BULLETIN 


of the 


NATIONAL ASSOCIATION OF SECONDARY - SCHOOL 
PRINCIPALS 


Issued Four Times a Year 


January, March, May, and October 
MAY, 1926 


Entry as second-class matter applied for at the post office at Berwyn, 
Illinois, under the Act of August 24, 1912. 





Bulletin Number 12 


SECONDARY -SCHOOL ADMINISTRATION ABSTRACTS 


NATIONAL ASSOCIATION 
of 
SECONDARY-SCHOOL PRINCIPALS 


H. V. CHURCH, Secretary 
3129. Wenonah Avenue, Berwyn, Illinois 
J. Sterling Morton High School, Cicero, IIinois 








EERE CRE 


BULLETIN 
of the 
NATIONAL ASSOCIATION 
OF 


SECONDARY-SCHOOL PRINCIPALS 
Issued Four Times a Year 


January, March, May, and October 
MAY, 1926 





Bulletin Number 12 


SECONDARY-SCHOOL ADMINISTRATION 
ABSTRACTS 


Published under the direction of the 
National Association of Secondary-School Principals 
with the co-operation of the 
Judd Club 


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


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


. H. Perrine 

. S. Pope 

. A. Rea 
R. L. Sandwick 
A. L. Spohn 

. D. Waldo 
Douglas Waples 
G. W. Willett 


SO<0-mmz 


All ications for secondary-school administration abstract 
service should be direct to H. V. Church, 3129 Wenonah Avenue, Berwyn, 
HHlinois; J. Sterling Morton _—_ School, Cicero, Illinois, Secretary of the 
National Association of Secondary-School Principals. 


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











NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





BOOKS 


Morrison, Henry C. The Practice of Teaching in the Secondary 
School. Chicago: University of Chicago Press, 1926. Pp. 661. 


This work of Professor Morrison as superintendent of the Lab- 
oratory Schools of the School of Education, University of Chicago 
should be described as a compendium of objective data upon which 
a system of secondary education is based. For the most part the 
data show the results of case studies of individual pupils who repre- 
sent different types of learning in the various subject fields. The 
data moreover are not of the type found in conventional studies of 
secondary-school practice, but in many instances are such as can 
only be collected by close observation and record of individual pu- 
pils’ behavior in class over long periods of time and under a variety 
of learning conditions. For this reason the data are often more 
accurate and conclusive than similar data in other studies of teach- 
ing procedure. Upon the basis of these data the author presents 
a comprehensive and consistent theory of secondary education. 
Conclusions upon such fundamental issues as methods of teaching 
appreciation, speed versus quality of work, and directed classroom 
study versus recitation procedure, are uncompromising in their 
definiteness and are supported by the evidence supplied. Taken as 
a whole the volume marks a distinct advance in the literature of 
secondary education by virtue of its scope, the definiteness of 
conclusions reached, and the character of the objective evidence 
supplied. 

The book consists of four parts. Part one presents one of the 
author’s main propositions ; namely, that the pupil’s classroom per- 
formance of the customary type only produces useful learning, an 
approach which demands the formulation of new techniques. Re- 
duced to formula, the general teaching procedure recommended is 
to alternate teaching and testing until the tests show that the given 
unit of work has been mastered to the point of usefulness in daily 
life. The discussion therefore deals with the means of establishing 
a og teaching situation regardless of the nature of the subject 
or class. 

Part two sets forth the principles of teaching known as “control 
technique,” that is, the teaching procedures whereby the pupil 
learns the art of self-application to tasks which are not at first 
interesting. Both motivation and attention are involved and are 
interdependent. Motivation consists not merely in holding the full 
attention of the entire class group, but also in teaching the pupil 
how to listen attentively and to read attentively. 

Part three comprises approximately half of the volume. It is 
devoted to the definition of units and of teaching techniques which 
are appropriate to the different subject fields. Emphasis is laid on 
the importance of deriving units of subject matter experimentally, 





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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





the unit being regarded as a coherent body of subject matter which 
the pupil can grasp as a whole and apply to life situations. Five 
types of teaching techniques are distinguished. These are applied to 
the mastery of units in corresponding types of subject matter as 
follows: appreciation, as in literature; skill training, as in practical 
arts; reflective thinking, as in natural and social science, grammar, 
and mathematics; habit formation, as in the mastery of foreign 
language ; and drill as in spelling and other automatic processes. In 
most of these types of teaching technique, the pupil activity which 
receives most time and emphasis is independent study or practice in 
the classroom. The teacher’s major functions are thus to present 
a clear notion of the unit in advance, to direct the pupil to reference 
materials from which he can obtain a fuller understanding of the 
unit, to teach individuals how to overcome the difficulties they meet, 
and to test for mastery of the unit. 

Part four is concerned with administrative technique, and 
describes the principles of school management which facilitate the 
teaching procedure described. Traditional assumptions are at- 
tacked regarding such practices as the giving of passing grades, 
the basing of relative ranks on artificial marks, and the accepted 
theory of promotions. Tested methods are described for recording 
and reporting pupil progress, together with a body of valuable ma- 
terial concerning case work and the treatment of problem cases. 

High-school principals will find much that is suggestive in each 
chapter of the book. Those who are too busy to read the entire 
volume should read the whole of Part One, Chapter VII of Part 
Two, Chapters XIV to XVII of Part Three, and the whole of 
Part Four. 


Bruner, Hersert B. The Junior High School at Work. New 
York: Teachers College, Columbia University, 1925. Pp. viii 


+112. 


This volume reports a five year experiment in educational re- 
organization at Okmulgee, Oklahoma. It contains seven chapters. 
Chapter I summarizes the current opinions and theories of the 
junior high school. Chapter II restates the reasons for the develop- 
ment of the broadening and finding idea of the intermediate-school 
reorganization. Chapter III presents the broadening and finding 
scheme of the Okmulgee, Oklahoma, schools. Chapter IV outlines 
the courses and activities. Chapter V describes the methods of 
administration. Chapter VI presents a body of evidence of effective- 
ness and desirability. Chapter VII contains a summary and con- 
clusions. 

The most valuable phases of the report are (1) the account of 
the plan for providing broadening and finding experiences for 
pupils of the seventh and eighth grades, (2) the detailed outline of 
the courses and activities provided, (3) the methods of adminis- 


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NaTIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





tration, and (4) the evidences of results. The twenty-eight broad- 
ening and finding courses offered are nine weeks in length in the 
seventh grade and either nine or eighteen weeks in the eighth 
grade. Every pupil is compelled to take four in the seventh grade 
and two, three, or four in the eighth grade in addition to the re- 
quired core curriculum. 

As evidence of the success of the experiment, the author of the 
report cites (1) the unqualified approval of the board of education, 
(2) the whole-hearted indorsement of 95 per cent of the voters and 
of 98 per cent of the school patrons, (3) the enthusiastic support 
of fifty-five of the sixty teachers who taught broadening and find- 
ing courses during the period of the experiment, (4) an increase 
of 45 per cent in the holding power of the junior high-school years 
and an increase of 55 per cent in the holding power of the senior 
high school, (5) a reduction in pupil failures in academic courses. 
In the case of Latin the failure rate for a period of four years was 
reduced from 40 per cent to 6 per cent. On purely qualitative 
grounds, the finding courses are justified by the obvious broadening 
and cultural effects on the pupils of the seventh and eighth grades 
and by the guidance values in the selection of courses in the ninth 
grade and in the senior high school. 


S7TrAYER, Georce D., ENcLeHaRT, N. L., and others. Problems 
in Educational Administration. New York: Teachers Col- 
lege, Columbia University, 126. Pp. xvii+748. 


This volume is designed primarily as a text to be used in 
college courses of school administration. The fore part of the text 
is devoted to a consideration of the following general topics relating 
to administration: national, state, and local control of public edu- 
cation; school finances; business administration of the schools; 
school publicity ; statistical methods applied to administrative prob- 
lems and buildings and equipment. The latter part is given to a 
consideration of questions of physical education and health, at- 
tendance, classification, organization, supervision, courses of study, 
records and reports, extra-curriculum activities, and personnel 
management. 

Each of these major topics is divided into a number of more 
specific sub-topics all of which are treated by the problem method 
of approach. The problems included are such as have appeared in 
school surveys or have been presented by school administrators who 
were seeking advice. At the opening of each chapter there is a state- 
ment of the problem to be considered followed by data which have a 
bearing on the problem and from which certain deductions may be 
made. There is an additional list of supplementary references at 
the end of each chapter, which a student may consult for further 
information upon the problem. 








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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





Some examples of the types of problems used may be selected 
at random for illustrative purposes. Under buildings and equip- 
ment these problems appear: to plan a modern school plant that 
will not involve a greater expenditure of funds than a given city 
can bear; estimating the number of pupils for whom accommoda- 
tions must be provided in the future ; estimating school seating, etc. 
Under supervision appear: formulating plans for a supervisory staff 
adapted to certain varying types of school situations proposals to 
be given to principals and supervisory officers in a school system ; 
the selection of textbooks, etc. 

In all, one hundred sixteen problems are presented for dis- 
cussion, making the work decidedly comprehensive. 


Gates, ArTHUR I, and Stranc, Rutu. The Gates-Strang Health 
Knowledge Test. New York: Teachers College, Columbia 
University, 1925. Pp. 85. 


The general nature of the test is based on an analysis of the 
facts concerning many phases of healthful living contained in twenty 
selected courses in health used in city and rural schools, and in 
fourteen of the most widely used textbooks on health. The form 
of the test is that of the recognition type with a choice of one of 
five answers to each question. The authors hope that the test will be 
useful: in improving the teaching of health, by showing the teacher 
what are the assets and deficiencies in the health knowledge of the 
children in her class; in improving the preparation of the teacher ; 
in curriculum construction; and as an instrument of research. The 
complete series contains 520 questions arranged in increasing diffi- 
culty on topics of which the following are typical: “disease,” 
“mental hygiene,” “bacteria,” “foods and habits of eating,” “fresh 
air,” “community health problems,” and “patent medicines.” By 
being put up in forms according to increasing difficulty, and accord- 
ing to health topics, the test may be used in all grades from the 
third to twelfth inclusive. The test, with complete explanation, is 
valuable to everyone interested in the health of elementary-school 
children. 


CuarLes C. Brown. A Manual for High School Administrators. 

Denver; Welch-Haffner Printing Co., 1926. Pp. 77. 

The material in this manual has been selected to meet the needs 
of the principals in smaller high schools. A considerable part of the 
book has been given up to the program of studies which should be 
given in high schools, in mathematics, English, social science, nat- 
ural science, foreign language, vocational courses, music, art, guid- 
ance, and school activities. In each of these departments there is 
included a bibliography of available textbooks. Basing the choice 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





of studies to be offered on the percentage of students in school of 
the North Central Association of Colleges and Secondary Schools 
who pursue any given course, the author estimates the number that 
can be expected to pursue such subjects as Latin, French, German, 
Spanish, higher mathematics, etc., and gives advice as to what sub- 
jects and as to how many years of each to be given in schools of 
various sizes. A complete program of studies for junior high 
schools and senior high schools is suggested ; and there is a discussion 
of the value of longer recitation periods, classroom methods, and 
of student participation in the government of the school. The 
author favors the longer recitation periods and student participation. 


CARPENTER, WESTON WILLIAM. Certain Phases of the Adminis- 
tration of High-School Chemistry. New York: Teachers Col- 
lege, Columbia University, 1925. Pp. 74. 


The aim of the book is to discover how certain phases of 
high-school chemistry are being administered, to evaluate present 
practices, and to recommend procedures. The study is based chiefly 
on: a questionnaire on present practices and recommended prac- 
tices from selected high schools ; a questionnaire on the organization 
of a science department and duties of the head of such department ; 
test results on laboratory work from thirty-four classes of high- 
school chemistry on ten experiments; an evaluation of the test 
questions by the instructors administering the tests; and recent 
studies in the field of science. The methods used are chiefly ex- 
perimental and statistical. The main topics discussed are: the 
organization as a department and the duties of the head of the 
department, the purchase, accounting, storage, and distribution of 
equipment and supplies, space provisions, service and permanent 
equipment, and methods of presenting laboratory work. There is 
a bibliography. The appendix contains the test questions used. 
Heads of departments of chemistry and principals will find the book 
very serviceable. 


Ross, Cray Camppett. The Relation Between Grade-School 
Board and High-School Achievement. New York: Teachers 
College, Columbia University, 1925. Pp. 70. 


The investigator made a detailed study of the elementary-school 
and high-school records of pupils who graduated from the eighth 
grade in New Rochelle, New York, in the years 1916, 1917, 1918, 
and 1919. There were 749 cases. He made an additional check 
on his conclusions by using the eighth-grade graduates (120) from 
eight elementary schools in Des Moines for the year 1917. He 
endeavored to establish criteria which would enable educators to 
forecast probable success of eighth-grade graduates in high school. 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





He maintains that cumulative records are more dependable than 
results from intelligence tests. Practical educators will be inclined 
to question his contention that a negative correlation exists between 
regularity of attendance in elementary school and success in high 
school. Certain other criteria offered apparently were true with this 
group of people, but the investigator assumes too much when he 
generalizes in his conclusions. 


Lewis, Ervin E. Personnel Problems of the Teaching Staff. New 
York: The Century Co., 1925. Pp. 460. 


The editor says in the preface that this book will supply a very 
real need to instructors of educational administration in our col- 
leges and that it ought to become a handbook for guidance and 
reference in the possession of all school superintendents in the 
United States. It deals, as the title indicates, with personnel prob- 
lems and should, “materially assist beginning superintendents and 
principals in the selection, placement, and improvement of teachers.” 
Among the general topics discussed are: problems of teacher re- 
cruiting, training, certifications, and selection. Other topics dis- 
cussed are: the married woman teacher, measuring merit, the 
teacher’s load, salaries, turnover, tenure, teachers’ organizations, 
councils and health, ethics, legal status, and numerous other inter- 
esting and worth while discussions of the human element side of a 
superintendent’s work. At the end of the chapters are problems 
for discussion and valuable bibliographies of chapter topics. 


Koos, Leonarp V. The High School Principal. Boston: Hough- 
ton Mifflin Co., 1924. Pp. 121. 


The professional status of the high-school principal is given in 
this book. It will enable the high-school principal better to analyze 
his duties in relation to what is the practice of his fellows in the 
profession. It should help prospective principals in defining the 
preparation necessary to enter this position, and also be of value 
to superintendents and boards of education in measuring the worth 
of applicants. The book is a summary of a number of studies sup- 
plemented by the investigations of the author. The facts given are 
graphically represented. Not the least in value are the author’s 
comments on the worth of existing practices and his suggestions 
toward desirable modifications. A number of the topics discussed 
are: sex, salary, training, experience, and distribution of the prin- 
cipal’s time. 

LENTZ, JR., THEODORE F. An Experimental Method for the Dis- 
covery and Development of Tests of Character. New York: 

Teachers College, Columbia University, 1925. Pp. 44. 


The treatise is an effective attempt to develop a method for 
measuring the elements of the character of the individual. This was 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





done by a wide variety of tests, including some for intelligence, 
others for likes and dislikes ; some which were based on boys’ power 
of appreciation of arts and sciences, and some on the present voca- 
tions and ambitions for mature life. These tests, forty in number, 
were given to two groups of boys of similar age, home environment, 
religious training, and racial characteristics. One group was from 
a corrective school, known as the probationary group, and the other 
from a public school labeled the unselected group. The tests were 
classified as preliminary and checking. It was found that the check- 
ing test, substantiated several conclusions that, in the opinion of the 
author, are reliable. Most school men will be interested in the gen- 


eral conclusions stated. 


MartTIN, HERBERT. Formative Factors in Character. New York: 
Longmans, Green & Co., 1925. Pp. 338. 


In the preface the author states that the moral development of 
childhood is the common enterprise of the home and school. The 
purpose of the book is to arouse the interest of both parents and 
teachers in the moral training of children, and to set forth the prin- 
yom for their guidance. The general topics discussed are: aspects 
of morality, the child mind, bodily conditions and morals, inherit- 
ance, thinking and morals, interest and morals, the will and morals, 
suggestion, imitation, character and conduct, controls and conduct, 
the home and morals, the school and morals, and non-professional 
educational agencies. The book should prove to be an inspiration 
and a great help to any parent or teacher. 


ANDERSEN, W. U. A Manual for School Officers. New York: 
The Century Co., 1925. Pp. 384. 


Actual administration and useful administrative practices are 
discussed in this book. The duties, responsibilities, and priviliges 
of the board, the superintendent, and the teachers receive intelligent 
attention. Not only are the usual subjects of technique, organiza- 
tion and supervision of instruction covered, but such subjects as 
guidance of study, extra-curriculum activities, teachers’ meetings, 
parent-teacher organizations, graduation exercises, publications, and 
Janitorial service are discussed. A bibliography follows each chap- 


ter. 
Reeve, WittiAM Davip. A Diagnostic Study of the Teaching 


a in Mathematics. Boston: Ginn & Co., 1926. Pp. 
117. 


This volume tells how to construct prognostic and diagnostic 
tests, how to administer them, and how to evaluate the results. In 
the chapter entitled Administration and Use of the Tests and Scales 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





the author has inserted several scales which are designed to be use- 
ful in algebra, geometry, or general mathematics. The Appendix 
gives a number of tables of the results obtained by the author when 


these tests were used. 


MAGAZINES 
Terry, Paut W. “Administration of Extra-Curriculum Activities 
in the High School—IlI,” Scuoot Review, XXXIV (January, 


1925), 15-24. 


In the smaller high schools a large per cent of the teachers 
co-operate in extra-curriculum activities, while in the larger schools 
many teachers are assigned positions of department headships, ad- 
viserships, etc., which prevent participation in student activities. In 
slightly more than a majority of the schools studied, teachers who 
are assigned to supervise extra-curriculum activities either receive 
additional salary or their teaching load is lightened. Management 
of finances is an important activity and needs careful supervision. 
In most places the custody of the funds is in the hands of faculty 
men, and systematic plans of accounting are provided. The practice 
of keeping an accurate record of extra-curriculum activities of the 
pupils is growing. These are used by the administration, the teach- 
ers, and vocational counselors. 


CampseLt, Giapys. “The Creative Writing Class in the Univer- 
sity High School,” Scuoot Review, XXXIV (January, 1926), 


25-35. 


Theme-writing as conducted in English classes does not dis- 
tinguish between essential and creative writing, and often results 
in the confusion of the average student and the irritation of the one 
who has a native gift of expression. Appreciating this situation the 
University High School of the University of Chicago believed that 
such a gift should be given a chance for development, and a special 
class was formed to help those students, who were interested in 
writing as an art. Those eligible for this course must have had one 
year of English, be strong enough to carry the added work, and be 
recommended by some teacher. The response and the interest 
which followed was most gratifying. The following year space was 
given this course in the curriculum. The major objectives are: to 
develop interests in life; to train critical faculties; to cultivate a 
healthy social attitude toward writing; to develop interest in the 
production, sale, and collection of books; to give pupils prac- 
tical work with a publication which reaches readers of their 
own age and experience. The course has earned a real place in the 
curriculum and now carries a full unit of credit. 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





Tarr, AtpHonso R. “The Business Organization and Adminis- 
tration Course in the High School.” Scuoor Review, XXXIV 


(January, 1926), 36-41. 


Two years ago, in English High School, Lynn, Massachusetts, a 
course of Business Organization and Administration was introduced 
to bring the pupils into actual contact with business as it is con- 
ducted to-day, and to enable them to choose more wisely the occupa- 
tion they wished to take up as a life work. It dealt with the three 
general topics ; finance, production, and distribution. While a text- 
book was used, interest was aroused through special reports re- 
quired of the pupils. A thesis based on a study of some industry 
or business was selected for investigation by each pupil during the 
year. Another source of interest was a series of talks given by 
leading business men of the community. The personal contact with 
successful business men has made the course more real and given 
the pupils a new outlook on life. 


Barton, Jr., W. A. “Pupil Reaction to School Reports, II,” ScHOoL 
Review, XXXIV (January, 1926), 42-53). 


This article presents the findings for that portion of a question- 
naire which called for items which pupils would like to have marked 
on their report. The following items received the approval of not 
less than fifty percent of the pupils answering: Preparation, atten- 
tion, attitude, rank, scholarship, and conduct. Other items such as 
reliability, self-control, and leadership did not appeal strongly to the 
pupil. Other questions show that pupils are influenced in a greater 
or less degree by reports from the school to the parents, and by the 
interest and the co-operation of parents with the school. Sex dif- 
ferences in the responses were significant. 


Ozanne, Cuartes E. “A Study of Different Types of Teachers’ 
Tests,” ScnHoot Review, XXXIV (January, 1926), 54-60. 


In this experiment conducted in the senior civics classes of the 
Central High School of Cleveland three types of tests were given on 
consecutive weeks. These tests were as follows: a completion test, 
an essay test, and a reasoning test. The reaction of the pupils showed 
a preference for the essay type of test, although a majority felt that 
the reasoning test gave the best measure of mental ability. They 
favored the use of all three types from time to time. 


Pierce, F. H. “What About Tardiness?”, Scuoot Review, XXXIV 
(January, 1926), 61-6. 
There is a wide difference of opinion regarding the answer to 
the question asked in this article. To some it is no problem at all; 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





others are indifferent and do not consider it their problem; while 
others feel that it belongs to the administration of the school and 
is a problem of more or less serious concern of the principal in the 
training of the pupil. The writer has successfully used in different 
schools a series of tardy notices sent to the parent immediately fol- 
lowing each offense. This notice informed the parent not only of 
the tardiness, but also the time of the arrival at school, the excuse 
offered, and the present number of the offense, and asked for the 
co-operation of the parent. A very marked reduction of the cases 


of tardiness resulted. 


Evans, A. W. “High School Costs in Texas in 1924,” ScHooL 
Review, XXXIV (Feb., 1926), 95-111. 


In this study it is found that vocational subjects invariably cost 
more than academic subjects; that senior high-school costs are 
higher than junior high-school costs and that the chief contributing 
factors are: salary of teacher, number of pupils instructed, length 
of school year, total school enrollment, number of teaching periods 
per day and per week, year in which course is given, and stage of 
advancement in the high school. “Class size is the most variable 
factor and has the greatest weight in affecting unit costs.” 


Hucues, J. M. “A Study in High School Supervision”—I, Scuoo. 
Review, XXXIV (Feb., 1926), 112-22. 


In this study superintendents, principals, and supervisors are 
considered. The superintendent visits more teachers, while the 
principal visits more often, and the supervisor gives more time to 
each visit. The supervisor follows up the visit with suggestions. 
Some teachers are apologetic toward supervision, others are openly 
opposed to it, while others who seem to be in the majority, feel the 
need for sympathetic, constructive help. There is a real need for 
an improved technique in supervision which will bring about a better 
attitude toward supervision and an appreciation for the improve- 
ment of teachers in service. 


Hurp, A. W. “The Intelligence Quotient as a Prognosis of Success 
in Physics,’ Scnoo. Review, XXXIV (Feb., 1926), 123-8. 


It is evident from this study that few pupils with low I. Q.’s 
succeed in physics. The minimum I. Q. desirable on this basis 
would be 108. The author believes that no pupil interested should 
be denied the chance to take this subject, but that he should under- 
stand his chances of success. The pupil who is not likely to do well 
in physics should have an opportunity to take some other line of 
work which will offer him better chances of success. 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





Witiis, Marcaret M. “The National Honor Society,” ScHoou 
Review, XXXIV (Feb., 1926), 129-36. 


In some schools election to the honor society is based wholly 
upon scholarship while in other schools election is based upon 
scholarship, leadership, character, and service. All societies seem to 
fall into two main groups: the strictly honorary society, and the 
working honor society. This latter type is given a variety of duties 
in various schools which in many cases works well, but great care 
must be taken in the supervision of such, for grave dangers are 
easily encountered, and its success depends upon “the enthusiasm of 
its sponsors, the loyal co-operation of the principal and the student 
leaders, and the finding of some worth while work to do.” 


SnewmMan, W. D. “A Study of the Intelligence and Achievement 
of the June, 1925, Graduating Class of the Grover Cleveland 
High School, St. Louis—I,” Scuoot Review, XXXIV (Feb., 
1926), 137-46. 


The Terman Group Test of Mental Ability, Form A, was given 
in the freshman year, and for comparison, the Terman Group test 
of mental ability, Form B was given in the senior year. It appears 
that foreign language and mathematics offer the least chance of suc- 
cess of all the high-school subjects, while manual arts and com- 
mercial subjects offer the greatest chance of success. These latter 
subjects no doubt encourage many to remain in school longer and 
receive a better preparation for citizenship. It is the duty of the 
high school as a democratic institution to offer courses adapted to 
the varying degrees of intellectual ability of all of its students. 


Waptes, Doucias. “A Program for the High School Teacher's 
InstiTuTE,” ScHoo. Review, XXXIV (March, 1926), 199- 


211. 


There are two usual types of institute programs: the inspira- 
tional and conference class for systematic discussion and study. The 
inspirational type of program is more prevalent because it is usually 
cheaper and more easily administered. 

A program is outlined which was used in Clairton, Pennsyl- 
vania. Here the teachers were organized into classes by depart- 
ments. The purposes were (1) to collect the significant problems 
confronting the various high-school departments and (2) to analyze 
the problems for such later study as each department might have 
time to undertake. The program continued through six sessions of 
one and one-half hours each—for a period of six weeks. The prob- 
lems of the different teachers were considered, analyzed, and rated. 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





Investigations were made and studies pursued. Reports of the re- 
sults were made to the group. 

This type of program is less expensive and can be adapted to 
the needs of any group of teachers. 


LeicHTon, BertHA M. “A Study of a Commercial Group,” 
ScHoot Review, XXXIV (March, 1926), 212-18. 


This study was made in one of the smaller high schools in 
Maine. It was found that following the introduction of the Com- 
mercial Course into the curriculum, the enrollment almost doubled. 

A study was made to see if the students graduating from this 
course entered occupations for which they were trained. It was 
found that for the most part such was the case. Of the subjects 
pursued commercial arithmetic, bookkeeping, penmanship, type- 
writing, and shorthand were most elected. : 


SHERMAN, W. D. “A Study of the Intelligence and Achievement 
of the June, 1925, Graduating Class of the Grover Cleveland 
High School, St. Louis—II,’ Scuoot Review, XXXIV, 
(March, 1926), 219-20. 


This study includes a limited number of cases and a rather 
uniform environment which would no doubt modify the results in 
some degree; but it indicates certain trends which warrant serious 
consideration. 

Some things indicated are: Boys who graduate have a higher 
I. Q. than girls (This may be explained by the weeding out of the 
weaker boys earlier in the course). Girls outrank the boys in 
achievement. There is a high correlation between retest after 
seven semsters, and the first test. The median I. Q. remains about 
the same. 

There is little exchange between high and low groups and there 
seems to be great probability that those in the high group will lose 
in I. Q. while those in the low group will gain in I. Q. 


PerKINS, GLEN O. “High-School Fraternities Again.” ScHoor 
Review, XXXIV, (April, 1926), 277-80. 


There are two ways of combating the fraternity evil in the 
high school. One of these ways is by state legislation prohibiting 
them, and the other is by creating public sentiment both in school 
and outside of school, against such organizations. The writer states 
cases where each method was used. He feels that legislation against 
the fraternity does not work effectively. It only aggravates the sit- 
uation, and causes strife between the fraternity and the school and 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





does not always remove the evil. If a fair understanding can be 
reached between the fraternity and the school in which the evils of 
high-school fraternities are understood, and a fair treatment of the 
fraternities followed by the school, the fraternity will be glad to 
co-operate with the school, as in San Diego, California. 


Mortey, E. E. “The High-School Carnival: A Co-operative En- 
terprise.” Scuoot Review, XXXIV, (April, 1926), 281-4. 


Money for school activities not provided for in the regular 
budget is raised in various ways, but in most cases the work of the 
classroom is more or less interrupted. The Heights High School, 
Cleveland Heights, Ohio tried the plan of a carnival. This was 
very successful not only financially, but from several other points, 
important in the life of a school. 

(1) The general school work was not greatly interrupted. 

(2) There was a unity of interest both in the school and the 
community. 

(3) It allowed the school to broaden its program of activities. 

(4) It gave the school a spirit of confidence in its ability to 
do things. 

(5) It brought about a more thorough acquaintance between 
teachers and pupils, which resulted in more satisfactory and more 
cheerful work. 

(6) It gave the school administration a year of freedom from 
financial worries, and more time to devote to the regular school pro- 
gram. 


WituraMs, Jesse F. “Physical Education in the School.” ScHoor 
Review, XXXIV, (April, 1916), 285-94. 


Physical education as it is now called grew out of the early de- 
mand for physical training to develop a strong physique. In the 
beginning of this agitation it was thought that such training was 
justified on the grounds that it met certain national needs, such as 
social and militaristic. 

When it was first introduced into the schools, the demand was 
made that it must take little time, require no apparatus and no 
trained teachers. But the type of physical education that met these 
conditions did not meet the needs of the boy and girl. Another type 
grew out of the desire of the pupil for competitive games. The 
schools accepted this rather than promoted it, and it was conducted 
for the most part outside of the school under rather formal school 
supervision. From this grew an unwholesome type of competition. 

Physical training has a real place in the educational system, 
if it is made educational. Health is not the end but a by-product of 
physical education. There are other values to be considered in the 
physical education program that are more fundamental than health, 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





and if attained, health need cause no serious concern. Health as 
an end in itself diverts from the bigger things of life to self and 
selfish activity. 

“Physical education in the school must proceed harmoniously 
with the education of boys and girls.” 


BRowNELL, WILLIAM ArtTHuR. “State Requirements for High- 
School Teachers.” Scuoot Review, XXXIV (April, 1926), 


295-9. 


In this study responses were received from 47 states. The in- 
formation asked was concerning the number of hours in education 
and the courses required, and the date such legislation was passed. 
A table is listed which gives these data. It shows a range in the 
hours of education required from five to twenty-four. 

The courses required show an equally wide range of subjects. 
Some states require certain definite subjects, while others give a 
wide range of electives. This is an interesting and instructive study 
for the teacher. 


Knapp, T. J., “A Guarantee of Learning.” Scuoot Review, 
XXXIV (April, 1926), 300-2. 


The test of good teaching is the results obtained. In all our 
teaching we hope the pupil will apply what he learns, and yet we 
fail to check on this point. Much attention is given to the response 
in the class, but not to the application made outside of class. The 
plan used by the author may be explained thus: when a pupil shows 
by his application grade that he has attained satisfactory standards 
in penmanship he is no longer required to attend this class, but he 
must reach this point before he is excused from further study in 
this subject. The results of the plan have proved gratifying in the 
author’s school system. 


James, H.W. “The Dalton Plan Tested in College.” Scuoot Re- 
view, XXXIV (April, 1926), 303-6. 


From this study the writer concludes that the Dalton Plan is 
more expensive than the recitation method, in that, to carry it out 
successfully would require many more teachers; that the recitation 
method is more advantageous for the average school. The most 
promising field for the Dalton Plan would be the school with small 
classes, and the small rural schools, especially the one-teacher 


schools. 


Dunn, ArtHur W. “World Civics.” Scuoot anp Society, XXII 
(December 19, 1925), 771-4. 


Although it has been almost three years since any definite action 
has been taken in regard to any organized instruction and training 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





in “World Civics,” the author of this article believes that such 
instruction would be both practicable and effective since a means 
already exists by which necessary activity for the ideal could be 
brought about. He considers the Junior Red Cross this means. 
Through its system of international correspondence, he believes that 
a thorough and interesting program of “World Civics” can be 
brought about to pave the way for universal peace among nations 
and the brotherhod of man. 


KIMBALL, ReGINALD Stevens. “The Need for Added Emphasis 
on the Recent History of the United States.’ Scuoot anp 
Society, XXII (December 19, 1925), 774-6. 


A more thorough contact with modern affairs and the trend 
of the times is necessary in the opinion of this author. He be- 
lieves that too little emphasis has been placed on our history since 
the days of the Civil War. In order to make history a living vital 
thing in the life of the high-school pupil, not only romance of the 
past should be an objective, but the significance of the present. In 
order to gain interest in modern tendencies and a realization that 
we are history in the making, present-day problems should be faced 
squarely, understood intelligently from all angles, and discussed 
openly with critical judgment. The study of our present should be 
as dispassionate and broad as our discussion of past events but 
should be of more vital concern. 


Osporn, Henry FarrFietp. “How to Teach Evolution in the 
Schools,” Scoot anv Society, XXIII (January 9, 1926), 25- 
a. 


Mr. Osborn, a former teacher at Princeton and Columbia, 
thinks evolution can and should be taught in such a way as (1) to 
exalt and beautify the entire conception of life rather than to de- 
base or materialize it; (2) to satisfy instinctive curiosity about the 
workings of nature; and (3) to inspire youth with the truth and 
beauty of nature, not to debase youth with the alloy of the mechan- 
ical, commercial or sensual side of life or to falsify evolution as a 
gospel of negation rather than to dignify it as a gospel of aspiration. 


Anonymous. “The Growth of Catholic Parochial Schools,” 
ScHoot ANnp Society, XXIII (January 9, 1926), 40-1. 


Statements are quoted here which were given by Director Fran- 
cis M. Crowley of the National Catholic Welfare Conference, in the 
December number of Catholic School Interests. Enrollment in 
Catholic secondary schools in the last ten years has increased 116. 
per cent., and since 1920, it has progressed at the rate of ten per 


16 























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a 


SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





cent. a year. There has been a movement toward the central Cath- 
olic high school, six large cities having opened schools of the type 
recently. There are over 2,000 Catholic secondary schools, caring 
for over 180,000 pupils. 


Doyte, Henry Grattan. “The Romance Languages as an Intro- 
duction to Latin,’ Scuoot anv Society, XXIII (January 9, 


1926), 47-9. 


Arguments are set forth to prove that five years of French or 
Spanish followed by two years of Latin would equip a student better 
in both languages than he is equipped under the present system. 


Downinc, Exttior R. “Science Teaching in the Secondary 
Schools,” Scoot ann Society, XXIII (January 16, 1926), 


80-1. 


Mr. Downing comments upon an article printed in the No- 
vember 21, 1925, issue of this same magazine, by R. A. Millikan, 
relative to two certain points: (1) Mr. Downing thinks Mr. Milli- 
kan failed to appreciate the fact that science teachers must attack 
the problems of teaching in the same scientific way that they do 
problems of the physical and biological sciences; (2) Mr. Downing 
also believes Mr. Millikan in error when he assigns the decline in 
the percentage enrollment in the old-line sciences in Minnesota 
to the gain in general science. 


SanprorD, Peter. “Paternal Occupations and Intelligence of 
Offspring,” Scuoot aNp Society, XXIII (January 23, 1926), 
117-9. 


A most interesting article is here presented summarizing the 
part of the findings of two survey intelligence tests in New York 
and British Columbia which has especial reference to the occupation 
of the fathers of the pupils. A study of paternal occupation and in- 
telligence was then made. In all cases, children of professional 
workers headed the list in obtaining a high median I. Q. Intelli- 
gence sufficiently high to achieve success in a profession is handed 
down to children. Following these in descending order came the 
children of fathers engaged in business and clerical work, in skilled 
trades, in farming, in semi-skilled, and in unskilled occupations. 


Goop, Carter V. “The Appeal Made to High School Graduates 
by College Catalogues,” ScHoot anv Society, XXIII (January 


30, 1925), 149-52. 


Explanations of changes made in the catalogue of Miami Uni- 
versity are here set forth. An effort was made after a detailed 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





study of the catalogues of many universities, to compile data that 
would appeal to the students using the catalogue. Information was 
given which would enable the officers of other colleges to evaluate 
the work. 


Weaver, H. B. “Legislative Development of the Pennsylvania 
High Schools,” Scnoot anv Society, XXIII (February 6, 
1926), 159-64. 


In this article, Weaver traces the legislative development of the 
high schools in Pennsylvania from the first attempt at constitutional 
provision for education in 1776 through the establishment of free 
schools in 1834, and through various legislative acts establishing 
high schools, down through the 1915 codification of all laws relative 
to a education in that state. Specific references are given 
to the laws. 


Hanopscuin, C. H. “The New Day in Education in Germany,” 
Scuoot anv Society, XXIII (February 13, 1926), 191-8. 


Democracy as applied to education has never been more in 
evidence than in Germany of the present time. The old dual system 
of schools has been abolished, caste has been flung to the winds, the 
working classes have better opportunities for education than the 
commercial, and the federal government has assumed control of 
the schools. Teachers now have all the rights of public officials, 
while instruction, books, and all supplies are furnished free in the 
elementary and continuation schools. In spite of many handicaps 
the “German schools may be appraised highly on the basis of their 
performance and as the hope of the new day in Germany. The 
schools are teaching the new order . . . less manhandling and 
more self-respect; less autocracy and more democracy . . . less 
drudgery and more joy in work.” 


Anonymous. “Enrollment in Catholic Schools and Colleges,” 
ScHoot anv Society, XXIII (March 20, 1926), 358-9. 


Figures are given on the enrollment of secondary students as 
well as elementary and college students in Catholic institutions. 
These figures are quoted from an article in the March issue of 
Christian Education by Dr. James H. Ryan, Executive Secretary 
of the National Catholic Welfare Conference. In the 2,000 secon- 
dary schools which Catholics maintain, there are 180,000 pupils and 
11,500 teachers. 


Woon, Witt C. “The California Schools: Their Achievements,” 
ScHoot anp Society, XXIII (March 20, 1926), 367-8. 


This article sums up the achievements of the California schools 
in the last decade and gives tentative plans for the future. Detailed 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





summaries are made for every phase of school activity. Junior 
high schools have been established in practically all the large cities 
of California and the curriculum of the three years has been made 
over. The program of public education has been extended ‘to a 
point where more than one-fourth of the total population of the 
state is enrolled at some time in the year in the public school system. 


Witson, Lucy L. W. “The New Schools in Russia,’ ScHooL AND 
Society, XXIII (March 13, 1926), 313-24. 


The thoroughly scientific attitude of Russia toward education is 
attracting world wide notice. Russia, with her favorable and un- 
favorable factors, her new and old culture, has based her hope for 
the future in a literate population. A close and minute study of in- 
dividual differences, specially adapted schools for both the deficient 
and unusual pupils, also a definite program to correlate home and 
school, constitute an educational problem which is apparently being 
solved in a unique manner. 
NearinG, Scott. “The Organisation of Educational Workers in 

Russia.” ScHoot anp Society, XXIII (March 13, 1926), 


324-7. 


The principals of industrial unionism is being applied to the 
educational field in Soviet Russia. The aim of the union is twofold: 
to protect the members of the Union through collective agreements, 
and to raise the cultural and educational level of rural and urban 
communities. The Educational Workers’ Union does not control 
the appointment of teachers nor determine the course of study 
but it everywhere has a voice in determining the conditions under 
which productive activity is carried on. The Union provides com- 
petent teachers and insists that they be given preference over non- 
union teachers. Soviet pedagogy is especially desirous to create 
a social consciousness; therefore, the Union teacher is trained to 
be more than a mere teacher but rather a cultural leader and adviser 
of the backward village and community. 


Payne, Georce E. “Health Education in Schools.” ScHooLt AND 
Society, XXIII (March 27, 1926), 388-93. : 


The fact that health education has been, in the past, merely 
a subject of instruction rather than an objective in education; ac- 
counts for the failure of health teaching to carry over into the 
pupil’s everyday life. Knowledge of health and its principles must 
function in the immediate experience of the child in order to be of 
practical value. Health must be conceived in the mind of the pupil 
as hour by hour practices in his immediate surroundings. Further- 


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NaTIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





more, health education must not only include the child in its scope 
but the entire community. “The schools alone cannot realize effec- 
tive results in health work.” This makes necessary what has long 
been the ideal of educators, a close co-operation between the school, 
the health experts, the public and private health agencies, the 
teacher-training institutions, and the homes. 


Skinner, Avery W. “Problems of Extra-Curricular Activities,” 
American EpucationaL Dicest, XLIV (December, 1925), 


147-9, 


This article presents some helpful guiding principles for the 
evaluation and administration of extra-curriculum activities. Two 
questions dominate the discussion: “What extra-curriculum ac- 
tivities are desirable, and how shall they be controlled? What ones 
are undesirable, and how shall they be checked?” Emphasis is 
placed on the very desirable practice of incorporating worth while 
extra-curriculum activities as an integral part of the school. The 
presentation will appeal especially to those interested in the admin- 
istration of extra-curriculum activities in the smaller high schools. 


Fake ey, F. S. “Club Activities in Junior High School,” AmErt- 
caN EpucationaL Dicest, XLV (January, 1926), 205-6. 


The essential procedures in promoting club activities in the ju- 
aior high school are set forth in this article. After stressing the 
educational soundness of such activities, the writer takes up the 
steps in the organization of a suggestive list of clubs with their 
dominant ends, pupil membership, and pitfalls in such activities. 


Mitcer, Warp I. “Supervised Study and Homogeneous Groups.” 
AMERICAN EpucaTIOoNAL Dicest, XLV (February, 1926), 248- 


9. 


In this article Superintendent Miller points out the importance 
of an organized plan in the school for teaching pupils how to study. 
Successfully directed study depends upon providing a proper at- 
mosphere, upon organizing the subject matter into large topics or 
units, and upon assignments which carry over for several days or 
weeks, each pupil contributing to the completion of the common task 
according to his ability. Upon the teacher falls the responsibility of 
knowing when to give assistance and when to withhold help. The 
author presents in conclusion a number of things to do, things not 
to do, and causes of failure, in the procedure of directed study. 


Anprews, Harry D. “Grades for Differing Intelligences.” “AMER- 
ICAN EpucaTionat Dicest, XLV (February, 1926), 250-1. 


A system of marking is presented for groups of differing abil- 
ity which eliminates the injustice of assigning identical marks for 


20 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





varying accomplishments. While the traditional method of grading 
by letters is used, the highest obtainable grade and the failing grade 
for each group of decreasing ability is lowered by one letter. Thus, 
A, B and C are the highest obtainable marks in groups “A,” “B” 
and “C” respectively, while E, F and G are the failing marks. 
When a pupil is transferred into a new group as a correction to 
a former judgment, it is a simple matter to correct the marks re- 


ceived while in the wrong group. 


Hanna, Joun Carvin. “Teacher Problem in the Small High 
School.” American Epucationat Dicest, XLV (March, 


1926), 297-9. 


Considering a small high school to be one whose enrollment 
falls below one hundred fifty pupils, the author points out that the 
heavy teacher turnover is due to low salaries, loneliness, and un- 
attractive surroundings. The solution of this problem lies in mak- 
ing country life more attractive, in supplying comfortable homes, 
and in developing co-operative leadership on the part of citizens 
in general. The community must be led to realize the value of 
education to itself and to the individual, and also to recognize that 
expending 2.3 percent of our total income on education is not ex- 
travagant but very small in comparison to the resources of the na- 


tion. 


STEVENSON, P. R. “Types of Newspaper Publicity Used by Amer- 
ican City Schools,” EpucaTIonaL ResEarRcH BULLETIN, (Ohio 
State University), V (February 17, 1926), 71-5, Bibliography 
82-3. ‘ 

. An inquiry regarding the types of publicity used was sent out 
to superintendents throughout the country. Quotations from an- 
swers are given. Three types of newspaper publicity are specially 
emphasized, school pages, columns, and educational supplements 
or special school editions. The bibliography~is especially useful to 
school men. 


Brack, A. E. “E-xtra-curricular Activities in the City and Ex- 
empted-Village High Schools of Ohio,” Epucationat Re- 
SEARCH BuLLeTIN, (Ohio State University), V (March 31,’ 
1926), 131-5. 

The data were secured from city and exempted-village high 
schools in Ohio. Such subjects as non-participation, school dancing, 
and fraternities are discussed. An eligibility card for participation 


is exhibited. A list of the leading extra-curriculum activities is 
given. The point system of McKinley High School of Canton is 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





offered as a sample. Extra-curriculum activities are advocated on 
civic training grounds and should offer opportunities for universal 
participation. An extra-curriculum director is recommended. 


Morrison, J. C. “The High-School Principal,” Epucationat RE- 
SEARCH BuLueTin, (Ohio State University), V (March 31, 


1926), 141-2. 


Historically the ancestors of the high-school principal were 
scholarly heads of the academy or of the Latin school. To-day “his 
Greek, has given way to Spanish.” He is a changing personage, 
his speculative philosophy turning to the scientific method. His 
high calling is to keep standards high and yet adjust curriculums to 
the different groups of varying ability. In age the gamut from 
youth to ripe maturity is run, in salary from twelve hundred to 
twelve thousand dollars annually. 


McMattay, H. .L. “The Teaching Load of the Principal of the 
Rural and Village High Schools of Ohio,’ Epucationat RE- 
SEARCH Butietin, (Ohio State University), V (March 31, 


1926), 143-6. 


This study presents returns from 238 schools obtained from 
the state department’s records. Twenty-two well distributed coun- 
ties were represented. No school considered belonged to the North 
Central Association. The conclusions reached were as follows: 

“There is little evidence that the principal of a village or rural 
high school will have opportunity to teach any subject which he 
took as his major or minor in college. In general, the amount of 
teaching done by the principal is inversely proportional to the size 
of the-school. Although there are seven or eight forty-five-minute 
periods a day, the principal may teach five periods with an average 
of nineteen pupils to the class. The principals of the schools under 
consideration apparently give little time to supervision.” 


Van Eman, Cuartes R. “The Functions of the Assistant High 
School Principal and Other Assistant Executives,’ Epuca- 
TIONAL RESEARCH BULLETIN, (Ohio State University), V 
(March 31, 1926), 148-50. 


This short study covers fifty-two of the larger schools in Ohio. 
The enrollments varied from 1,705 to 3,000 pupils. A table ex- 
hibits the distribution of duties of the asssitant principal. Heads of 
departments, faculty advisers, and committees are briefly discussed. 
In these schools it appears that the average assistant principal was 
a woman with the following duties: exercises general supervision 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





of the girls and helps them to solve their problems, exercises gen- 
eral supervision of the discipline of the girls and in a few cases 
take care of the boys, has direct control of all records and partial 
control of attendance, confers with failing pupils and their parents, 
has complete charge of the social functions of the school, works out 
plans with the principal’s help for improving the morale of school, 
and acts as a general “shock absorber.” 


Warner, ExtswortH. “The Curriculum-Revision Movement, 
What's It About,’ EpucationaL Review, LXXI (January, 
1926), 12-20. 


Superintendent John H. Beveridge of Des Moines, Iowa, set 
curriculum revision on foot when he gave it a place in the program 
of the Cleveland meeting of the Department of Superintendence in 
1923. It was later made a two-year program by the department. 
Part III of the 1924 yearbook is the first fruit. The work has 
been confined to the elementary-school level, and has taken the nature 
of a research survey with revision where there is need. Subject 
matter classification does not seem to be due to be changed. Teach- 
ing content may be changed: arithmetic is omitted from the first 
year and reading given correspondingly more time; spelling is con- 
fined to words pupils use; reading material is chosen for child 
appeals, such as surprises, animalness, adventure, kindness and the 
like. Emphasis is placed on the formulation of educational aims, 
and the development of character education. ’ 


Diamonp, THomas. “Co-operation Between a Correspondence 
School and a Public High School,” Epucationat Review, 
LXXI (January, 1926), 37-41. 


Enlargement of a higli-school course of study at low cost is 
the end of a plan of co-operation between a correspondence school 
and a public high school. In Benton Harbor, Michigan, twenty-two 
correspondence courses, taken by one hundred students, are added 
to the regular high-school course. This work is supervised by one 
teacher added to the faculty for that purpose. The student pays 
part and the board of education the remainder for the units pur- 
chased from the correspondence school. The student spends ninety 
minutes a school day on the course material. The plan can be used 
for part-time continuation pupils as well as full-time high-school 
students. The scheme has several advantages: (1) it can be 
introduced in large or small high schools; (2) it will broaden the 
curriculum at low cost; (3) correspondence courses are more 
easily supervised in their selection and administration; and (4) 
they do not conflict with the regular high-school work. 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





Hotcn, A. E. “Social Life of the High School,’ Epucationat Re- 
view, Volume 71 (March, 1926), 152-7. 


The high school must provide for the social life of its students. 
It should be a part of its educational program to school its members 
in the social graces. At frequent intervals during the school year 
there should be social recreation, because such gatherings, instead 
of bringing lower scholarship, result in a pleasanter and more demo- 
cratic school atmosphere, and reduce discipline problems. The 
home and the church do not adequately provide sufficient social 
recreation, therefore, the school should bring its students together 
in social diversion in keeping with the ideals of the public schools. 
Fraternities and sororities result in snobbishness, hence their mem- 
bers lose training for leadership in school and in community life. 
Schools that have organizations enough to absorb the social long- 
ings of their students are not likely to have fraternity problems. 
Whether dancing is to be a part of these social hours must be de- 
termined by the attitude of the community. Many educational 
values spring from social events managed by student co-operation. 


Norton, JoHn K. “Standard of Living and Standards of Educat- 
ing—Have They Kept Pace?”, JouRNAL oF EpucaTIONAL RE- 
SEARCH, XIII (January, 1926), 22-35. 


This is an interesting discussion of the question as to whether 
or not the increase in educational revenue from $555,000,000 in 
1914, to $1,808,000,000 in 1924 is a correct measure in judging 
present and past cost and status of education. Mr. Norton shows, 
with carefully worked out duplicates of statistics, that taking into 
account all factors such as increased enrollment, widened curricula, 
and the changed value of the dollar, that the 226% increase in 
revenue in this period really purchases only 26% more actual units 
of school service, the unit being the cost of a single day’s instruc- 
tion per pupil. 


Crark, Wittis W. “Status of University Students in Relation to 
High School Courses,” JouRNAL OF EDUCATIONAL RESEARCH, 
XXIII (January, 1926), 36-9. 


This is a study of the success in college of 369 freshmen in the 
University of California, Southern Branch, 203 of whom had com- 
pleted, in high school, twelve units of work required for college 
entrants; and 166 freshmen who had not completed these re- 
quirements. Averages of grades made by the two groups show only 
a plus .002 correlation; and a comparison of the subjects passed 
shows a positive correlation of only .009. The author concludes 
that there is practically no difference whether the students took the 
prescribed entrance courses or not. 


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Witty, Paut A. “Diagnosis and Remedial Treatment of Poor 
Spellers,” JouRNAL OF EDUCATIONAL RESEARCH, XIII (Janu- 
ary, 1926), 39-44. 


A special study was made of the difficulties encountered by 
twenty-three special problem cases in spelling in the Scarborough 
School of Scarborough, New York. Careful analysis of physical 
defects, I. Q., and the like, were gathered. List tests were given, 
after which special psychologists spent eight twenty-minute periods 
with each child, pointing out difficulties and remedies. Every child 
showed improvement, the average being raised from 61 to 85%. 
The experiment indicates a large number of poor spellers remain 
poor spellers due to a lack of proper analysis of specific difficulties. 


Hunt, THELMA. “Overlapping in High School and College Again,” 
Journat oF EpucaTionaL ResearcH, XIII (March, 1926), 
197-207. 


Data and conclusions are presented in this article, based on 
the study of the catalogue of George Washington University for 
the year 1924-5, in courses totaling 344 credit hours, and the var- 
ious high schools of the State of Washington, in an effort to show 
the amount of actual duplication in freshman college and high-school 
work. The data gathered are all based on the courses offered, the 
textbooks used, the mid-term records, and the achievements. The 
statistics show that .189 per cent of the courses open to freshmen 
are covered entirely by high-school courses; and .491 per cent are 
covered either wholly or in part by high-school courses. Interest- 
ing statistics are given by way of comparing materials covered in 
text-books in the fields of English, physics, chemistry, and econom- 
ics, and these show that anywhere from 20 to 40% of the same 
material is covered in the two types of institutions. The conclusions 
drawn tend to indicate a conviction that the courses in the two 
types of institutions are too nearly the same cycle and need correc- 
tion in many instances. 


STEVENSON, P. R. “High School Quarterly,” (January, 1926), 81- 
6. (Reprinted by permission from Educational Research Bul- 
letin, Ohio State University). 


The author points to the many factors determining how heavy 
a load a student should carry. Among these are: intelligence, pre- 
vious school record, health, effort, outside employment, study habits, 
extra-curriculum activities, grade in school, and difficulty of sub- 
jects. The last problem is developed enough to show that while im- 
possible of determination for all schools and subjects, yet there is 
enough difference in difficulty so that five subjects of one variety 


25 








NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





might be no harder than four of another. The author believes 
such factors should be set up objectively, so decisions can be made 
for pupils by administrators. The definite four year plan for 
graduation is a mistake. The rate should vary as to pupil. There 
is no equality between various units. Carefully controlled experi- 
ments concerning pupil load are needed. 


RoeMER, JosePH. “High School Quarterly,” (January, 1926), 
97-104. 


This is an interesting report of the meeting of this southern 
accrediting association. Among the high points taken up are defi- 
nitions of the unit, nine month term, professional training, Bible 
study, English, college entrance, and many others. Part II deals 
with failures in higher institutions and is a study of freshman 
failures in a number of southern colleges. The latter is especially 
interesting to secondary principals. 


Pittincer, B. F. “An Argument for Supervision,” Schoo. Boarp 
JournaL, LXXII (February, 1926), 41-3. 


Until teaching can be made a genuine profession, many of eur 
most serious problems must remain unsolved. The difficulty of 
lifting teaching as a profession to the level of law, medicine, the 
ministry, or engineering is clearly pointed out in the consideration 
of such topics as sex, age, experience, tenure, and low entry re- 
quirements. The time and expense involved render such an attempt 
to professionalize teaching highly impracticable. The immediate 
and feasible solution is to provide adequate supervision, so that all 
teaching will be done under the immediate direction of those who 
know and can demand a high quality of work. Instructional super- 
vision is defined as the direction, inspection, diagnosis, and improve- 
ment of teaching, leading to individual professional growth and, 
for the teaching group, to unity and harmony in work and spirit. 


Buckner, C. A, and Hucues, R.O. “Teaching Results in the So- 
cial Studies,’ Scuoot or EpucaTion Journat, (University 
of Pittsburgh), I (September-October, 1925), 5-11. 


Pupils were given tests of the following types based upon a 
unit in Problems of American Democracy: limited recall, specific 
definition, completion, multiple response, and alternate response. 
The pupils were then asked to evaluate these types of tests accord- 
ing to the following points: personal preference, best test of 
knowledge, most useful in ranking the pupil accurately, best to en- 
courage rote memory, most closely related to daily study, best to 
encourage careful preparation, and giving the fairest mark. The 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





following conclusions are drawn from the pupils’ ratings of the 
above types of test, on the basis of these criteria: (1) The ablest 
pupils may be tested about equally well by any type of test. (2) 
The alternate response and multiple response tests do not distin- 
guish so clearly between the abler and the poorer students. (3) 
Other things equal, an examination combining different types of 
test is preferred to one type of test. (4) Pupils are more interested 
in examinations comprising different types of tests and find more 
enjoyment in the new types than in the old. 


“Occasional Notes,” THE JourNaL oF EpUCATION AND SCHOOL 
Wortp, London, No. 678 (January 1, 1926), 12. 


A fixed date for Easter, the second Sunday in April, is ad- 
vocated, for it affects schools more than business or religion. School 
work suffers because the Lent term is sometimes short and the 
summer term therefore long, or the reverse. Games would benefit 
too, for with a fixed festival the football season would be over and 
grounds after the Easter holidays would be ready for cricket. 


“Occasional Notes,’ THe JouRNAL OF EDUCATION AND SCHOOL 
Wortp, London, No. 678 (January 1, 1926), 18. 


Professor Sir Flinders Petrie in a letter to The London Times 
asserts that applying a system of education to manual workers, 
which has been devised for head workers, will not be successful. 
His plan for country children is to devote three hours a day for a 
half year to academic work, and to spend the balance of the year in 
the open in the acquisition of “country lore and practical dexterity.” 
Town and country education should be built on different bases. 











NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





ADDRESSES 


Jupp, Cuartes H. “The High-School Principal as a Supervisor of 
Instruction,” ADDRESS BEFORE THE DEPARTMENT OF SUPERIN- 
TENDENCE, Thursday, February 25th, 1926, Washington, D. C. 
Official Report, Department of Superintendence, Pp. 159-65. 


The fact that high-school teachers do not expect to be super- 
vised and the fact that principals are engrossed to a great extent in 
teaching and office duties is a matter of more than local importance. 
Lack of supervision has made the high schools largely dependent 
on the colleges for the training of their teachers and for the form- 
ulation of the methods of instruction in the high schools. If a 
young teacher in a high school receives no guidance from the princi- 
pal, this novice follows the textbook or still worse follows the meth- 
ods of the last college course which he took in the subject. The 
colleges are not in a position to complete the preparation of high- 
school teachers. Even where the colleges give courses in education 
they can not provide adequate practical opportunities to acquaint 
their students with the problems which they will encounter in 
schools or with the detailed methods which they should employ. 

The high school for the sake of its own organization must as- 
sume a very large part of the responsibility for the training of its 
teachers. Every industry finds that it must provide within itself 
for those phases of training of its workers which are directly related 
to its practical operations. The school no less than industry must 
recognize itself as a laboratory for the training of teachers. 

The adequate discharge of the duty thus described will require 
more time and energy than is usually provided in current high-school 
budgets for supervision. It is one of the duties of the principal to 
point out to boards of education the fundamental necessity of more 
and better supervision if the high schools are to be well organized 
and well staffed institutions. 

The budget appropriations for supervision of the type implied 
in this statement can not be secured until principals give a demon- 
stration of the advantages to be gained from a new kind of relation 
of the principal to school problems. In order to make this demon- 
stration possible, the principal will have to reconstruct his personal 
program and notify the board of education and the public that he 
is not available for all kinds of petty service but is studying the 
operations of the school in the classrooms. 


Mitter, E. L. “A Good Word for the High School.” Proceedings 
of the Thirtieth Annual Meeting of the North Central Associa- 
tion of Colleges and Secondary Schools, Part II, 1926. Pp. 
108-24. 

In this address the president of the association refers to the 
tendency to blame all shortcomings on the high scheol. He says 


28 























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Senetneieemene et 


SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





this tendency is partially justified by the fact that the high schools 
are not organized to take care of all the pupils; furthermore, that 
students are not taught thoroughly enough and are not taught to be 
obedient. He gives the following advice: (1) Do not make pun- 
ishment too severe, (2) Never rebuke a pupil before his compan- 
ions, (3) Receive new pupils cordially, (4) Do not blame former 
teachers, (5) Do not kill pupils’ hopes, (6) No pupil should be 
allowed to drop a study unless it is absolutely necessary, (7) Be 
human in dealing with parents. The author insists on studies based 
on individual variations instead of on elections, with liberal elec- 
tions only in the vocational field. He also questions the advisability 
of depending too much on intelligence tests and condemns the A, 


B, C, method of grading. 


STUDIES 


OpeELt, CHartEs W. An Annotated Bibliography Dealing With 
Extra-Curricular Activities in Elementary and High Schools. 
University of Illinois, Urbana, Illinois. XXIII, No. 24 (Feb- 
ruary 15, 1926), Pp. 40. 


The list of references is fairly complete covering the period 
from 1920 to date of publication. They are classified under ten 


heads: General, assemblies, athletics, citizenship, clubs and socie- 
ties, finances, honor societies, publications, social life, and miscel- 


laneous. This is a valuable bibliography, wide in scope and helpful 
in annotations. It indicates whether articles or publications are 
general or specific and tells definitely what field is covered. 


OpELL, CHARLES W. Objective Measurement of Information. Uni- 
versity of Illinois, Urbana, Illinois. XXIII, No. 36 (May 11, 1926), 

Pp. 28 

The new examination should be used “to measure memorized 
facts,” but should not displace the old examination. The advantages 
of the new type of examination are three: the reliability of the 
score is high; less writing is required of the student, from which 
flow several gains; and a wider sampling of the student’s informa- 
tion is obtained. The general principles of construction and use of 
the new type are given, together with many concrete examples of the 
different kinds of tests. 


BUREAU OF EDUCATION PUBLICATION 


“Publications of the U. S. Bureau of Education of Special Interest 
to High-School Teachers.” Bureau of Education, January, 
1926. Pp. 6. 

A list of the available publications of the Bureau of Educa- 
tion. It is of interest to principals as well as high-school teachers. 


29 














NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





CHAPTERS OF THE NATIONAL HONOR SOCIETY 


Aberdeen, South Dakota (Central High School) 
Akron, Ohio (Central High School) 

Akron, Ohio (East High School) 

Akron, Ohio (North High School) 

Akron, Ohio (South High School) 

Akron, Ohio (West High School) 

Altamont, Kansas (Labette County Community High School) 
Alva, Oklahoma (Alva High School) 

Amherst, Ohio (Amherst High School) 

Ardmore, Oklahoma, (Ardmore High School) 
Argentine, Kansas (Argentine High School) 
Arkadelphia, Arkansas (Arkadelphia High School) 
Asheville, North Carolina (Asheville High School) 
Arkansas City, Kansas (Senior High School) 
Ashtabula, Ohio (Harbor High School) 

Athens, Ohio (Central High School) 

Atlanta, Georgia (Commercial High School) 
Atlantic, Iowa (Atlantic Senior High School) 
Augusta, Kansas (Augusta High School) 

Augusta, Maine (Cony High School) 

Aurora, Illinois (East High School) 

Aurora, Illinois (West High School) 

Barberton, Ohio (Barberton High School) 
Barnesville, Ohio (Barnesville High School) 
Barnesbow, Pennsylvania (Barnesbow High School) 
Bartlesville, Oklahoma (Bartlesville Senior High School) 
Batavia, Illinois (Batavia High School) 

Batavia, New York (Batavia High School) 
Batesville, Arkansas (Batesville High School) 

Bath, Maine (Morse High School) 

Battle Creek, Michigan (Battle Creek High School) 
Bay City, Michigan (Central High School) 

Beach, North Dakota (Beach High School) 
Beatrice, Nebraska (The Senior High School) 
Bedford, Iowa (Bedford High School) 

Belfast, Maine (William G. Crosby High School) 
Bellevue, Ohio (Bellevue High School) 

Beloit, Wisconsin (Beloit High School) 

Benwood, W. Virginia (Union High School) 
Berwick (South) Academy, Maine 

Bethel, Connecticut (Bethel High School) 

Big Timber, Montana (Sweet Grass County High School) 
Birmingham, Alabama (John Herbert Phillips High School) 
Birmingham, Alabama (Woodlawn High School) 
Bluffton, Indiana (Bluffton High School) 

Boise, Idaho (Boise High School) 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





Bonham, Texas (Bonham High School) 

Bonner Springs, Kansas (Bonner Springs High School) 

Boulder, Colorado (Colorado State Preparatory School) 

Boyles, Alabama (Jefferson County High School) 

Brazil, Indiana (The Junior and Senior High School) 

Brighton, Colorado (Brighton High School) 

Brush, Colorado (Brush Union High School) 

Bucyrus, Ohio (Bucyrus High School) 

Burlington, Iowa (Burlington High School) 

Calais, Maine (Calais Academy) 

Canonsburg, Pennsylvania (Canonsburg High School) 

Canton, Ohio (McKinley High School) 

Canton, South Dakota (Canton High School) 

Canyon, Texas (West Texas State Teachers College High 
School) 

Carlsbad, New Mexico (Carlsbad High School) 

Catlin, Illinois (Catlin Township High School) 

Cedar Falls, Iowa (Iowa State Teachers’ College High School ) 

Cedar Rapids, Iowa (Grant High School) 

Cedar Rapids, Iowa (Washington High School) 

Central City, Nebraska (Central City High School) 

Champaign, Illinois (Champaign High School) 

Chanute, Kansas (Senior High School) 

Charles City, Iowa (Charles City High School) 

Charlotte, North Carolina (Central High School) 

Chattanooga, Tennessee (Chattanooga High School) 

Cherryvale, Kansas (Cherryvale High School) 

Chicago, Illinois (Central Day Preparatory School) 

Chicago, Illinois (Englewood High School) 

Chicago, Illinois (Harrison Technical High School) 

Chinook, Montana (Chinook High School) 

Choteau, Montana (Teton County High School) 

Cicero, Illinois (J. Sterling Morton High School) 

Cincinnati, Ohio (Withrow High School) 

Clarksville, Tennessee (Clarksville High School) 

Clayton, Missouri (Clayton High School) 

Cleveland, Ohio (Shaker High School) 

Cleveland Heights, Ohio (Heights High School) 

Columbus, Ohio (Upper Arlington High School) 

Columbia, Missouri (Columbia High School) 

Columbus, Ohio (Grandview Heights High School) 

Columbus, Ohio (North High School) 

Columbus, Ohio (South High School) 

Concordia, Kansas (Concordia High School) 

Connersville, Indiana (City High School) 

Conshohocken, Pennsylvania (Conshohocken High School) 

Coraopolis, Pennsylvania (Coraopolis High School) 

Coshocton, Ohio (Coshocton High School) 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





Cranford, New Jersey (Cranford High School) 
Cullman, Alabama (Cullman County High School) 
Danville, Illinois (Danville High School) 

Dayton, Ohio (Fairview High School) 

Deadwood, South Dakota (Deadwood High School) 
DeKalb, Illinois (DeKalb Township High School) 
Delta, Colorado (Delta High School) 

Denver, Colorado (East Side High School) 

Denver, Colorado (Manual Training High School) 
Denver, Colorado (North Side High School) 

Denver, Colorado (South High School) 

Denver, Colorado (West Side High School) 

Des Moines, Iowa (North High School) 

Des Moines, Iowa (Theodore Roosevelt High School) 
Des Moines, Iowa (West High School) 

Des Plaines, Illinois (Maine Township High School) 
Drumright, Oklahoma (Drumright High School) 

Du Bois, Pennsylvania (Du Bois High School) 
Dubuque, Iowa (Dubuque Senior High School) 
Durant, Oklahoma (Durant High School) 

Duncan, Oklahoma (Duncan High School) 

East Cleveland, Ohio (Shaw High School) 

East Lansing, Michigan (East Lansing High School) 
Easton, Pennsylvania (Easton High School) 
Edgerton, Wisconsin (Edgerton High School) 
Effingham, Kansas (Atchison County Community High School) 
Eldora, Iowa (Eldora High School) 

Elkins Park, Pennsylvania (Cheltenham High School) 
Elmhurst, Illinois (York Community High School) 
Elyria, Ohio (Elyria High School) 

Emporia, Kansas (Emporia High School) 

Emporia, Kansas (Roosevelt High School) 

Ensley, Alabama (Ensley High School) 

Estherville, Iowa (Estherville High School) 

Euclid, Ohio (Shore High School) 

Euclid, Ohio (Euclid High School) 

Eugene, Oregon (Eugene High School) 

Fairchance, Pennsylvania (Georges Township High School) 
Fairfield, Alabama (Fairfield High School) 

Fairport Harbor, Ohio (Fairport High School) 
Fargo, North Dakota (Central High School) 
Faribault, Minnesota (Faribault High School) 
Fayette, Missouri (Fayette High School) 
Fayetteville, Arkansas (Fayetteville High School) 
Findlay, Ohio (Findlay High School) 

Florence, Kansas (Memorial Junior-Senior High School) 
Fort Collins, Colorado (Fort Collins High School) 
Fort Scott, Kansas (Fort Scott High School) 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 





Fort Smith, Arkansas (Fort Smith High School) 

Fort Worth, Texas (North Side High School) 

Fredonia, Kansas (Fredonia High School) 

Freeport, Illinois (Freeport High School) 

Freeport, Pennsylvania (Freeport High School) 
Fremont, Nebraska (Fremont High School) 

Fremont, Ohio (Fremont High School) 

Fullerton, California (Fullerton Union High School) 
Gardiner, Maine (Gardiner High School) 

Garnett, Kansas (Garnett High School) 

Geneva, Nebraska (Geneva High School) 

Gibson City, Illinois (Drummer Township High School) 
Glen Ellyn, Illinois (Glenbard Township High School) 
Glenwood Springs, Colorado (Garfield County High School) 
Globe, Arizona (Globe High School) 

Gothenburg, Nebraska (Gothenburg Nebraska High School) 
Grand Island, Nebraska (Grand Island High School) 
Grand Junction, Colorado (Grand Junction High School) 
Great Falls, Montana (Great Falls High School) 
Greenfield, Ohio (Edward Lee McClain High School) 
Greeley, Colorado (Teachers’ College High School) 
Greensboro, North Carolina (Greensboro High School) 
Gurnee, Illinois (Warren Township High School) 
Haddon Heights, New Jersey (Haddon Heights High School) 
Hartford, Connecticut (Hartford Public High School) 
Harvey, Illinois (Thornton Township High School) 
Hastings, Nebraska (Hastings High School) 

Hays, Kansas (Hays High School) 

Hazleton, Pennsylvania (Hazleton Senior High School) 
Helena, Arkansas (Helena High School) 

Helena, Montana (Mount St. Charles High School) 
Hibbing, Minnesota (Lincoln High School) 

Highland Park, Michigan (Highland Park High School) 
Holland, Michigan (Holland High School) 

Honolulu, Hawaii (McKinley High School) 

Horton, Kansas (Junior-Senior High School) 

Hudson, Michigan (Hudson High School) 

Hugo, Oklahoma (Hugo High School) 

Humboldt, Kansas (Humboldt High School) 
Huntington, Indiana (Huntington High School) 
Huntington, W. Virginia (Huntington High School) 
Hurley, Wisconsin (Lincoln High School) 

Hutchinson, Kansas (Senior High School) 

Independence, Iowa (Independence High School) 
Independence, Kansas (The Independence High School) 
Independence, Missouri (Wm. Chrisman High School) 
Indianapolis, Indiana (Shortridge High School) 

Iola, Kansas (lola High School) 


33 





NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 











Ironton, Ohio (Ironton High School) 

Ironwood, Michigan (Luther T. Wright High School) 

Ishpeming, Michigan (Ishpeming High School) 

Jackson, Minnesota (Jackson High School) 

Jamestown, North Dakota (Jamestown High School) 

Joliet, Illinois (Joliet High School) 

Johnstown, Pennsylvania (Westmont-Upper Yoder High 
School) 

Kalamazoo, Michigan (Central High School) 

Kansas City, Kansas (Central High School) 

Kansas City, Kansas (Rosedale High School) 

Kansas City Missouri (Central High School) 

Kansas City, Missouri (Northeast High School) 

Kearney, Nebraska (Kearney High School) 

Kent, Ohio (Kent State High School) 

Kent, Ohio (Theodore Roosevelt High School) 

Kewaunee, Wisconsin (Kewaunee High School) 

Kingman, Kansas (Kingman High School) 

Kittanning, Pennsylvania (Kittanning High School) 

Kittey, Maine (R. W. Traip Academy) 

Knoxville, Tennessee (Knoxville High School) 

La Grange, Illinois (Lyons Township High School) 

La Junta, Colorado (La Junta High School) 

Lakewood, Ohio (Lakewood High School) 

Lansford, Pennsylvania (Lansford High School) 

La Salle, Illinois (La Salle-Peru High School) 

Lancaster, Pennsylvania (Boys’ High School) 

Lancaster, Pennsylvania (Stevens High School) 

Latrobe, Pennsylvania (Latrobe High School) 

Lawrence, Kansas (Liberty Memorial High School) 

Lebanon, Indiana (Lebanon High School) 

Lewes, Delaware (Lewes High School) 

Lewiston, Maine (Jordan High School) 

Lewiston, Montana (Fergus County High School) 

Lexington, Kentucky (University High School) 

Lexington, Missouri (Lexington High School) 

Libertyville, Illinois (Libertyville High School) 

Little Rock, Arkansas (Senior High School) 

Lockport, Illinois (Lockport Township High School) 

Long Branch, New Jersey (Chattle High School) 

Lorain, Ohio (Lorain High School) 

Los Vegas, Nevada (Clark County High School) 

Louisville, Kentucky (J. M. Atherton High School for Girls) 

Louisville, Kentucky (Girls’ High School) 

Lynchburg, Virginia (E. C. Glass High School) 

Lynn, Massachusetts (Classical High School) 

Lynn, Massachusetts (The English High School) 

Macon, Missouri (Macon High School) 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 








Madison, Nebraska (Madison High School) 

Madison, Wisconsin (East Side High School) 

Mangum, Oklahoma (Mangum High School) 

Mankato, Minnesota (Mankato Senior High School) 

Mansfield, Ohio (Mansfield High School) 

Marengo, Iowa (Marengo High School) 

Marietta, Ohio (Marietta High School) 

Marion, Kansas (Marion High School) 2 

Marion, Ohio (Harding High School) 

Marshall, Missouri (Marshall High School) 

Marshfield, Wisconsin (McKinley Senior High School) 

Marysville, Kansas (Marysville High School) 

Maywood, Illinois (Proviso Township High School) 

McAlester, Oklahoma (McAlester High School) 

McConnelsville, Ohio (Malta-McConnelsville High School) 

McPherson, Kansas (McPherson High School) 

Mendota, Illinois (Mendota Township High School) 

Mesa, Arizona (Mesa Union High School) 

Mexico, Missouri (McMillan High School) 

Miamisburg, Ohio (Miamisburg High School) 

Miami, Arizona (Miami High School) 

Miles City, Montana (Custer County High School) 

Milwaukee, Wisconsin (North Division High School) 

Milwaukee, Wisconsin (Riverside High School) 

Milwaukee, Wisconsin (Washington High School) 

Milwaukee, Wisconsin (West Division High School) 

Minersville, Pennsylvania (Minersville High School) 

Minneapolis, Minnesota (Edison High School) 

Minneapolis, Minnesota (Central High School) 

Minneapolis, Minnesota (University High School) 

Missoula, Montana (Missoula County High School) 

Mitchell, South Dakota (Dakota Wesleyan University High 
School) 

Moberly, Missouri (Moberly High School) 

Mobile, Alabama (Mobile High School) 

Montrose, Colorado (Montrose County High School) 

Mooseheart, Illinois (Mooseheart High School) 

Mount Clemens, Michigan (Mount Clemens High School) 

Mount Vernon, New York (Mount Vernon High School) 

Mount Vernon, Washington (Union High School) 

Muscatine, Iowa (Muscatine High School) 

Muskogee, Oklahoma (Central High School) 

Napa, California (Napa Union High School) 

Nebraska City, Nebraska (Nebraska City High School) 

Negaunee, Michigan (Negaunee High School) 

Nesquehoning, Pennsylvania (Mauch Chunk High School) 

Nevada, Missouri (Nevada Junior-Senior High School) 

New Brunswick, New Jersey (Senior High School) 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 








New Hampton, Iowa (New Hampton High School) 

New Kensington, Pennsylvania (New Kensington High 
School) 

Newton, Iowa (Junior-Senior High School) 

Newton, Kansas (Newton High School) 

Niles, Ohio (McKinley High School) 

Norfolk, Nebraska (Norfolk Senior High School) 

Norman, Oklahoma (University High School) 

Norman, Oklahoma (Norman High School) 

Norristown, Pennsylvania (Norristown High School) 

North Bend, Nebraska (North Bend High School) 

Norton, Kansas (Norton Community High School) 

Norwalk, Ohio (Norwalk High School) 

Norwood, Pennsylvania (Glen-Nor High School) 

Nyack, New York (Nyack High School) 

Oak Park, Illinois (Oak Park and River Forest Township 
High School) 

Oberlin, Kansas (Decatur County High School) 

Oberlin, Ohio (Oberlin High School) 

Oklahoma City, Oklahoma (Central High School) 

Okmulgee, Oklahoma (Okmulgee High School) 

Olathe, Kansas (Olathe High School) 

Omaha, Nebraska, (Central High School) 

Omaha, Nebraska, (North High School) 

Onargo, Illinois (Onargo Township High School) 

Onawa, Iowa (Onawa High School) 

Orono, Maine (Orono High School) 

Oskaloosa, Iowa (Oskaloosa High School) 

Ottumwa, Iowa (Ottumwa High School) 

Paducah, Kentucky (Lincoln High School) 

Painesville, Ohio (Thos. W. Harvey High School) 

Palmerton, Pennsylvania (Palmerton High School) 

Paola, Kansas (Paola High School) 

Paragould, Arkansas (Paragould High School) 

Parkersburg, West Virginia (Parkersburg High School) 

Patten, Maine (Patten Academy) 

Pauls Valley, Oklahoma (Senior High School) 

Pekin, Illinois (Community High School) 

Pendleton, Oregon (Pendleton High School) 

Peoria, Illinois (Peoria Manual Training High School) 

Peoria, Illinois (Peoria Central High School) 

Perrysburg, Ohio (Perrysburg High School) 

Petoskey, Michigan (Petoskey High School) 

Peru, Indiana (Peru High School) 

Philadelphia, Pennsylvania (Haverford Township High 
School) 

ae Pennsylvania (South Philadelphia H. S. for 

irls 


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SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS 








Philadelphia, Pennsylvania (High School for Girls) 

Philadelphia, Pennsylvania (West High School for Girls) 

Phoenix, Arizona (Phoenix Union High School) 

Phoenixville, Pennsylvania (Phoenixville High School) 

Pine Bluff, Arkansas (Pine Bluff High School) 

Piqua, Ohio (Piqua High School) 

Pittsburg, Kansas (Senior High School) 

Pittsburgh, Pennsylvania (Peabody High School) 

Edgewood, Pittsburgh, Pa. (Edgewood High School) 

Pittsburgh, Pennsylvania (Fifth Avenue High School) 

Pittsburgh, Pennsylvania (South High School) 

Pocatello, Idaho (Pocatello High School) 

Ponca City, Oklahoma (Ponca City Junior-Senior High 
School) 

Pontiac, Illinois (Pontiac Township High School) 

Pontiac, Michigan (Pontiac High School) 

Port Alleghany, Pennsylvania (Port Alleghany High School) 

Port Huron, Michigan (Port Huron High School) 

Portland, Maine (Deering High School) 

Pratt, Kansas (Pratt High School) 

Princeton, Illinois (Princeton Township High School) 

Puyallup, Washington (Puyallup High School) 

Quincy, Illinois (Senior High School) 

Racine, Wisconsin (Racine High School) 

Raleigh, North Carolina (Raleigh High School) 

Rayne, Louisiana (Rayne High School) 

Red Oak, Iowa (Red Oak High School) 

Red Wing, Minnesota (Central High School) 

Rensselaer, Indiana (Rensselaer High School) 

Rochester, Minnesota (Rochester High School) 

Rockford, Illinois (Rockford High School) 

Rocky Ford, Colorado (Rocky Ford High School) 

Rock Rapids, Iowa (Rock Rapids High School) 

Rolla, North Dakota (Rolla High School) 

Roseburg, Oregon (Roseburg High School) 

Rumford, Maine (Stephens High School) 

Rutherford, New Jersey (Rutherford High School) 

Ruthven, Iowa (Ruthven High School) 

Salida, Colorado (Junior-Senior High School) 

Salina, Kansas (Salina High School) 

Salisbury, North Carolina (Salisbury High School) 

San Antonio, Texas (Breckenridge High School) 

San Antonio, Texas (Maine Avenue High School) 

San Marcos, Texas (San Marcos High School) 

Sand Springs, Oklahoma (Sand Springs High School) 

Sault Ste. Marie, Michigan (Sault Ste. Marie High School) 

Schenectady, New York (Schenectady High School) 

Scottsbluff, Nebraska (Scottsbluff High School) 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





Selma, Alabama (Selma High School) 

Shelbyville, Indiana (Shelbyville High School) 

Sheridan, Wyoming (Sheridan High School) 

Shinglehouse, Pennsylvania (Shinglehouse High School) 

Silver City, New Mexico (Teachers’ College High School) 

Smith Center, Kansas (Smith Center High School) 

Spirit Lake, Iowa (Spirit Lake High School) 

Spring Valley, Illinois (Hall Township High and Vocational 
School) 

Stafford, Kansas (Stafford High School) 

Sterling, Colorado (Industrial Arts High School) 

Stevens Point, Wisconsin (Emerson High School) 

St. Charles, Missouri (St. Charles High School) 

St. Joseph, Michigan (St. Joseph High School) 

St. Joseph, Missouri (Central High School) 

St. Joseph, Missouri (Lafayette High School) 

St. Louis, Missouri (Cleveland High School) 

St. Louis, Missouri (Roosevelt High School) 

St. Louis, Missouri (Soldan High School) 

St. Louis, Missouri (Sumner High School) 

St. Louis, Missouri (Beaumont High School) 

St. Paul, Minnesota (Central High School) 

Steubenville, Ohio (Steubenville High School) 

Stillwater, Minesota (Stillwater High School) 

Stillwater, Oklahoma (Stillwater Senior High School) 

Stoughton, Wisconsin (Stoughton High School) 

Stroudsburg, Pennsylvania (Stroudsburg High School) 

Stryker, Ohio (Stryker High School) 

Stuart, Iowa (Stuart High School) 

Tallahassee, Florida (Leon High School) 

Tama, Iowa (Tama High School) 

Tampa, Florida (Hillsborough High School) 

Terrafly, New Jersey (The Terrafly High School) 

Terre Haute, Indiana (Garfield High School) 

Terre Haute, Indiana (Wiley High School) 

Tomah, Wisconsin (Tomah High School) 

Topeka, Kansas (Topeka High School) 

Troy, Ohio (Troy High School) 

Tucson, Arizona (Tucson High School) 

Tulsa, Oklahoma (Central High School) 

Tuscaloosa, Alabama (Tuscaloosa High School) 

Tuscola, Illinois (Tuscola Comunity High School) 

Urbana, Illinois (Urbana High School) 

Urbana, Ohio (Urbana High School) 

Victor, Colorado (Victor High School) 

Vincennes, Indiana (Lincoln High School) 

Vinton, Iowa (Lincoln High School) 

Virginia, Minnesota (The Senior High School) 


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Wadsworth, Ohio (Wadsworth High School) 

Wakefield, Michigan (Wakefield Township High School) 

Walla Walla, Washington (Walla Walla High School) 

Washington, D. C. (Central High School) 

Washington, D. C. (Dunbar High School) 

Waterloo, Iowa (West High School) 

Watertown, South Daketa (Watertown High School) 

Waukesha, Wisconsin (Waukesha Junior-Senior High School) 

Wauwatosa, Wisconsin (Wauwatosa High School) 

Wellington, Kansas (Senior High School) 

West Brownsville, Pennsylvania (Centerville Vocational 
School ) 

“ Chicago, Illinois (West Chicago Community High 

chool 

West Plains, Missouri (West Plains High School) 

Wichita, Kansas (Wichita High School) 

Wilkes-Barre, Pennsylvania (Wilkes-Barre High School) 

Wilmington, Delaware (Wilmington High School) 

Winchester, Kentucky (Winchester High School) 

Windom, Minnesota (Windom High School) 

Winston-Salem, North Carolina (Winston-Salem High 
School) 

Wray, Colorado (Yuma County High School) 

Yakima, Washington (Yakima High School) 

Yale, Oklahoma (Yale High School) 

Yates Center, Kansas (Yates Center Senior High School) 

York, Nebraska (York High School) 

Youngstown, Ohio (South High School) 


NUMBER OF MEMBERS 


There are now, April 1, 1926, 13,347 members who are wearing 
the National Honor Society emblem. 


INSTALLATION CEREMONIES OF THE NATIONAL 
| HONOR SOCIETY 


Miss Lura Biacksurn, Teacher of English, Oak Park and River 
Forest Township High School, Oak Park, Illinois 


The new members of the National Honor Society of the Oak 
Park and River Forrest Township High School were installed last 
year on Class Day when the three hundred seniors were seated, as 
is the custom during commencement week, upon the stage in tiers 
of seats, rising like bleachers to about fifteen steps. Two narrow 
aisles divided the platform into three parts: a large section in the 
center, and a narrow section at each side. This seating arrangement 
left an open space about twelve feet deep across the front of the 


Stage. 
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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





When the curtain rose upon the darkened stage, a tableau was 
revealed. At the right of the stage four figures, representing Schol- 
arship, Leadership, Character, and Service, were grouped about a 
large gilded replica of the National Honor Society pin. One stood 
behind the gilded shield, another sat on the low draped platform on 
which the shield was placed, and the other two stood at either side. 
The two boys, Character and Leadership, were dressed in academic 
gowns, and the two girls, Service and Scholarship, wore robes of 
blue and pink bunting with silver crowns. These colors were cho- 
sen, not for any symbolic meaning, but for their aesthetic effect un- 
der a spotlight. (These four students, of course, were members 
of the National Honor Society). Each of the figures in the tableau 
held a lighted torch. These torches, or candle-holders, made es- 
pecially for the occasion, were of plaster of Paris, about fifteen 
inches in length and designed after the old Roman torches. 

Then to soft music—a march—and from behind the wings at 
each side the members of the National Honor Society, each carrying 
a lighted torch, filed upon the stage; crossed to the other side, the 
two lines passing at the center; and passed up the steps of the 
narrow aisles, where they stood with their torches raised during the 
remainder of the ceremony. Bringing up the end of these two files 
were Mr. McDaniel, the Principal of the high school, who took his 
place standing at the extreme left of the stage, and the President 
of the Parent--Teacher Association, who stood at the extreme right. 


Then the tableau came to life and each of the symbolic figures, 
in turn, woke from his statue-like pose, advanced to the center of 
the stage and recited his part of the ritual, dropping back a step or 
two after his speech, but still standing while the next part was 
given: 


*Scholarship: “Learning is ever in the freshness of its youth. 
Learning furnishes the lamp by which we read the 
past and the light which illumines the future. 
Where there is no vision, a people perish 
And no vision will exalt a nation except the vision 
of real liberty, and real justice, and real purity 
of conduct.” 


*Leadership: “We are all blind until we see 
That in the human plan 
Nothing is worth the making if 
It does not make the man. 


“Why build these cities glorious 
If man unbuilded goes ? 
In vain we build the world, unless 
The builder also grows.” 


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*Service: “IT am Service, born through travail of conflict and 
throes of human need; my way prepared by the 
teachings of the Christ, that the Fatherhood of 
God meant also the brotherhood of man. With 
this great truth am I baptised and sent forth upon 
my mission ; to bear my share of the world’s work, 
to lighten with my torch of Faith the darkness of 
unbelief, and following the great example, forget 
self in service.” 


“Much has been given to us, and much will be ex- 
pected from us. 
We have duties to others and to ourselves and we 
can shirk neither.’ 
*Character: “If you can keep your head when all about you 
Are losing theirs and blaming it on you; 
If you can trust yourself when all men doubt you, 
But make allowance for their doubting too: 


“If you can dream—and not make dreams your 
master ; 

If you can think—and not make thoughts your 
aim, 

If you can meet with Triumph and Disaster 

And treat those two imposters just the same: 


“If you can talk with crowds and keep your virtue, 
Or walk with kings—nor lose the common touch, 
If neither foes nor loving friends can hurt you, 
If all men count with you, but none too much; 


“If you can fill the unforgiving minute 
With sixty seconds’ worth of distance run 
Yours is the earth and everything that’s in it 
And—which is more—you’ll be a man, my son.” 


After the last of the group had spoken, the four, facing one 
another and holding their lighted torches high, formed a double 
arch at the center of the stage. 

Music again. Then from behind the wings at the left, the 
newly elected members of the National Honor Society came march- 
ing upon the stage with unlighted torches; passed under the arch 
formed by the’ tableau group, each one pausing an instant to re- 
ceive a light for his own torch from the uplifted torches of Schol- 





*The selections used here were chosen somewhat hastily and it is expected 
that a more appropriate and more harmonious group of speeches will be chosen 
later for this part of the installation ceremony. 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





arship, Leadership, Service, Character; and then crossed to the 
right of the stage, where they grouped themselves informally. As 
each new member approached the arch, his name was announced by 
the principal from his position at the extreme left, and as he crossed 
to the right, he was greeted by the President of the Parent-Teacher 
Association and presented with the National Honor Society pin. 
According to the custom of this school, the members of the National 
Honor Society receive their pins as a gift from the Parent-Teacher 
Association. In order to insure a smoothness of procedure for this 
part of the ceremony, the line of new members, who in the nature 
of things could not rehearse their parts, were led by the President 
of the National Honor Society. His manner, too, added dignity and 
meaning to the installation service. 

Following the presentation of the pins, Mr. McDaniel, Princi- 
pal of the high school, lead in repeating the pledge of the National 
Honor Society. This pledge was read in a ritualistic manner, with 
pauses at intervals, where the society repeated the words, as is done 
ordinarily in the marriage service. 

“I pledge myself to uphold/ 
the high purpose of this society/ 
to which I have been elected/ 
striving in every way/ 
by word and deed/ 
to make its ideals/ 
the ideals of my school and of my life.” 

The pledge had the effect of a benediction and closed the cere- 
mony, which had lasted no more than twenty minutes, and which 
throughout had kept its tone of dignity and impressiveness. 


A PLAN FOR ORGANIZING JUNIOR HONOR SOCIETIES 
IN AMERICAN SECONDARY SCHOOLS 


PrincipAL Merte Prunty, Tulsa Central High School, Tulsa, 
Oklahoma, and a member of the National Council of the 
National Honor Society 

Over four hundred National Honor Societies admitting more 
than ten thousand junior and senior students to their membership 
have been organized since 1922, a fact gratifying to the National 
Council. The National Council, however, feels that junior honor 
societies open to freshman and sophomore students in the four year 
high schools and to the seventh, eighth, and ninth grades of the 
junior high school, which would recognize the National Honor 
Society objectives: scholarship, service, leadership, and character, 
could be of inestimable service in promoting worthy school atti- 
tudes among the great body of students in these lower grades and in 
preparing them eventually for the worthiest membership in the 
National Society. The Council therefore recommends and urges 
the organization of such junior honor societies in all high-school 


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systems for the students in grades seven to ten inclusive. The 
junior societies are in no way to be officially connected with the 
National Societies. School executives organizing junior honor so- 
cieties should make clear to their students that membership in a 
junior honor society in no way insures membership later in the 
National Honor Society. 

In accordance with the request of the Council of the National 
Honor Society approved at the Washington meeting in February, 
1926, I am offering to secondary school executives a plan for the or- 
ganization and administration of junior honor societies within their 
schools which would be open to all students of grades seven to ten 


inclusive. 


DESCRIPTION OF THE TULSA HIGH SCHOOL JUNIOR 
HONOR SOCIETY 


a. Scholarship Standards. Membership in our junior honor 
society is determined by the same standards as membership in the 
National Honor Society except that no fixed percentage of a given 
class is admitted. Our grading system is A, B, C, D; A, represent- 
ing the mark given to students in the upper quarter of a given class ; 
B, the mark given to the middle fifty percent; C, the mark given 
to the lowest quarter and D to failures. Our students are homo- 
geneously grouped on three levels: high, average, and low. Each 
group is graded as a separate unit as follows: A’, B’, C’, 
D'; C?, D?; A%, B*, C*, D3, being the marks given on the levels re- 
spectively. A numerical scholarship value is given to the various 
semester passing marks as follows: 

A} 


Ci edaenEwEEaNEneeNS 10 
MP mmticinnaneenmanunnamenen 8 
DP cmarennnn FP wiamvanunnuowimunnindne 6 
DF ddnmanewbinemeimnundnde + 
e Cc} Pe eae B3 Pa tEne eC Se area meen Rear Runes 2 
GF nsingaiineniannnnninnnanamedien 1 
CF onenencnnunmecnincntnee 0 
OF sxencunnceentatgurenimnaebiini —10 
JE canamenwennamunclimiemanianmnntia — 8 
DF cacuquenmmmpennantinenan — 6 


A student might be simultaneously enrolled in classes on each 
of the three mental levels. Students, however, making the highest 
grades even in the lowest group can still meet the scholarship re- 
quirements for membership in the junior honor society. 

The total annual semester scholarship points for a student’s 
year is the sum of the numeral values given for each semester grade 
in his different classes. When we organized our junior honor soci- 
ety we admitted to candidacy the upper fifteen percent in scholar- 
ship of the freshman and sophomore students. For Freshmen the 
point of scholarship demarcation was forty points and for Sopho- 


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NATIONAL ASSOCIATION OF SECONDARY-SCHOOL PRINCIPALS 





mores forty-five points. Hereafter all students who make forty and 
forty-five scholarship points in the freshman and sophomore years 
respectively will be admitted to candidacy regardless of the percent- 
ages of these classes involved. It is our thought that this scholar- 
ship arrangement will eventually prove a great incentive to all stu- 
dents to strive for high scholarship standing. Election to member- 
ship in the junior honor society is of course finally dependent upon 
each student’s meeting the service, leadership, and character objec- 
tives of the organization. 

b. Service, leadership and character standards. The service, 
leadership, and character standards are the same for our Junior 
Honor Society as those defined in the pamphlet of the National 
Honor Society which may be secured by addressing Secretary H. 
V. Church, Cicero, Illinois. 

c. Method of Electing Candidates to Membership. An alpha- 
betical list of all students attaining the scholarship points referred 
to above is submitted to the faculty with the following questionnaire : 

1. Do you know the candidate? 
2. Have you had him in class? 
3. Do you favor his election? 
4. Explain in detail, why. 

The faculty reactions are then referred to a faculty election 
committee composed of the following members: freshman class 
director, sophomore class director, dean of girls, dean of boys, di- 
rector of extra-curriculum activities, two department directors, and 
the principal. This committee gives each candidate a percentage 
rating on the basis of the teachers who know or have had the stu- 
dent in class and who have voted for him. Unfavorable reports are 
personally checked with the faculty members making such reports 
and the student is retained or eliminated from the eligible list ac- 
cording to the judgment of the committee. The list as approved by 
the faculty election committee is again referred to the faculty for its 
final reaction before the election committee places its final approval 
on election of members. 

d. Induction of members. Social recognition for motivating 
noteworthy student achievement is the most powerful incentive that 
can be introduced into the administrative schemes of our high 
schools. The Council therefore urges in addition to newspaper 
and photographic publicity, an induction ceremony as in the Na- 
tional Society, to be held before the student body of the school and 
the presentation of badges or certificates or both to the elected mem- 
bers. Our induction plans include an elaborate dramatic ceremony 
with incidental music in charge of the members of the Nationai 
Honor Society, which fosters the Junior Honor Society. Each new 
member of the Junior Honor Society is presented with a unique 
ribbon badge of crimson and cream, the school colors, which he is 
privileged to wear for one week. In addition each new member 


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receives a small certificate of membership card reading as follows: 
“This certifies that John Doe having exhibited qualities of trust- 
worthy leadership, exemplary character, strong scholarship, and 
loyal student citizenship in the service of his school merits the confi- 
dence and appreciation of the faculty and student body and is 
hereby awarded membership in the Junior Honor Society of Tulsa 
High School” signed by the president of the student Senate, the 
principal, the dean of boys or girls, and the class director. The 
Junior Honor Society emblem engraved on the membership certifi- 
cate is a flaming torch with the design T. H. S. making the flame. 
This emblem made of bronze, silver, and gold may be worn in the 
order named as membership is awarded in successive years. 

e. The School Service Program of the Junior Honor Society. 
In my opinion, no organization should be recognized in a high school 
which does not have as an organization a program of service to the 
school. Our organized Junior Honor Society sponsored by one of 
the instructors in Art co-operates with the National Honor Society 
in fostering the “penny-a-week student body art league” in the 
school. Through the offices of these organizations in administering 
the Art League Fund three oil paintings valued at three thousand 
dollars have been added to the art gallery of the school during the 
past year. In addition the honor societies have brought three note- 
worthy art exhibits to the school during the year which have been 
used in fostering the beauty appreciation objective of the school. 

The individuals of the Junior Honor Society continue to be 
recognized as members of the organization only so long as they con- 
tinue to demonstrate within the school life the worthy attitudes 
which are the basis of selection for original membership. With us 
membership in the Junior Honor Society has become the most 
coveted honor for lower classmen. . 


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