aims, needs, and ability. Here, in this comparatively small school of 1000 pupils, she remains for five terms, getting to know both her fellow students and teachers. At the end of five terms, the students from the three schools are admitted to the North School where they remain for three terms, or until graduation. Here again while en- joying the advantages of a small school they have all the wealth of electives which an organization of 4000 students makes possible. The new type of organization is flexible enough to meet all de- partmental needs. The groups are so large that pupils may be grouped according to their varying needs and abilities. Repeaters classes, slow classes, ungraded classes, as well as high classes, are formed wherever necessary. In a few instances it has been found necessary to combine stu- dents from two or more groups into one class, and in such instances some pupils must, of course, travel. The same condition holds for teachers. The major part of the program of each teacher is in the group to which she is attached, but in special instances where depart- mental plans called for special adjustments, these were easily made. While each group has a separate entity there are, of course, cer- tain forces that make for unity such as the principal, the administrative Tenth Yearbook 79 assistant and the clerical staff of the general office, the heads of depart- ments, the student organization with its governing body or executive council, the publications of the school. There is always danger that the principal in a large organization may become immersed in details ; that is, he may become an office man. There is a tendency to overemphasize the central office and to lose sight of the fact that, after all, the important work of the school is done in the classroom. Under our new scheme of organization the principal is relieved of a great deal of the mechanical routine, and thus has more time for the visitation of classes, for meeting and becoming acquainted with both pupils and teachers. While the head of the group with his clerk ordinarily handles most of the routine work of the group, yet there are certain phases of it that can better be handled by the general office. Some of these are: the reception of incoming mail ; the checking of pupils as they come in after the opening of school ; the reception and direction of visitors ; the making of the pay-roll ; . the compilation of statistics for the school as a whole ; the ordering of supplies. We have so organized and we are so administering the Julia Rich- man High School that we have all the advantages of four small schools of 1000 each with all the advantages of the material equipment and other advantages of a school of 4000. We claim nothing new, but we do claim that we have solved our own problems ; that we have placed the man above the machine; that our students and teachers are hap- pier ; that, in short, the spirit of comradeship and of joy in work of the good old days is with us again. Instead of summarizing the advantages of the new regime myself, I shall give the viewpoints of a head of group, of a teacher, and of a student : A Heap oF Group 1. The children get to know one another and to know their teachers. 2. They have an office with someone in charge who is vitally ‘interested in them—in their joys and woes; someone who is always on hand to counsel and help. 80 National Association of Secondary-School Principals 3. A school of over 4000 cannot be a home; a group of 1000 can be made to feel like home and to have a soul. 4, There is more chance to follow up the girls—their scholarship and conduct. Delinquency and truancy can be checked much more readily. There is more chance for following up the shy, timid child who would be completely lost in a huge organization. As one child said, “I like the group system because my teachers know me and they always give me a smile when they meet me.” 5. There is more opportunity for conferring with parents—more contact with the home. I meet about 25 or 30 parents each week. 6. When there is sickness or death in the family, the group office writes a letter to the child. There is consolation to the little girl that she is not forgotten. 7. During the group meeting the teachers have an opportunity to discuss the problem girl or the girl of unusual ability. 8. Much of the red tape and machinery of a huge organization is done away with and when the personnel is not worried by too much clerical work the teaching improves. The teachers like the personal touch, too. 9. Many girls are saved from leaving school by a timely word from a person who can talk to them just at the time of greatest dis- couragement. They can be seen by someone in authority when they apply to the group office for a discharge. 10. The school is saved from becoming a Procrustean Bed. The organization is adjusted to make the child happy and not to adjust the child to the organization. A TEACHER 1. Reduces an institution to four small or medium sized schools. 2. Centralizes authority. Instead of having a half dozen per- sons to please, teachers feel they have but two—the principal and the head of group. They feel that except for questions of policy they can go to the head of group and get their questions answered and get full directions for most of their work. They feel that the head of group can take time to hear their troubles whereas they realize that in a school of 180 teachers it is impossible for any principal, no matter . how well disposed, to counsel often with every teacher. Tenth Yearbook 81 3. Centralizes authority as to pupils. In a large school, admin- istration and authority must be divided. Many times students scarce- ly know to whom they are responsible for conduct, lateness, absence, and scholarship. In our organization they know they are responsible to the head of group for all these things, and he has time and oppor- tunity to mete out justice, to admonish, and to make awards for merit. 4, In the large school, no one except the principal feels a definite and vital interest in each pupil, and it is impossible for him to attempt to do anything for the individual. What he does must be in mass. In the small group, the head of group feels the responsibility for the welfare and development of each girl, and he can to a very great extent make the students feel that he has a personal interest in each one. 5. Pupils remaining in one group for from three to five terms become acquainted with the teachers of their group and feel that home atmosphere which has warmth and friendship in it instead of cold- ness and lack of sympathy. Pupils begin to feel that their teachers are friends instead of police officers. 6. The new organization should relieve the principal from all direct responsibility for the administration and management of his ’ school and enable him to become an expert in education and a true executive. It gives him time to plan for larger and wider fields of activity and to blaze the way for new things in education. 7. This organization enables us to take advantage of all the best things of the large school such as fine library, commodious auditorium, well equipped cafeteria, fine gymnasiums, swimming pool, and at the same time have the advantage of the small school where pupils are thought of as individuals and separate personalities instead of as a body or mass. 8. Cuts red tape to a minimum. 9. Students and teachers feel more of a home atmosphere, and physical as well as mental strain is reduced. 10. Both pupils and teachers like it—a real test. A STUDENT TRAFFIC 1. Congestion of traffic relieved. Most of the girls within the individual groups have their classrooms within the boundary of the 82 National Association of Secondary-School Principals groups; therefore they do not have to travel from the main to the sixth floor five times a week but keep on certain floors. 2. Class work starts sooner, and more accomplished. GIRLS’ PROBLEMS GIVEN ATTENTION 1. Group head and faculty advisers are in personal touch with the students within their annexes. 2. The problems are settled within a comparatively short time. CLASS STUDIES BETTER 1. In the individual classes all the girls of a certain group are classed together, as far as possible. This enables the teacher to ad- vance as rapidly as the intelligence of the whole class corresponds and responds to her teaching. Ex. Formerly first termers were ranked with thirds, sixths with eighths, fourths with sevenths. Now so far as possible all of a grade are classed in the particular subject. RELATIONS OF GIRLS TO GIRLS AND GIRLS TO TEACHERS 1. Girls of the same age get acquainted and stay acquainted, be- cause they meet often within their own group. 2. Girls help one another more with their personal and school problems because they are within reaching distance. 3. Girls can go to teachers of their individual classes more fre- quently to discuss puzzling subjects because the teachers are as a rule within their own group. 4. The teacher becomes more of an intimate friend with the girls. SCHOOL SPIRIT AROUSED 1. A very good example of the arousing of school spirit, espe- cially within the North Group, is that of the “New York World’s” BIGGEST NEWS OF THE WEEK. This sort of school spirit gives the school publicity, and the girls a sense of pride concerning their school. 2. A good-natured rivalry exists which benefits the girls be- cause it makes them strive to excel for their group, which in turn re- Tenth Yearbook 83 flects credit on the school. The average of studies, I believe, is higher because there is more interest in attaining the Honor Roll and having the highest standard over another group. Mr. B. J. Rivett, Principal of Northwestern High School, Detroit, Michigan, read a paper prepared by W. R. Stocking, Jr., Associate Principal of Central High School, entitled, The Detroit House Plan. THE DETROIT HOUSE PLAN W. R. STOCKING, JR., ASSOCIATE PRINCIPAL OF CENTRAL Hi1GH SCHOOL, Detroit, MICHIGAN In 1913, Mr. David Mackenzie, then principal of Detroit Central High School, now dean of Detroit City College, introduced into that high school the “House System.” Previous to this time the grouping of the pupils had been into “grade rooms,” or assembly halls, each a single grade with its grade principal. Under this plan all the boys and girls of a particular half grade were together ; they were also all approximately of the same age. These grade principals, under the direction of the principal, took complete charge of the pupils, refer- ring then to the principal only in special cases. Under this plan the 9B principal had from 400 to 600 under his supervision; the 12A principal, only 150 to 250—a very unequal distribution. The House System meant a complete reorganization. In this article I shall discuss this system as it now exists in six of our high schools; but for two reasons the deductions stated will be drawn mainly from observations of its organization in Central High School. There it developed for nine years under the master mind of its origi- nator, until he withdrew to devote all his time to the City College. In that school, with groups of 200 to 300, the House principals have been able to analyze results better than in most of the other schools, where the numbers have been from 250 to 450. The House System is based on the premise that boys and girls, segregated during study hours and with a teacher of the same sex as themselves, will develop more naturally and will express themselves more fully and normally than under the old system. They will dis- cuss freely problems that affect them; and will perfect an organiza- tion and a development of group spirit that will be of decided help, both in their school and in their after life. To quote Mr. Mackenzie: 84 National Association of Secondary-School Principals “The fundamental purpose of the House System is to provide an object lesson in community life. Its distinctive organization furnishes a favorable environment with the necessary experiences in which the moral judgment may function and grow; and socialized habits and character are developed through efforts to actualize the spiritual ideals of the House as expressed in the name, motto, and emblem.” In the six high schools where this plan is followed, the entire school is divided into groups of from 250 to 450, each in an assembly hall, called a “House,” three or four for the boys and a like number for the girls. Here are gathered pupils from each grade of the high school, who remain throughout their high school course under the direct supervision of men for the boys and women for the girls. These teachers are called “House Principals.” The duties of the House principal are in most respects like those of the principal of a small high school except that he has little real authority over the other teachers. He has complete charge over his pupils except that an order for suspension is the prerogative only of the principal. We might enumerate his administrative duties as fol- lows: 1. Enrollment and seat assignment of pupils. 2. Programs of pupils, assignment to classes and adjustment. 3. Attendance: absence, tardiness, truancy. Of these he helps keep an accurate record. 4. Supervision of study periods. Pupils spend all vacant hours in the House unless given permission to be elsewhere. 5. Scholarship and discipline. The teachers report to the House principal the poor scholarship of his pupils, poor deportment, or any other deficiency. Likewise they bring to his attention noteworthy achievements. The House principal learns from the teacher what a boy’s difficulty in any particular class seems to be, whether lack of ability, or indifference, or laziness. The teacher learns from the House principal the degree of studiousness of the boy during his va- cant hours, his attitude in other classes, facts of his home life, or other details that enable her to understand the boy better. Then, after con- ferences with several or all of the boy’s teachers and a talk with the boy himself, the House principal decides on the best course to follow in the attempt to help the boy. If the scholarship or conduct, as the Tenth Yearbook 85 case may be, does not improve, he sends for the parents in order to gather other facts and to secure their co-operation. 6. Supervision of the duties of any school or class officers who are members of his House. But looking after the routine studies and daily program of his students is only part of a House principal’s work. His biggest job is to direct the self-expression of his pupils in a way that will bring the best results for them. This development comes only partially from activity in the classroom: it comes from their participation in the issue of publications, “service committee,” Junior Red Cross, student self-government movements, plays, musicals, science clubs, and the like. Every day each House has a record or assembly period for twenty minutes, sometimes for forty. Each pupil signs a record slip. This is the “clearing house” time. The House principal reads all kinds of notices and directions from the principal’s office. Then he discusses some activity in which the House is interested, such as a championship House basketball game, the school paper, the next opera, or the scholarship of the House compared with that of the other Houses. A good example of this was shown on Thursday and Friday of a recent week. There was but little interest in the opening basketball game. One boys’ House challenged the other three to a ticket buying contest for the game. Great enthusiasm was aroused, with the result that nearly 1100 of the students attended the game. The House is also the ideal unit for intra-school athletics. Nine B’s cannot compete with 12B’s but House vs House gives equality. Besides discussing questions of local school interests, the students consider at these daily “record” periods many topics of state or na- tional interest, such as: “thrift week,” “Junior Red Cross,” “con- servation of trees,” “health,” etc. At these times the principal often calls on various members of the House to give their ideas and opin- ions. Sometimes the students will do nearly all the talking, the prin- cipal offering only a word now and then. Sometimes a business or professional man gives a vocational or inspirational talk, or an alum- nus of the House makes remarks. It is the period corresponding to the auditorium period in the platoon schools, or the class period in social arts of our proposed new curriculum. In other words, the House is used as the organization unit for the development of all kinds of extra classroom activities. It is easy to see that in units of from 250-300 these things can be done much more effectively than 86 National Association of Secondary-School Principals when the whole school meets together in one big assembly. In fact, in only one school in the city is the auditorium large enough to seat more than half of the pupils. The House principal is the foster father of his boys. Much of his time is spent in heart to heart talks with them, not only about their studies, present and future, but about their personal appearance, their habits, associates, their relations to parents and teachers, their ambi- tions in life, and countless other things. The House principal is the administrative officer, the moral counsellor, and the educational and vocational guide for his boys. Because of his intimate relation with them his influence is far greater than that of any other of their teach- ers. To a great extent he is their model, the source of their inspira- tion. His House reflects him. If he is very particular about his per- sonal appearance and that of his room, and extremely neat, this will be reflected in his pupils. If he is athletic or musical, a naturalist, or is particularly interested in machinery, so will he influence the mem- bers of his House along these lines to an extent far greater than could another teacher. Likewise if he is untidy in his appearance or slipshod in his methods his pupils will have a tendency to be the same. This is easy to understand: the contact between the average teacher and his pupil is almost entirely within the classroom and is, according to the ordinary pedagogy, quite formal. Nearly all the recitation period is spent in reciting facts, or in drill. So much “ground” must be covered by the end of the fifth week, tenth week, and so on. This may be necessary in modern education, but the fact remains that intimate acquaintance and real sympathy between teacher and pupil is the exception rather than the rule. But how different is the relation between the House principal and the pupil. There is little formal instruction by the principal, but much informal. He has to do with the real life of the boy—the spontaneous, natural things which he likes—or dislikes ; athletics, school publications, student self-gov- ernment, debating, and so on, which do as much or more for the boy than his formal studies, and are vital. He comes into close personal contact with him, too, when he investigates the reasons for his poor scholarship, absence or tardiness, the same for discipline. At these times he makes it his business to probe, as it were, into the very depths of the boy, and to win his confidence if possible. He knows the par- ents and the home surroundings of most of his boys. It is with him that all the boys in the House do things—he is their leader—to raise money for French orphans, win the House championship in baseball ape erateagtegs se en aca or, eee Tenth Yearbook 87 or track, win the scholarship cup for the semester, or turn out more students for the championship basketball game than the other Houses will. Because he is their leader, their teacher, the one who admon- ishes, scolds, encourages them, the one who teaches them to be good sportsmen, who unifies or co-ordinates their formal classroom work with their other activities, the one to whom they confide their ambi- tions and desires—because of these things is it any wonder he has more influence on most of them than have the other teachers? So it is with the women principals, their relation to their girls is just as intimate ; their influence is just as strong, though they are not leaders in House rivalry to the same extent as the men, for among the girls’ Houses there are not as many contests. But the relation of the girls’ Houses to one another is admirable. As the man principal is a foster father to his boys, so the woman principal is a foster mother to her girls. Just as his problem is to bring out the manly traits in his boys, so hers is to develop the womanly attributes in her girls. Hers, if anything, is the more difficult task, for the girl is more sensitive, her feelings are more delicate than those of most boys. Naturally the men and women chosen for House principals are those of the broad- est experiences, deepest sympathy, and the best judgment ; in addition they have high scholastic qualification. In rank and pay they equal heads of departments. The organization and spirit of the House is much like that of a community in real life. Each House has student officers and a coun- cil or committee, elected by the students themselves. These officers and council have considerable influence; and in some of the Houses relieve the principal of much work. In the House, just as in the community, the older pupils are usually elected to the offices, and the upper grade pupils direct the activities. They are expected not only to set the right example in conduct and scholarship for the younger pupils but they often sponsor the younger. Unquestionably the older pupils have a direct and wholesome influence on the younger. The extent of the student government idea and the influence of the older brother and sister idea depend largely on the enthusiasm and direction of the House principal. In several high schools the practice of older pupils coaching and generally helping the younger is carried on extensively. After reorganization each semester, the students take charge of one record period a week. Sometimes an entertainment or musical program is given ; sometimes this period is devoted to House business, 88 National Association of Secondary-School Principals such as talking about buying a new flag or the organization of the House football team. Sometimes the student entertainment commit- tee secures a “live” speaker from the outside world to talk about his profession or some vital topic of the day. The scope of what can be accomplished is limited only by the time and strength of the House principal. Three hundred is the maxi- mum number that can be handled well in one group. When Houses have over 400, the principal has too much clerical work to do. In some schools the record period has been reduced to only 10 or 15 minutes, which is all the time that can be allowed in addition to the eleven or twelve class periods. One phase of the House principal’s work deserves special com- ment. During the last five years the problem of vocational counselling has received much attention. Many schools throughout the country are using two counsellors, a man for the boys and a woman for the girls. A counsellor cannot possibly become well enough acquainted with 1000 or 1200 boys (or girls) so that he can intelligently advise them either about their high school work or their life careers. He meets these pupils occasionally. Unless a boy knows the counsellor well and has his confidence he will not talk freely. No boy or girl is going to sit down and confide his secret ambitions to a stranger. The House principal, on the other hand, knows his three hundred from every angle. Moreover, he has the confidence of most of them. Because of this confidence and his intimate knowledge of them, he is admirably fitted to counsel concerning their high-school and college courses, and to help them get the right idea of what they should choose for a life work. In these high schools the House principals are the only counsellors. All of them have taken at least one special course in Detroit to prepare themselves better to do this guidance work. Sev- era! have taken summer school vocational guidance courses at Harvard and Chicago. At both of these colleges, great interest has been shown in our House system and in the guidance done by the House principals. At both summer schools the verdict was that the House principal was the logical counsellor. It might be well to state that every educator who has visited our schools and seen the operation of the House sys- tem has been very enthusiastic about it. The only objection ever offered to the House system is that it costs more. This is a FALSE SUPPOSITION. Mr. Edward L. Miller, Assistant Superintendent of Schools in Detroit, has investi- gated the cost of our schools with and without House principals. In Tenth Yearbook 89 a letter to Superintendent Frank Cody dated February 4, 1926, he gives figures showing the personal service charges in all the city high schools for last December and concludes his letter as follows: “My conclusion from this whole study is that there is no substan- tial difference between the two systems.” In this day when so much is expected of the school and so little in character building is done by the home, the House system is almost a necessity. Though having the same general organization and ideals, each House has a distinct individuality, due partly to the influence of its principal and chiefly to the aims and ideals embodied in its name and motto. The Central High School names and mottoes were chosen because of the ideals and the House emblems, which are suggestive likewise of the symbolism contained in them and not merely because they sounded well. How suggestive are those of the boys’ houses— House of Argonauts “T am the master of my fate, The captain of my soul.” House of Abraham Lincoln “What’s brave, what’s noble Let’s do it.” House of Liberty “Liberty is self-enforced obedience to self-recognized law.” Likewise those of the girls’-— House of Alice Freeman “Scholarship, Character, Service.” House of Mary Lyon “We seek the best ; we give our best.” House of Athene “Self-reverence, self-knowledge, self-control, These three alone lead life to sovereign power.” House of Victory “There is no failure for the good and the wise.” 90 National Association of Secondary-School Principals In most schools the Houses have been formally dedicated. None within a short time after it was started, but each in its turn when it was ready, when the understanding of its ideals was complete enough. This is a fundamental feature of the plan and drives home the sig- nificance of House ideals as can nothing else. On the anniversary of the dedication of each House commemorative exercises are held, dur- ing which time the ideals are revivified and the members again repeat the House pledge and rededicate themselves to actualize in their lives the ideals of the House. These are the days of change and advancement in educational theory and practice. The old, stilted, formal education is giving way to the realistic “‘like-life’” methods, where boys and girls can, besides learning facts, also develop initiative, loyalty, self-government, leader- ship, and service. We believe, after fourteen years of experience, that the House system is the best form of administration to develop these qualities. ‘ A New Road To Freedom In Education, was the title of address given by Dr. Lucy L. W. Wilson, Principal of South Philadelphia High School for Girls, Philadelphia, Pennsylvania. A NEW ROAD TO FREEDOM IN EDUCATION Dr. Lucy L. W. WILson, PRINCIPAL OF SOUTH PHILADELPHIA HiGH ScHOoOL For Gir-s, PHILADELPHIA, PENNSYLVANIA I sympathize with those who object to the words “Dalton Plan.” It is as inept as, say, Holy Roman Empire or English Public Schools, for it is neither Dalton (Mass.), nor merely a plan. Rather, it is a group of coordinating principles, helping us to synthesize what has been taught us by our educational leaders: how we think; how we learn ; how best to develop in ourselves and in our children, abilities and habits and skills and attitudes,—or character; and, above all, how to do it, so that, in school and out, now and forever after, edu- cation shall mean to those whom we teach, “a continual and con- tinuous making over of life, at the time of learning, to ever higher and richer levels.” Nor need practice lag behind theory. These codrdinating prin- ciples help us to crystallize into practice whatever experience has proved worth while: segregation and teaching according to ability; Tenth Yearbook 91 supervized study; socialized recitations; problems; projects; platoon organization. The actual words, Dalton Plan, are at least innocuous in them- selves, for they mean nothing. On the contrary, /ndividual Instruc- tion, or kindred words, may lead astray. To teach the individual so that he becomes intelligent, efficient, ethical, even, is not enough. As Sisson says “Education is not for men and women to live in a vacuum, nor to be universally adapted or adaptable, but to live in their own place and their own time. So education must needs reckon with the social order.” The fundamental principles of the Dalton Plan, as we in the secondary schools interpret it, are: I. Individualized instruction, but in a socialized environment, permitting each child to work to capacity, codperatively, in spite of the individual differences, of which now-a-days we are so intensely conscious. II. Freedom, but with stabilizing responsibility, permitting each child to reach his goal, at his own speed, and in his own time. INDIVIDUALIZED INSTRUCTION did not originate with the Dalton Plan and is not peculiar to it. Moreover, individual instruction is quite contrary to its aims. Ina properly daltonized school, each child is an intelligent participator in the whole life of his group, and the groups are in such constant inter-action that no individual, no group, can or does presume to live independently of the other. The social environment in which children do their work, now as never before in history is of supreme importance. The modern answer to the question, “Who is your next door neighbor ?”: “Why, the man I do not know,” indicates clearly the reason the school must help its children to real community living. It is no longer enough that they coéperate with their teachers and their classmates. They must have the opportunity to be socialized across the years, with any and all of the children in school, at least. The substitution of the atmos- phere and the equipment of the laboratory for the cold, formal, sepa- rate classroom, helps to accomplish this. Children meet here with other children, not because they are same class or grade, but because of a common interest. Intimacy and codperation are natural and 92 National Association of Secondary-School Principals inevitable. This is splendidly illustrated in Miss Parkhurst’s own school, The Children’s University School, New York. In South Philadelphia, we have not yet attained either the substance or the shadow. In our overcrowded building, each classroom is used by at least two different teachers in a long four-shift day. But we have often had the spirit with us in working out school projects. We hope some time to gain it less consciously and with less effort. The ability to give her classroom the feel of a laboratory, the place where one works, the beautiful place where one works, is peculiarly within the range of the artistic feeling of high school teachers. Obviously the informal type of furniture, with tables and moveable seats, add not only to the atmosphere, but make it mechani- cally easy to work in smaller groups. Pictures, plaster casts, books, autographs, and other illustrative materials will accumulate certainly as rapidly as in the subject rooms of more conventional high schools. Tue ASSIGNMENT Instruction may best be individualized and socialized by using mimeographed assignments, covering at least a unit of work, requiring from a week to a month for its full development. For example, the assignment in history for a 9B class (rapid progress) for November gives two units of work: Charlemagne and the Break up of the Em- pire (two days) and Feudalism (the Rest of the Month,—Presum- ably three weeks.) This was individualized as follows: The mini- mum assignment for Unit I was, “Be prepared to tell the story of the life of Charlemagne. What is the meaning of Holy Roman Empire? Recount the final divisions of the Empire (West pp. 259, 264-267.)” Three additional electives were then presented to guide maximum work, for there are individual differences even in a segregated group: 1. Present the opinions of Gibbon and Hallam concerning Char- lemagne; your own, also (Gibbon IV, pp. 286-293; Hallam I, pp. 9- 13). 2. From the desk get a copy of source material, and construct a map. 3. Compare Eginhard with Suetonius (Eginhard, Charlemagne, Chap. XXII-XXX, pp. 56-70.) A choice of nine electives are offered to those who successfully complete the second unit, Feudalism. Tenth Yearbook 93 The 11B Class in English, in January, were seriously studying Julius Caesar. This meant finally, of course, the presentation, in- formally or several scenes. The work in English, for this month, was still further socialized by the following composition assignment (the minimum) : 1. Nobody likes to listen to a story, no matter how good it is, if it is haltingly told. Here is your opportunity to practice telling as interestingly as you can something that has happened to you or to someone else. Do you know what an anecdote is? Find out, and pre- pare to tell one to the class. 2. Prepare to talk to the class informally on some subject that you think will interest them. Remember that you must be interested yourself ; therefore choose a topic that you really care to talk about and try to communicate your enthusiasm to your audience. SOCIALIZING THE ASSIGNMENT In South Philadelphia, several teachers, in English and in his- tory, have been successful in socializing the making of the assign- ment, even, by giving it over, as an elective, of a maximum, to a com- mittee of the abler students. The following speaks for itself: 12B ENGLISH: HAMLET The committee appointed by the class presents this plan for the study of “Hamlet.” As far as possible your suggestions as to procedure have been adopted. We are planning to finish this work in six lessons. The play should be read before the first conference which will take place May 25. Unit 1 (one day) To understand and enjoy Hamlet thoroughly, one should know some- thing about Shakespeare and his time. Do you know how the stage con- ditions influenced the play? John Barrymore is just one of the famous interpreters of Hamlet, Prince of Denmark. Do you know any others? Report to the chairman the topic in which you are especially interested and upon which you wish to report. On the table in the back of the room are the books which you have brought in to be used as references. Those not interested in making reports may have group discussions on the play. Below are some comments on the play and its characters. What do you think of them? 1, “The tragedy of Hamlet does not lie in the fact that it begins with a murder and ends with a massacre; it is something deeper, more spiritual than that. The most tragic, the most affecting thing in the whole world is in the ruin of a high soul.” 94 National Association of Secondary-School Principals “Hamlet is a man of sensitive temperament and high intellectual 2. gifts.” : 3. “Polonius—a played-out state official—vain and slow-witted, potter- ing words of wisdom.” Unit JI (one day) Class Conference will be given over to hearing and discussing the special reports. Unit III (one day) Any passages which you think particularly significant or which you find difficult to interpret will be read and discussed in class in this conference. Unit IV (two days) Class Conference: Discussion of the character of Hamlet. Who are the other outstanding characters? Which characters would you classify as minor? How do they contribute to the plot or to the interest? What lines appeal particularly to you? Were any of them familiar to you? Unit V (one day) Conference: The play will be read in parts in the class. We shall be delightfully surprised if any group will give a real presentation of a scene. (Any girls preparing to present a scene may take time from conference whenever it scems advisable to them). The late Frederic Burk was the first to abandon the daily verbal assignment, as well as the daily recitation, when, in the training depart- ment of the San Francisco State Teachers College, he gave, instead, to each elementary pupil, a copy of the course of study in each separate subject. These detailed courses of study were originally intended to guide pupil teachers. The immediate success of this project stimu- lated the faculty to produce a series of “self-instruction bulletins,” in six subjects, covering some twenty-six phases of grade work. Until they were prohibited from doing so, these were sold at cost to any one interested. The idea of printed assignments covering long periods of work, still lives in San Francisco, in Winnetka, and in other cities. Individual assignments, originated by Burk, for upper grammar grades, have been developed for high schools, as already indicated : first, by making provision, definitely, for individual differences, not by merely affording an opportunity to make more rapid progress, but rather by intensifying and cutting deeper ; and, second by making pro- vision, definitely, for socialization. First Arp TO ASSIGNMENT WRITERS I have discussed the assignment with you, at length, because it is the key that unlocks the door to responsible freedom. No school, no Tenth Yearbook 95 matter how small, can afford to give its students freedom until the majority of the teachers have acquired some skill in writing assign- ments. An experienced teacher, who understands the laws of thinking and of learning, who knows children as well as her own subject, and who has vision, will learn easily and quickly the fine art of writing assignments. Unfortunately, many secondary teachers are mere spe- cialists. Their assignments will be no poorer than their teaching, but their lack of real skill will be thrown into the limelight. On the other hand, writing assignments develops teaching skill, almost miracul- ously, and makes wise supervision function infinitely better than would otherwise be possible. In a large school, moreover, there are frequently several teachers for the same grade of work. The co- operative writing of assignments and the thoughtful pooling of criti- cisms, especially “after using”, develop finally much individual skill. In general, it is necessary to remember, in a written assignment, as in oral teaching: 1. That the child must be helped to climb the mountain, step by step, and not allowed to leap from peak to peak on the back of some one else, 2. That “pivotal questions, in close sequence” are essential and invaluable tools, and 3. That little and frequent summaries, if thought out by the children, are great helps to the understanding of the larger unit, as well as to the memory. The teacher should outline for her own use, and, therefore, very briefly, a month’s work, subdividing this into smaller units. It does not matter whether these units, normally, will require a period or more than a period for their accomplishment, but it is essential that the teacher should judge about how much time will be required by the average child, in order to give a comfortable minimum amount of work, and, also, in order to plan, later, for elective maxima. The teacher ought to work all this out with the picture of her particular class before her. Before finally writing out the assignment, she should meditate on how to do so attractively. A little lure in the wording helps, al- though, as in oral teaching, too, it must be real, not artificial, and, therefore, not constant, nor omnipresent. 96 National Association of Secondary-School Principals Any teacher, in any subject, who wishes to try out the experi- ment, can plan assignments and check ups, give laboratory periods with time freedom within her own classroom time. There were many such pioneers in South Philadelphia. To their initial courage, perhaps more than any other single factor, is due the ease with which our experiment has been carried on. FREEDOM, WITH STABILIZING RESPONSIBILITY Rousseau was the first to advocate the utilization of the principle of liberty in education. It was emphasized, also both by Pestalozzi, and by Froebel, although their followers have often failed to use it in their practice. That we, in this generation and this country, in our grammar and high schools, as well as in the kindergarten and in the elementary schools, are able to practice what they preached is due more to John Dewey than to any one else. We must acknowledge, too, the stimulation that has come from Mme. Montessori, Helen Parkhurst, and many leaders among the “Progressive Education” group, in this country and abroad. Freedom, with stabilizing responsibility, is best secured by help- ing the student to plan his own time. In spite of weekly and other “conferences,” and still other fixed periods,—such as assemblies, a short daily period with the student advisers, chorus, physical train- ing, art, foods, and clothing,—a student in South Philadelphia may have about half the time “free”. With the help of her student ad- viser, her subject teacher, and especially of her own successes and failures, she learns how best to use that free time in order to get the largest results from her effort. She becomes in a small way an effi- ciency engineer. She is the master, not the servant of his tasks, ac- quiring the habit of also seeing always the part in its relationship to the wholes. Perhaps a picture of our ordinary school life will be helpful in making this “freedom” a bit more concrete. DALTON PROCEDURE IN SOUTH PHILADELPHIA During the first month of each term, the student “follows her roster.” She has no freedom except within the four walls of the classroom. Here each teacher, with or without the monthly assign- ment sheet helps the students to see the nearest goal and to acquire the necessary skills, or habits, or attitudes, en route to its accom- Tenth Yearbook 97 plishments. She verifies her own prognosis of the amount of time that the student finds necessary to spend in research or laboratory work ; in brooding over it, or thinking, if you prefer that term; in written work, whether outlines, notebooks, or short resumés; in more formal study; in testing——to which too much time is often given. In brief, by helping them to find and use the tools, teaching them how to study a unit, at least, her subject, and how most efficiently to allot their time, at school and at home,—she prepares the students to use intelligently and responsibly their time freedom. The norm for most subjects, for all the remaining months, is one “conference” (attendance obligatory) to three “laboratory” periods (attendance voluntary) per week. But in South Philadelphia, we teachers, too, are free, and any one who wishes to do so, may demand the attendance of the whole or a part of the class for any number of conferences per week! In general, we think that con- ferences with the entire class ought to be either for organization or for inspiration. Where are the children during their free periods? Perhaps in the laboratory room, perhaps in the library, perhaps in the study hall, depending upon whether they need the teacher, or reference books, or are able to study independently. Each day, on entering the school, the student visits her “student adviser,” the teacher who keeps the records for attendance. Here she receives on the first of the month a card, on which she graphs her daily progress in each subject. ‘These cards are inspected from time to time by the student adviser, to see how efficiently she is plan- ning her time among her different subjects. Properly signed by the individual teachers concerned, the graph cards constitute a monthly report card. In this so-called record period, in addition to other extra-cur- riculum work, the planning of a 24 hour day and a 7 day week are discussed. Individual time tables are kept and talked over in order to make daily and weekly norms. Do the students abuse this freedom? Yes, sometimes. In the long run, this will cure itself. In the mean time, such students are put “on roster,” a punishment much disliked, and therefore reasonably efficient. On the other hand, about five per cent of our senior class are green card girls. Green card students, after consultation with each teacher concerned, are given complete freedom. They may omit con- ferences and other fixed periods,—of course, at their own risk and upon their own responsibility. 98 National Association of Secondary-School Principals In conclusion, may I summarize THE ADVANTAGES OF THE DALTON PLAN as we see them in the South Philadelphia High School ? To the Teacher: 1. It compels better and ever better pedagogy: The teacher must see her subject from the viewpoint of the child. 2. It makes supervision efficient: A department head may know, with a minimum of visiting, exactly how the work is being done, whether it is functioning, and why. She is in the position to give first aid and professional advice ; the teachers are in the position of being able to ask for help, concretely and definitely. 3. It helps to discover children’s difficulties and to show that these may come from different causes, some of them curable. For example, since we have been on the Dalton Plan, the teachers this year have asked for the individual psychological examination of ten times as many children as ever before. 4. By posting the assignments in all subjects, according to grade, teachers get a bird’s eye view of all the work, and are able to cooperate with other teachers as never before. 5. The substitute teacher is less of a problem and creates far less havoc. 6. Teachers no longer shrink from being observed at their work, They are un-selfconscious in the laboratory atmosphere in which everyone is working toward a definite goal. To the Child: 1. Through the assignment, it removes most of the handicaps due to a. A short memory span: helpful suggestions are at hand when needed. Therefore, they are heeded when needed, in- stead of being cast in the limbo of the forgotten. b. Absence: again and again we have been able to send as- signments to children absent, but not ill, in quarantine, for example ; thus enabling them to keep up to grade fairly easily. They help, also, with briefer absences, whether occasioned by religious holidays, or illness, or some other reason. Tenth Yearbook 99 2. Almost automatically, it takes care of difficulties due to different abilities, or different rates of speed, or both. In par- ticular, the slow, intelligent child gets the opportunity to ponder on a problem until understanding comes to him. In addition, it compels the superficially clever, ear-minded child to get down to real work. This is rightly reflected in marks. With us, many slow F (fair) girls are now getting G (good) ; and, on the contrary, the lazy clever child is either working harder, or else getting a lower grade. 3. Above all, it develops, initiative and responsibility. It gives the child the three essentials to mental health, according to Burn- ham, viz.: a task, a plan, and freedom. WHITHER I have tried to answer the questions whence and why and how. But what of the future, and what will be the next milestone on the road that leads to freedom in education ? We, in South Philadelphia, are planning for next year composite assignments, made cooperatively, by the teachers of history, science and English. We shall offer these only to the upper quarter of the senior class, as a sort of an “honor plan in a high school.” Behind such assignments there must be, of course, what the Russians call “a complex,” in other words, a project plus. The following has been submitted, tentatively, to the teachers concerned by Ruth Wanger the head of the department of history: Wor.Lp PEACE I. Is peace desirable? a. The meaning of war. b. Causes and results of conflict. c. The great gifts of civilization in relation to war and peace. II. Is peace possible? a. The basis of peace in mutual understanding. b. Mutual aid in the past. c. Elements of understanding and misunderstanding in the present. 100 National Association of Secondary-School Principals III. What can we do about it? a. The international point of view (two sides to a story!). b. Increase of understanding through information. c. Increase of understanding through international organ- ization. Obviously, science can add to this a study of strife and codpera- tion,—mutual aid—in the plant and animal world, and English, the opportunity to read some of the great literature that expresses the high moments of the themes. From this tentative experiment, we hope to evolve some of the technique that we shall need to secure future success in a better co- ordination between subjects that will lead to a better development of skills and habits, attitudes, abilities, and knowledge. In brief, we hope to transmute high-school activities into the gold of purposeful living. Mr. Louis P. Slade, Principal of Public High School of New Britain, Connecticut, read his paper, The Laboratory Plan of the Senior High School of New Britain, Connecticut. THE LABORATORY PLAN OF THE SENIOR HIGH SCHOOL OF NEW BRITAIN, CONNECTICUT Louis P. SLADE, PRINCIPAL OF Pusiic HicH ScHoo;, New Britain, CONNECTICUT New Britain is an industrial community of some seventy thou- sand people with a public school enrollment of 12,076. The grades in the public school system are grouped by the arrangement com- monly known as the “6-3-3 plan.” There are two junior high schools with junior high-school shops, and one senior high school closely cooperating with a state trade school. The senior high school and trade school are housed in three buildings grouped together. The senior high school proper has an enrollment of about eleven hundred students. The teaching force is composed of three administrative officers ; five directors of depart- ments, whose work extends into the junior high schools; and fifty- two full time teachers. Two clerks are responsible for the registers and records. Tenth Yearbook 101 Promotion and graduation take place twice in the year. All courses are semester courses. For home-room purposes, students of grades X? and X? are grouped in one building; those of XI*, X1?, XII*, and XII? in one of the other two buildings. The school day is a two-session day. In the morning there is an opening period of fifteen minutes, then two periods of seventy- five minutes each and a period of twenty minutes for special ap- pointments. In the afternoon there are two periods of seventy-five minutes each and another special appointment period of twenty-five minutes. The time given for these periods is net time; recesses of six minutes provide for all passing from room to room, or from building to building. A unit course is given four periods a week. The required courses in health and physical education and the “optional” courses of less than a unit value are given in the so called “omitted periods” of the four-period courses. Since September, 1924, in all courses, the assignment of work has been made four times in the semester, at the beginning of each period of five weeks (or, in the case of one assignment, four weeks, the year being thirty-nine weeks long, and one of the semesters but nineteen weeks long). The assignment is given the student on typewritten sheets, vary- ing in number from two to twenty or more; the sheets are punched so that they may be conveniently kept in a notebook cover. To guide the student in allotting his time, and to furnish the teacher with a measure of the student’s achievement, the assignment is divided, on the margin, in twenty twentieths. In the departments that are under directors, the director is re- sponsible for preparing the copy for multigraphing. Usually the work is apportioned among the teachers in the department. In the departments without directors, the teachers are individually respon- sible for making the assignment, two or more teachers of the same courses working together at the task. In the preparation of assignments, the practice conforms, more or less, to the ‘following directions and suggestions as prepared by committees of the teachers and the administration: 102. = National Association of Secondary-School Principals 1. Determine definitely the aim and content of the year’s course. In the case of courses that have been standardized by professional organizations of teachers or by the College En- trance Board, the content is determined for us. In the case of courses not used for credit toward admission to other institu- tions, and not standardized, the content should be measured so as not to take more than one quarter of the school time of the student. 2. Divide the content as nearly as may be possible in two equal parts for the semester course. 3. To determine approximately the number of school periods in which the semester work must be done, take 76 periods (4 periods a week for 19 weeks) and make the following deduc- tions: (1) 7 periods lost by holidays, shortened days, and special time schedules. (2) 19 periods as a margin by which the slower stu- dents may periodically (about once a week) come abreast of the more rapid workers ; by which candidates for higher institutions, and for honors, may have oppor- tunity to do supplementary work and by which the com- pletion of the work by the majority may be anticipated before the close of the semester. (3) Of the 50 periods remaining, count upon 14 for each of the first three assignments and upon 8 for the fourth assignment. In other words put about 28% of the semester’s content in each of the first three eighths and about 16% in the fourth eighth. (4) Divide the content of each eighth into approxi- mately twenty parts. (5) After about every four twentieths, provide for the insertion of supplemntary work and tests. These supplementary assignments may be separately paged and connected with the minimum essentials by an asterisk. Tenth Yearbook 4. EssENTIALS oF A FivE WEEKS’ ASSIGNMENT. Introductory Paragraph This paragraph, if possible, should prepare for the assignment, show the situation, make a setting for the scene. History, nature, and use of the subject can be touched upon briefly. It should seek to arouse the confidence and interest of the student. Textbooks State the names of textbooks, with the authors. Include note- books for science and mathematics, map books for history, and verb- form books for modern languages. Reference Books State the titles and authors. Ground to Be Covered State the pages, chapters, lessons, exercises, articles. Include the work of notebooks. Topics for Study Name the important topics e.g. Equations; circles and tangents Dependent clauses using the subjunctive mood A book review The essay Resonance Circulation of the blood Development of the Colonial Assembly Territorial Expansion (map-book ) Standard of Attainment Make three or four definite statements of what the pupil should do in oral and written work; e.g. speed and accuracy in typewriting and stenography, requirements for credit in short tests, drills, month- ly tests, notebook work. Standardized achievement tests and time tests may be referred to; also the maximum number of errors per- mitted. The quality of the minimum requirement is the point here, not the quantity. 104 = National Association of Secondary-School Principals Outline of the Assignment The work should be divided into twenty parts. Each part should be indicated by pages, lessons, etc. Each part should contain complete directions for study. a. Review questions. b. Pages to be read or studied and questions on these pages to bring out the essential points. c. Questions leading up to comparisons, contrasts, classifi- cations. d. Ground to be covered in drills, short tests, monthly tests, notebook work. Statements that can be found in the textbooks should not be included in the assignment. Indicate at what points in the assign- ment supplementary work may be advantageously done. The ideal assignment should be so definite in quantity and quality that the pupil at any time can tell whether he is passing or not and why. Supplementary Work The work should be more in quantity than the brightest pupils can accomplish by the end of the eighth. It should meet the varied interests of the pupils. It should include work to meet the extra needs of college preparatory pupils, and pupils who are planning for normal school. Some original work may be done under the supervision of the teacher. A test may be set by the teacher covering the important parts of the eighth, and taken by the pupils in “omitted periods.” Credit should be indicated in order to have among the teachers of a de- partment uniformity in grading. Quality as well as quantity should be determining factors. In connection with each regular assignment, there are given supplementary assignments through which, in point of both quantity and quality, the student may express his interest and enthusiasm in the work, or his qualifications for certification to college or for receiving the award of honors. Within an assignment period, the progress of the student is recorded in three places: in the instructor’s record book; on the Tenth Yearbook 105 student’s individual graph card; and on the graph card of the group, which card is posted on the wall. The wall graph is to show to the students, the instructor, and to any administrative officer or visitor, the.extent to which the group in any particular course, is together in its work. The wall graph is marked by the student only. The in- dividual graph card contains an enumeration of all courses pursued by the student with a scale, divided in twentieths, upon which may be indicated the advance toward accomplishment. The instructor’s autographed initials indicate his agreement with the student’s judg- ment in the matter. A parallel scale for recording absences offers an opportunity for one explanation of lack of accomplishment. The student is expected to show his individual graph card whenever asked to do so by teacher, administrative officer, or parent. In the last analysis, the plan is one of individualized instruction. It makes necessary a very close relation between teacher and student. In some cases it is resolved almost to private tutoring. To reduce the number of such cases to a minimum and to economize the time and energy of the teacher, through supplementary assignments for the more rapid workers, a strong attempt is made to keep the large majority of the group together. Usually there are a few in every group who must work by themselves. When such cases become hopeless in the regular group, they are transferred to a so-called “ungraded group” in which, because of a smaller enrollment the in- structor can give more time to the individual. The seventy-five minute period is used as the instructor deems best. It may be given to a recitation of the old type. It may be given entirely to individual work and individual conferences. It may be given to a group conference, with only a few excluded be- cause of being “behind”. It may be, and frequently is, a combination of some work in concert, some individual work and individual con- ference, and some group conference. In modern languages and in oral English the necessities of the case determine the procedure. The term “laboratory plan” implies, possibly, an equipment dif- ferent from that ordinarily found in a school room. In New Britain, as new rooms are opened, tables and chairs are furnished in place of the rigid desk and seat. Supplementary books and various helps are furnished as the teacher may desire. The school library is very freely used. 106 National Association of Secondary-School Principals The marking system is designed first: to emphasize the impor- tance of finishing a task ; second, to afford an opportunity for regis- tration of accomplishment beyond the minimum requirement ; third, to furnish a set of symbols that will, without translation, be readily un- derstood in other educational institutions, and that may be averaged. For the accomplishment of the assignment a mark of 70 is given. Until the assignment is accomplished no mark is given; there is no mark below 70. For supplementary work of a quantity and quality warranting the guaranty of the college certificate, 80 is given, for supplementary work deserving of honor, 85, 90, 95, or 100. The laboratory plan is in use in both junior high schools, and the assignments are made under the supervision of the senior high school directors. In New Britain, the student does not, as under the Dalton Plan, budget his own time. All courses are scheduled for a fixed number of exercises a week, and students must report according to schedule, unless other arrangement is made by the school’s pass system. It is possible for a student at any time, with the consent of both teachers concerned, to be in some other than his regular place. This makes possible the borrowing of time from a course in which one is proficient in order to get extra time for another course. Inasmuch as promotion is by subject, a student in New Britain need not finish the first assignment in all courses before he may have the second assignment in any course. Such is the practice under the Dalton Plan. In New Britain the student may go ahead in some courses while lagging behind in others. In any given course, he may not have a new assignment until he has accomplished the previous assignment, and at the close of the semester he may not have the next course in a subject until he has completed the previous course. Formerly a student might be conditionally promoted in a subject and later remove the condition by examination. Under the present plan there are no conditional promotions. Toward the end of the semes- ter, and up to the very end, there are many students bending every effort to complete their assignments. Failures are fewer bcause un- completed work is a much more serious hindrance in the new semester. The plan is one part of the school’s attempt to improve its in- struction. The attempt was consciously begun about ten years ago in providing a lengthened period and so called “supervised study”. Tenth Yearbook 107 It was difficult to determine upon the proper technique for super- vised study. The laboratory plan is definite for the student, for the teacher, and for the supervising officer. Everybody concerned has the opportunity to know what is wanted. Before the plan was adopted for the whole school, the five- weeks assignment was tried out in two departments, and a long notice was given that copy for multigraphing should be ready by a certain date. The process of cutting stencils and multigraphing is no small part of the system; and requires some extra appropriations. Do you ask, “Is the plan successful?” The answer is, “Rela- tively, very successful.” During the present administration of twelve years and a half the New Britain High School has never done better work than it is doing to-day. Do you ask, “Is it creating new and difficult problems?” The answer is “No, it is not creating new problems but rather revealing old problems, problems that have been hidden by the fictions of the former technique.” The “unprepared” students are not new. In New Britain they are being found, as not before in a decade, and their number is being reduced. Curriculum Making in the Field of Citizenship was presented without notes by Dr. Earle U. Rugg, Head of the Department of Education of State Teachers College, Greeley, Colorado. CURRICULUM MAKING IN THE FIELD OF CITIZENSHIP Earce U. Ruce, HEAD oF THE DEPARTMENT OF EpuCcATION, COLO- RADO STATE TEACHERS COLLEGE, GREELEY, COLORADO The Subjective versus the Objective Method of Curriculum Making. When one attempts to make a curriculum for training citizens, one may take one of two courses. One may select the materials by an a priori, haphazard, “guessing” method. One may subjectively select the content, using one’s own opinion of what should be taught. Or, one may pursue a relatively impersonal, objective method. One may seek scientifically to discover what specific information, habits, attitudes, social valuations, and ideals should be provided. By means of this latter method, detailed and careful inventories can be made of the specific things or activities about which one needs information and skill, the problems with which one will be called upon to deal as a citizen in a democracy and the qualities that best promote one’s 108 National Association of Secondary-School Principals participating efficiently in the socially desirable aspects of citizenship. The “guessing” method, although by far the most common method of making courses for the training of citizens, almost inevitably results in the selection and teaching of much material that is either unrelated or rather remotely related to the needs of young citizens. Tradition has largely determined the selection of material.1_ Some facts about the entire field of each school subject have been included. A marked characteristic of present social science textbooks—the dominant curriculum agency for training citizens—is that they are comprehensive. Textbooks in the social sciences therefore tend to be encylopedias ; they each mention many, many persons, dates, coun- tries, cities, topics and problems. It is obvious that under such an organization that social science textbooks cannot discuss any one fact in great detail. While the mastery of the facts included in the course is a learning rather than a curriculum problem, it is nevertheless crucial to the revision of the course of study because the use of the socially desirable materials needed in life is hampered when we attempt to teach too many facts, and when we do not give sufficient emphasis to the automatization of socially valuable facts. In times past, the inclusion of much content in the curriculum was justified partly because of a belief in formal discipline. It was asserted that the study of many facts was expedient because of the training given the various “faculties” of the mind. It was also assumed that because one might meet a given fact in some life situa- tion it should be taught. Research of curriculum makers in recent years has been di- rected to the study of the most frequent, the most general, and the most crucial content. These students of the course of study, after careful analyses of the comprehensive curricula prescribed in schools and after analyses of the results of educational achievement tests which show objectively how small is the permanent mastery of the information, skills, and appreciations now taught, have carried on scores of semi-scientific investigations to discover what facts, topics, and problems are of greatest use. *See Rugg, Earle: ‘How the Current Courses in History, Geography, and Civics Came to be What They Are,” Chapter IV, Twenty-second Ycar- book, part II, National Society for the Study of Education, Public School Publishing Company, Bloomington, Illinois, 1923. Tenth Yearbook 109 I can only summarize in the time allotted me the results of a few of these investigations—nearly fifty—in the field of citizenship and point out what are next steps for those interested to reorganize the curriculum in that field.t Studies that Suggest Possible Methods of Determining the Problems of Contemporary Life Four studies are cited to illustrate how investigators have at- tempted to determine the problems of citizenship. Cocking ? at- tempted to secure a cross-section of the public opinion of the state of Iowa concerning what laymen think should be taught in citizen- ship. The following five most frequently mentioned topics of a total of 247 mentioned, in the judgment of laymen, illustrate his findings: (1) individual duties, responsibilities, and privileges as a citizen; (2) duty to vote; (3) respect and obedience for law; (4 re- sponsibility of the individual to the community; (5) coéperation in community affairs. Bassett * used political platforms as his impersonal source for problems on the theory that there should be civic instruction in a democracy to prepare pupils for the intelligent exercise of the fran- chise. Illustrations of his “problems” are: (1) finance; (2) moral reform; (3) foreign relations; (4) public office; (5) corporations ; and (6) labor. Davis and Sharon analyzed periodicals for statements of prob- lems. The former* analyzed 21 periodicals covering six months’ issues, October, 1920, to April, 1921, and The Reader’s Guide for October, 1920. Topics ranking highest in both studies include: (1) World state; (2) immigration; (3) bolshevism; (4) living iDiscussion of these investigations may be found in Rugg, Earle: Studies in Curriculum Construction in the Social Sciences and Citizenship, Unpub- lished Ph. D. Dissertation, on file in the Library, Teachers College, Columbia University, New York, 1923, and also in the writer’s chapter (VII) of the Third Yearbook of the Department of Superintendence of the National Educa- tion Association, Washington, D. C., 1925. *Cocking, W. D.: The Attitude of the Public to the Teaching of Citizen- ship. Master of Arts Thesis, State University of Iowa, 1923. *Bassett, B. B.: Civic Instruction of the American Electorate. Ph. D. Dissertation, State University of Iowa, 1918. “Davis, Maude B.: Topics to be Included in Instruction in Civics as In- dicated by an Analysis of Current Periodicals. Master of Arts Thesis, Univer- "sity of Chicago, 1922, 110 National Association of Secondary-School Principals costs; (5) recreation; (6) expansion and imperialism ; (7) regulation and enforcement of prohibition; and (8) socialism. The latter’ analyzed two weeks’ issues of nine representative newspapers on the assumption that important problems will find a place in our news- papers. The topics ranking highest in both space—in linear inches —and in the number of different articles devoted to them were: (1) taxation; (2) foreign relations (not immigration) ; (3) suffrage ; (4) monopoly and legislation; (5) public service commissions ; (6) liquor and prohibition; (7) money and banking; (8) employers and labor; (9) pensions (all kinds) ; and (10) workmen’s compen- sation. Our group in a program of reorganization of the reading ma- terials in the social sciences* attempted to discover the insistent and persistent contemporary problems* by analysis of the published writ- ings of “frontier thinkers”; specialists who have devoted years not only to the detailed intensive study of theoretical aspects of the specialties, but who, in many cases, have had practical experience in the field, were deemed by our group to be best qualified to give the best impersonal: judgment concerning the issues of present-day life. Whereas the other methods cited point to the broad underlying aspects of political, social, and industrial life today and reveal major topics within these fields, they do not give the curriculum maker the actual detailed difficulties or problems within any given topic. Hence, the questions at issue concerning major problems were also analyzed by our group. Over three hundred major problems were collected from the careful analyses and detailed tabulation of space allotment tothem. Ina similar way, more refined analysis in each field yielded many questions pertaining to the major problems of each field. Space does not permit the reproduction of these detailed tables.‘ *Sharon, J. A.: ‘‘An Analysis of Problems by the Newspaper-Magazine Method.” Summarized briefly by Ernest Horn in ‘The Application of Re- search to Making the Course of Study in History,” Twenty-second Year-book, part II, pages 242-243, National Society for the Study of Education, Public School Publishing Company, Bloomington, IIl., 1923. *See The Social Science Pamphlets by Harold Rugg, Earle Rugg, and Emma Schweppe, The Lincoln School of Teachers College, 425 West 123d Street, New York, N. Y. *See Rugg, Harold: “Problems of Contemporary Life as the Basis for Curriculum Making in the Social Studies.” Twenty-Second Yearbook, part II, pp. 260-273, National Society for the Study of Education, Public School Pub- lishing Company, Bloomington, IIl., 1923. *An illustrative analysis is given on pp. 224-225 of the Third Yearbook of the Department of Superintendence. Tenth Yearbook 111 In a democracy each citizen is called upon to form judgments and express opinions, and suggest ways and means of conducting as efficiently as possible the management of community activities. Cur- riculum makers are obligated to provide opportunities for boys and girls to discuss problems of community life in order to obtain possible solutions of these problems. The studies cited herein suggest rela- tively objective methods of determining the problems to be included in the citizenship curriculum. Studies That Suggest Possible Methods of Determining the Common Essential Facts Pertaining to Citizenship Space does not permit mention of the many studies’ collected by the writer concerning the minimal essential facts. A. What Facts in History, Geography, and Civics are Needed in Order to Read Periodicals and Books Intelligently ? The most exhaustive study using the criterion of historical and geographic facts used in periodicals is that of Washburne.? He as- sumed that the facts frequently alluded to in periodicals must be taught if children are to read intelligently and have facts upon which to generalize concerning issues of contemporary life. Washburne sampled literary, popular fiction, and news maga- zines (five in each class) and five newspapers by choosing “fifteen issues of each of these periodicals, three every third year, in such a way that one or another periodical covered almost every month of every year from 1905 to May, 1922.” The frequency of rank was determined on the bases of: (1) The number of periodical years; (2) the range of years; (3) the number of articles containing allu- sions to the item in question; and (4) the gross number of allusions. He asserts that his detailed tabulations give one the relative probability with which one will meet references to historical and geographic facts in the chief agency of reading for the laymen— periodicals. *See Third Yearbook, Department of Superintendence, pp. 233-266. *Washburne, Carleton W.: “Basic Facts Needed in History and Geog- raphy; a Statistical Investigation.” The Twenty-Second Yearbook, part II, pp.216-223, National Society for the Study of Education, Public School Pub- lishing Company, Bloomington, IIl., 1923, 112. National Association of Secondary-School Principals Several studies! dealing with the history and geography made use of by authors of books embody another aspect of this service criterion of the social sciences; that is, the hypothesis that the cur- riculum maker must investigate how the facts of citizenship are used in life’s activities. And the further assumption of this service cri- terion is that the reading activities of citizens are crucial to the proper performance of their duties as citizens in a democracy. Horn? and Swisher* took books dealing with modern problems and tabulated the frequency of reference to the persons, dates, periods in history, topics, movements, events, conditions, and prob- lems. Their studies embody the theory, “that if a representative list of the more crucial modern problems could be secured, and if among the books dealing with such problems, those to be selected which give the clearest statement of that problem, it might be ex- pected that these books would contain at least the sort of history, or amount of historical reference which in the judgment of the authors is essential to a proper understanding of the modern problems that are discussed.” Peters‘ attempted to find out what information is necessary for the following item of culture: At least superficial acquaintance with a wide variety of matters, so as not to be entirely ignorant of prac- tically anything met with in reading or heard about, but also to “place” them at least roughly in their setting. This ability to “place” refer- ences and to get satisfactions from it is not only an important element of culture but is also crucial to the proper performance of citizenship activities. Analyses of 26 “best sellers,” 25 short stories, 2000 pic- tures in newspapers and legends of ten motion pictures were made to obtain the allusions to history, geography, and literature. Dr. *Notably those by Horn, Swisher, Peters, and Rugg and Hockett cited in this article. Horn, Ernest: “Possible Defects in the Present Content of American History as Taught in the Schools,” The Sixteenth Yearbook, part I, pp. 156- 172. National Society for the Study of Education, Public School Publishing Company, Bloomington, IIl., 1917. *Swisher, J. A.: “The Historical Information Essential for the Intelli- gent Understanding of Civic Problems,” Seventeenth Yearbook, part I, pp. 81-89, National Society for the Study of Education, Public School Publishing Company, Bloomington, III., 1918. “Peters, C. C.: Foundations of Educational Sociology, pp. 419-424. The Macmillan Company, New York, 1924. Tenth Yearbook 113 Peters’ study is another method of substantiating the basic minimal essential facts that one encounters in another source of reading—the most widely contemporary literature. One further illustration’? of facts alluded to in periodicals is given to illustrate types of economic data that one encounters in reading magazines. The presumption is that there is a need for instruction in economics in order to equip citizens to understand and participate intelligently in the economic aspects of community activi- ties and problems. His study shows the need of instruction in many phases of present day economic life. Those with highest frequency rank include: (1) transportation ; (2) taxation ; (3) labor conditions ; (4) trusts; (5) prices; and (6) banks and banking. The study of Rugg and Hockett discussed in the next section, also makes use of the books and periodicals to discover common essential facts needed in the reading activities of citizens. This study assumed that references one meets in reading place-location facts indicates in part at least the locative facts to be automatized in school. B. A Study of Common Essential Facts, Based Upon a Wide Range of Criteria. Rugg and Hockett? studied the relative importance of map (geographic) locations of all kinds. There are literally hundreds of such facts. The problem was to discover those most needed in life so that sufficient drill could be given to them. The following stand- ards or criteria were used for tabulating important map location facts: (1) population; (2) foreign trade; (3) bank clearings; (4) area; (5) frequency of use by “frontier thinkers” in critical magazines ; (6) frequency of use by “frontier thinkers” in critical books; (7) number of articles in all important magazines; (8) Washburne’s rank order list. On the wide range of criteria tabulations were made resulting in such items as (1) a list of 30 cities in the United States; (2) a list of 50 important foreign cities; (3) a list of 30 important coun- *Bowman, E. C.: A Study of the Objectives in the Teaching of High School Economics. Master of Arts Thesis, University of Chicago, 1922, *Rugg, Harold and Hockett, John: Objective Studies in Map Location. Social Science Monographs, No. 1, The Lincoln School of Teachers College, New York, 1924, 114 = National Association of Secondary-School Principals tries; (4) a list of 20 rivers; (5) a list of ten important mountain ranges; and (6) a list of 25 important bodies of water. These studies dealing with the facts commonly used in a citizen’s reading activities constitute, in part at least, impersonal evidence upon which to decide, of countless facts possible of inclusion in the reading materials of the citizenship curriculum, which facts are prob- ably of crucial importance. Investigations’ reveal the encyclopedic character of the present social science curriculum. We undoubtedly attempt to teach too many facts. The curriculum maker now has impersonal evidence by which to determine the facts that ought to constitute the common essentials. It is his obligation as well as his opportunity to reorganize the reading materials in terms of the evidence collected concerning which facts are needed most in life by citizens. Not all facts but those facts which contribute to the proper understanding and intelligent participation of the people in their civic relationships should be taught boy and girl citizens. There is a criticism that the use of periodicals as a source for the common essential facts reflects only the present rather low level of current reading of the laymen. It is asserted that the most widely read periodicals contain few allusions because ability of the laymen to comprehend political, social, and industrial issues is decidedly limited. The curriculum consists in the information, habits, attitudes, appreciations, and social valuations essential to move people from impersonally determined deficiencies up to impersonally determined standards, in so far as the abilities, capacities, and interests of pupils permit. It is true that for most citizens today the reading level is low. In my judgment the analyses which show the relatively few allusions in widely-read periodicals are impersonal evidence con- cerning the deficiencies of the reading activities of citizens. On the other hand, the analyses cited herein of facts, topics, and problems much referred to in critical periodicals and books constitute im- personal evidence concerning the standards that we should strive to attain in the reading activities of citizens. To say that because pres- ent widely-read periodicals contribute little to informing citizens of the common essential facts concerning the deep, insistent issues and problems of contemporary society is, in my opinion, a form of edu- *See Rugg, Earle: Third Yearbook, Department of Superintendence, op. cit., pp. 256-261. coer res Tenth Yearbook 115 cational determinism. Even these critics would agree that objective methods of research are needed to determine the common essential facts. Where else but in the judgment of critical students, “frontier thinkers,” specialists in the study of society, can we discover these facts? The facts that students of society have to use in their own studies and generalizations are very likely an important part of the facts that citizens in a democracy should be taught. They are in part at least the needed standards of reading. If boy and girl citizens cannot be taught to comprehend the facts of political, social, and industrial life with which they are inseparably connected under modern living conditions, and if they cannot be given skill in under- standing, interpreting, and generalizing upon such facts, then it seems to me that we will have to abandon the philosophy of democratic gov- ernment. I personally believe that almost all pupils are capable of comprehending and interpreting the information necessary to par- ticipating in citizenship, provided the reading materials are properly organized from the point of view of social and learning needs of the pupil. Studies That Are Suggestive for Analyses of the Activities of People or Current Modes of Living Goss! studied the types of transactions in life outside the school. Using the technic of Wilson? in arithmetic, Goss had pupils in several classes of certain schools in Indiana bring to school a record of civic transactions that any members of their family had had during the day. The total number of such transactions was 1784; most of them dealing with local government. The following are illustrations of these civic contacts, many of which in all likelihood presuppose needed civic instruction: (1) transactions with township trustee; (2) notary work; (3) health; (4) deed recorded; (5) charity; (6) police protection; (7) improvement of property; (8) matters with courts ; (9) taxes. Harap* attempted to study the economic deficiencies and stand- ards of citizens’ home activities. In tables too numerous to mention, *Goss, R. R.: What Civic Knowledge is Needed by an Indiana Layman. Master of Arts Thesis, University of Indiana, 1921. *Wilson, G. M.: The Social and Business Uses of Arithmetic, Contri- butions to Education, No. 100, Teachers College, Columbia University, 1919, *Harap, Henry: Education of the Consumer. The Macmillan Company, New York, 1924. 116 National Association of Secondary-School Principals he gives a wealth of evidence that reveals a serious discrepancy be- tween the knowledge and habits that citizens possess concerning home activities and the knowledge and habits that they should possess about these matters. If proper maintenance and management of the home is crucial to being a good citizen then the school should under- take to teach boys and girls the knowledge, habits, and appreciations that comprise the proper home activities of citizens. Mahan! attempted by use of the interviewing technic to deter- mine what citizens do and ought to do in their general community relationships, what difficulties were encountered, and what qualities contributed to good citizenship. He interviewed 80 citizens in the city of Greeley, Colorado, selecting at random fifteen members of each of the following civic clubs: (1) Rotary; (2) Kiwanis; (3) Lions; (4) Greeley Woman’s Club; also he asked these citizens to name the best citizens they knew. The twenty persons mentioned the most number of times as good citizens were also interviewed. The following are illustrations of the things that citizens do or should do, and the situations in which the activities are promoted: (1) civic service—(a) an attitude of social responsibility, (b) find time to participate in civic affairs, (c) understand public questions, (d) attend public gatherings, (e) take part in community activities, (f£) appreciate community in which you live; (2) be honest—(a) pay bills promptly, (b) conduct one’s business honestly and efficiently ; (3) vote—(a) study political questions, (b) try to place the best man in office, (c) have a well defined opinion on candidates and is- sues ; (4) obey laws—(a) even when believed to be unjust, (b) even when not observed by others. The following are illustrations of the difficulties that confront citizens: (1) lack of civic interest ; (2) lack of reliable information ; (3) lack of proper education ; (4) burdens of petty law.? Many more studies of the activities of citizens should be made. The three cited in this section are but the beginning of investigations of the things citizens do and should do. Teaching pupils to engage efficiently in the activities of citizenship has been sadly neglected. For over one hundred years there has been a “faith” that if children read and supposedly mastered the facts of history and civics they *Mahan, T. J.: Duties, Difficulties and Qualities of Citizenship. Master of Arts Thesis, Colorado State Teachers College, Greeley, 1925. *Mahan’s discussion of qualities will be presented in the next section. aS Tenth Yearbook 117 would be trained to take their proper places as citizens in a democ- racy... Fortunately curriculum makers today recognize that citi- zenship is much more than the narrow concept of the contribution of reading materials in history, geography, and civics. Studies That Are Suggestive for Analyses of the Qualities of Citizenship Breeze” attempted to determine the qualities essential to being a good citizen by asking 400 of the leading men and women whose names appeared in Who’s Who in America, representing fifteen oc- cupations in which the majority of the American people are engaged, to list five or more important citizenship traits. The following illus- trate the traits ranked highest in frequency of mention: (1) honesty ; (2) interest in civic affairs; (3) industry; (4) religious traits; and (5) loyalty. Mahan,’ as noted earlier, attempted to discover the qualities of citizenship by means of interviews with representative citizens. The following are some of the civic qualities listed in his study: (1) hon- esty; (2) unselfishness; (3) broadmindedness; (4) tolerance; (5) law-abiding; (6) industry; (7) responsibility; (8) willingness to serve; (9) thrift and (10) loyalty. Hook‘ asked pupils and faculty advisers in Denver high schools to: (1) name four things a pupil has to do to be considered an all- round leader of high-school affairs, and (2) list the difficulties a leader encounters in doing such things. The following groups :° (1) faculty advisers (15); (2) senior high-school leaders (92) ; (3) junior high-school leaders (20); (4) senior high-school non- leaders (20) listed the following nine qualities as contributing to leadership: (1) initiative; (2) industry; (3) generosity; (4) so- ciability ; (5) coéperation ; (6) honesty ; (7) responsibility ; (8) judg- *An examination of books and courses of study that purport to train for citizenship shows the facts that such curriculum makers deem the facts of government and history to be almost the sole vehicle for citizenship training. *Breeze, R. E.: “What Constitutes Good Citizenship?” The School Re- view, vol. 32, pp. 534-536. *Mahan, T. J., of. cit. ‘Hook, George: Social Leadership in the High School, Master of Arts Thesis, Colorado State Teachers College, 1925. *The figure in parenthesis after each group indicates the number in that group interviewed. 118 National Association of Secondary-School Principals ment; and (9) self-control. I wish it were possible to give many problematic situations and difficulties listed by these groups but I can only list the following concerning the first trait'—initiative: (1) making notes of preparation ; (2) running a party ; (3) preparing plans before the time of the meeting; (4) adapting ideas in the meeting; (5) starting a discussion; (6) getting new ideas from other people. The qualities that promote citizenship should be investigated in even more detail. Is it not a worthy hypothesis that personal and social traits are improvable? It is possible to discover which traits contribute most and least to citizenship training. It is also possible to develop rating schemes? by which the proper citizenship qualities, traits, and attitudes are wisely promoted. Conclusions to Be Drawn from the Objective Method of Curriculum Making in the Field of Citizenship This paper has only barely mentioned a few of the many ob- jective investigations now available for completely reorganizing the citizenship curriculum. While the data gathered in the objective studies alluded to are even yet exceedingly tentative they are never- theless suggestive to curriculum makers. The data also probably constitute relatively scientific bases for the selection of needed activi- ties, qualities, skills, information, and problems to be included in the citizenship curriculum. The following generalizations should be noted : 1. Those facts, topics, skills, qualities, and problems that are seemingly required frequently or generally, or are crucial to life needs, are only a small fraction of the sum total of possible facts, topics, skills, qualities, and problems. When it is known that we at- tempt to teach too much and when it is known from test results* *The present writer plans to publish subsequently a monograph on citi- zenship training in which he will discuss in detail the application to curriculum making in the field of citizenship of the results of studies such as Mahan’s and Hook’s and others now being undertaken in the Department of Education of Colorado State Teachers College. *Upton, S. M., and Chassell, C. F.: “A Scale for Measuring the Import- ance of Good Habits of Citizenship.” Teachers College Record, vol. 20, pp. 36-65. *See Rugg, Earle: “Character and Value of Standardized Tests in His- tory,” The School Review, vol. 27, pp. 757-771. SCE EPP P EE IITA Tenth Yearbook 119 that only a small part of even the facts of citizenship are permanently mastered at present is it not possible to expect this much smaller list of facts, topics, skills, and problems, scientifically determined, can be permanently learned? 2. There is considerable evidence that much of the material shown to be valuable because it is used in life should be taught be- cause investigations using various criteria show that this material is actually needed in life. The rather marked similarity of the evi- dence of independent investigations made upon differing criteria, gives one relatively impersonal evidence to state what specific con- tent should be included in the citizenship curriculum. 3. One should not accept evidence such as cited here as final. Much more research is needed. Many of the investigations should be verified by repeating the technic of the authors of the studies re- viewed. 4. A greater particularization of the activities of citizenship is demanded. Bobbitt is insistent that we need to discover in great detail the duties, difficulties, attitudes, characteristics, social valua- tions, and criteria of judgment of citizens. A Widened Conception of Citizenship Training In another place’ the present writer attempted to trace how the conception of citizenship expanded from a study—chiefly rote memory—of the history and constitution of the United States to one that seeks not only to provide a wide variety of detailed reading materials pertaining to political, social, and industrial modes of living and in accordance with the actual social and learning needs of pupils, but also to afford pupils opportunities for the exercise of initiative, judgment, and pupil participation in school activities, suitable to the age and maturity of students. One of the most significant developments of the past two decades is to be found in the so-called extra-curriculum activities of the school. The writer in noting the programs of this Association since its in- ception has found many discussions of these activities. At this same meeting (the Department of Superintendence) the National Society for the Study of Education is to discuss its survey of the movement.? *Rugg, Earle: “How the Current Courses in History, Geography, and Citizenship Came to be What They Are,” op. cit., Chapter IV. *See Twenty-fifth Yearbook, part II, of the National society for the study of Education: 120 National Association of Secondary-School Principals After ten years of study and research in the field of citizenship as a graduate student, first in political science and later in education, the writer is convinced that the extra-curriculum activities, ' embodied in the general social organization of the school, should be recognized as the chief agency in the habit-forming, attitude-forming, and ideal- forming aspects of citizenship training. My work on The Social Science Pamphicts convinces me that reading materials are but part of this paramount task of citizenship training. I would not decry the values of properly organized reading materials and what they can do to develop informed, thinking citizens. I would not say that properly organized textbooks dealing with citizenship should not be recognized as a legitimate part of the citizenship curriculum. What I am asking is that curriculum makers see the problem of citizenship training as much broader than mere study and mastery of reading materials. Let us investigate what the citizens do and need to do in great detail, and then consider how all the activities found to be fre- quently or generally needed by citizens can be best promoted. I myself am committed to studies of the general student activities of the school in order to discover to what extent proper citizenship training is promoted by participation in these student activities.? No one doubts that these activities possess value. But doubt arises concerning their value when one notes the tendency of students to overvalue participation in such activities with a consequent lessening in attention to other values of life. A movement, largely spontaneous in its origin, demands careful investigation and its proper orientation in the general values of formal school training. A Plead for the National Association of Secondary-School Princi- pals to Attack Co-operatively the Problem of Curriculum Making in the Field of Citizenship. One of the most significant developments in the curriculum field, now receiving nation wide attention, is the tendency for public schools all over the country to attempt a revision of their course of study. Curriculum revision has passed the stage where it engages the attention and interest of the specialist alone. Now administrators, supervisors, and teachers are working together to revise their own *I would much prefer to see such activities called student activities. They are not outside the curriculum in the commonly accepted connotation of the word; they are, in reality, a crucial phase of the curriculum, Tenth Yearbook 121 curriculum in the light of recent research and present-day needs of their community and their pupils. The activities of the Department of Superintendence in this respect are familiar to all of you. But you are also familiar with the fact that their activity is largely con- cerned with the elementary school. Investigations and experiments looking to reorganizing the high-school curriculum particularly as it affects grades 10-12 in the senior high school are few and far be- tween. In closing let me make a plea for this Association, a body that has already made important contributions to the improvement of secondary education, to adapt the procedure of the Department of Superintendence to the problem of curriculum revision on the sec- ondary level of education. I have attempted to indicate procedures of curriculum making in the field of citizenship. The great need as well as the real opportunity is to apply the results of impersonal research to the reorganization of the citizenship curriculum to accord more adequately with the social and learning needs of boy and girl citizens in secondary schools. And in the opportunities inhering in a new citizenship curriculum based upon objective, impersonal investiga- tions of social and learning needs of boy and girl citizens lie, in part at least, the hope of an improved American citizenship in the future. Mr. Richard D. Allen, of the Department of Education, Provi- dence, Rhode Island demonstrated the charts of his paper, entitled, The Providence Personnel Charts, Grades 10-12. THE PROVIDENCE PERSONNEL CHARTS, GRADES 10-12 RicHarD D. ALLEN, DEPARTMENT OF EDUCATION, PROVIDENCE, RHODE ISLAND The last decade has seen remarkable developments in instru- ments for the measurement of individual abilities and achievements and in statistical methods for the summarizing and display of results. Practical administrators, however, are often at a loss to know what to do with the results. However interesting the facts may be, they are useless unless they lead to a program of action. I recently visited a beautiful new junior high school. The building equipment and staff were admirable. At considerable expense, a staff of educational and psychological examiners from a great university had tested the educa- *See the Second, Third, and Fourth Yearbooks of this Department of the National Education Association. 122. = National Association of Secondary-School Principals ~—< tional achievements and intelligence of each pupil. The records were detailed, complete, and comprehensive—but they had never been used. They had not been translated into a program of action. Educators must agree upon the implications of the facts and then act in ac- cordance with sound theory and practice. The Providence Class Per- sonnel Charts were designed to show the educational implications of the chronological age, mental age, and intelligence quotient of pupils in connection with educational adjustments in the various grades. In the time which is permitted me, I can deal only with the high-school chart, although for a thorough understanding one should really be familiar with the three preceding charts for primary, inter- mediate, and junior high-school grades. To give you only the last act of the drama of guidance is very difficult when the preceding acts in- volve many controversial questions of long standing. I can only say this: The charts represent our practice in Providence at present and for the past seven years in matters of adjustment, grading, classi- fication, and guidance. The charts show all the principal facts in each case, both in their relationships and with their implications. In the first six grades promotions are so arranged that pupils who learn more rapidly than the average may gain from one to four semesters, only, however, on condition that at every stage of their progress their mental ages shall exceed the normal age of their grade by two or more years. Thus the child who is most accelerated will enter the ninth grade at twelve, instead of fourteen, with a mental age of sixteen (two years beyond the average of his grade) and an IQ above 130. This indicates that he learns much more rapidly than the average of his class. This is the limit of acceleration. Moreover, retardation is investigated and prevented wherever possible. Pupils who are more than two years overage for their grade chronologically are candidates for special treatment; they are given a differentiated prevocational course, or are sent to a vocational school of junior high- school rank but where the pupils are of senior high-school age, or they are placed in an ungraded room to overcome their educational handicaps and make up lost time. The supervision of this process is made simple and uniform by the personnel charts suited to these grades. Jf problems of adjustment have been neglected for eight years through lack of proper guidance, many pupils become serious “educational cripples” before they enter high school, and adjustment is almost impossible. Tenth Yearbook 123 I must now plunge into the midst of the explanation of the high- school personnel chart. You have each received a copy. In the upper right hand corner insert 10th after “Grade”. Now find the Roman numeral X at the bottom of the chart and underline it. Over the X is the Arabic numeral “15” indicating the normal chronological age of the grade at the beginning of the term. Place a letter “N” over the “15.” The vertical lines indicate chronological ages. The mental ages are indicated in the second column and refer to the horizontal lines. The average mental age for each grade is indicated in Roman numerals. Place an “N” in the second column opposite the “X”. The curving diagonals represent IQ’s or various rates of mental growth. The straight diagonals are Achievement Levels. Find the Achievement Level marked “X-X” and put an “N” beside each X at either end of the line. Now let us chart part of an actual class: If you were all equipped with red ink and blue ink we would chart the girls in red and the boys in blue. Without such equipment we shall not try to distinguish between the sexes. Assume that you each have a pack of individual office record cards representing a section of the 10th grade in your school and containing all of the available information about each pupil. These are numbered. The first boy has a chronological age of fourteen. Follow along the chronological ages at the bottom of the chart until you reach that -point. His mental age is also fourteen. Follow up the vertical line until you come to the horizontal representing the mental age of four- teen. At this point place a numeral I which represents the serial number upon the pupil’s personnel card. The pupil’s IQ you will notice is 100 which is read on the IQ diagonal. At a glance it can be seen that he is one year underage for his grade chronologically, and a year and a half below the median mental age of his grade. Now let us chart some more pupils. Pupil No. 2 is also four- teen years of age chronologically, but mentally he is seventeen and one-half. Place a No. 2 at this point. His IQ is therefore about 125. Pupil No. 3 is fourteen and one-half years of age chronologically and sixteen years of age mentally, consequently his IQ is about 112. Pupil No. 4 is fifteen years of age chronologically and fifteen years of age mentally. His IQ is about 103, assuming that average adult intelligence is reached at a mental age of between fourteen and one- half to sixteen years. We have tried to strike a mean which is fair 124. National Association of Secondary-School Principals Whe PROVIDENCE CLASS PERSONNEL CHART. SRHS, Gant 0-12 nA, MA, 10, ACHIEVEMENT LEVEL,AND GUIDANCE PROGRAM FoR EACH PUPIL / Z < 154 az qanoly (‘uotyeUR]dxd IO} 19AG) “61 VUBIJUS JO 938q Jayova ~~~ aINJeUAs S,jUIVg aINJVUBIC S,.UIIeT quow qjuau ~2AdIYIY -daaIyoy Loafaas SYUVW TVNIA SYUVW GNOOAS SYUVW Lala : MOQ PIPIOIII SYIVUI 9Yy} PeAtedeI sey Ja} 43nep , uos mat nN JIOOHDS HDIH 3JDYSWWOD GOOMDNOT IOV J—NAOT LAOdTY MAN Tenth Yearbook EXPLANATION Two marks are given, one in ACHIEVEMENT and the other in Errorr. Achievement Marks 90-100 means, approximately, upper % of class. 80-89 means, approximately, middle % of class. Below 80 means, approximately, lower % of class. Below 70 means FAILING. The above rule is sometimes violated, with the consent of the principal, when the teacher finds that she has some special condition such as a brighter or duller class or a more industrious or lazier class than usual. Pupils differ so widely in ability that a good ACHIEVEMENT mark may be accompanied by a poor Errort mark; or a poor ACHIEVEMENT mark may be accompanied by a good EFForRT mark. Effort Marks A usually means superior effort. B usually means ordinary effort. C usually means deficient effort. Your co-operation is sought in eliminating Errort marks of C. FicuRE 2C—ReEportT Carps, NEw ForM—BAck National Association of Secondary-School Principals TEACHER’S RECORD SHEET 2 4 P.L.R. and Rank, Ranks on Cleveland i Subsequent Classifica- i Tests tion Test T x & 3 - z 3 S R 129 0 123 0 120 0 0 0 — He GW Ge by — -_ ae ov — uaAococunn i DAORwW Oty coouwnsd iktbbinks Sistine bal SeSon eoooco 119 115 ore OMNd — _ 114 112 111 111 109 — os NOP U“ewonwm S&S 00 oo SSS SoooS — — bO +1+ + +4111 = PIR hm DO Hw SSn SNUSSS SuUNoNso ® See SSS & ooo woonr ray Sanneek F£Rees SOMNS USSSN Udsosun = tn 00 SSSSoSo SoooNm = ee oo _ —_ 109 107 106 105 104 — ht “SINT D bt —_ ~_ — — = A b> 00 Ow dS CSOSSS SSDOuN SS5SS Ser Se Da Ww mnosos Mannose = Oe “SINS WW — dN ee ann om Bm I Saecss a} dS w _ 102 102 100 95 94 w Ww Com me SOSSS UNoou T& = Osh Cor N = oe ORAAU &S do ne RD & 1510 te ++ 144 SoNNS SOND SSoou Kom ANOnn — — cy S8>e “sO dS w 93 92 92 91 90 — NN dS b1++ ne 00 Db ee ee BOrrwe SPUR >> wore BRANNAN AtawhD 5 0 5 5 0 0 .0 .0 0 .0 .0 .0 .0 .0 5 0 0 ANMANN DONS Nouns SCARPAD woeBSa Noe ee = Oo coumcoso tt tm Od a me ee Nye ARAD MNNNNwA IO Nw PaAanoe SS Lye ew FicurE 3A AN EFFORT CHART A graph to represent effort scores is made by counting off along the left margin and base of the graph the number of pupils in the group, beginning with the highest number at the lower left hand corner where left margin and base meet. Use the scales so formed as two sides of a square. Let the vertical scale represent rank on mental tests and the horizontal represent rank on subject tests. Tenth Yearbook EFFORT GHART ! 12 13 14 i} 16 17 18 19 20 2/ 22 23 24 . 25 25 2423 22 212019 181716151413 1211 109 B7TE6E5432 1 RANK ON ENGLISH TEST FicurE 3B The heavy diagonal is the Line of Average Effort. Half the pupils are on each side of this line. Those to the right of it rank higher in the mental test than in the English test, and those to the left of it rank higher in the English than the mental test. - Vv) uJ b W 1o) Zz eT) a] 4 a uJ b y Zz 1°) x Z