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BULLETIN OF THE DEPART- 
MENT: OF SECONDARY-SCHOOL 
PRINCIPALS: OF THE NATIONAL 

EDUCATION ASSOCIATION 


Issued Five Times a Year 
January, March, April, May, and October 


APRIL,. 1931 


Entered as. second-class matter, December 29, 1925, at the postoffice 

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

for mailing at special rate of postage, provided for in Section 412, 
Act of February 28, 1925, authorized March 30, 1927. . 








BULLETIN NUMBER 36 
Abstracts of 


Unpublished Masters’ Theses 
in the Field of Secondary-School 
Administration 


Prepared by 
Frank C, Touton, University of Southern California 








THE DEPARTMENT OF 
SECONDARY-SCHOOL PRINCIPALS 


OF THE. NATIONAL EDUCATION ASSOCIATION 


H. V. CHURCH, Executive Secretary 
3129 Wenonah Avenue, BERWYN, ILLINOIS. 
J. Sterling Morton High School 

a : - CICERO, ILLINOIS 





























Bulletin of the 
Department of Secondary-School 
Principals of the 
National Education 
Association 


Issued Five Times a Year 
January, March, April, May, and October 








APRIL, 1931 








Abstracts of Unpublished Masters’ Theses in 
the Field of Secondary-School Administration 


(Theses completed and presented at the University of Southern 
California) 


Prepared by 


Frank C. Touton, Professor of Educational Research and Service, . 
University of Southern California 
with the assistance of 


_ Mrs. Betty Trier Berry, A.M., J.D., Fellow in Educational Research 

Mr. R. R. G. Watt, A.M., Research Fellow in Education. 

Miss Florence Bertine, A.M., and Miss Margaret S. Cunningham, A.M., 
Research Assistants 








BuLLETIN NUMBER 36 








All communications for secondary-school administration abstract service 
should be directed to H. V. Church, 3129 Wenonah Avenue, Berwyn, Illinois; 
J. Sterling Morton High School, Cicero, Illinois, Executive Secretary of the 
Department of Secondary-School Principals of the National Education Associa- 
tion. 

These abstracts are free to all members of the Department of Secondary- 
School Principals of the National Education Association. 
1 












{ 







President: 
C. H. THRELKELD 
Principal of Columbia 
High School 







First Vice President: 
W. W. Haccarp 






High School 
Joliet, Illinois 







L. N. Morrissett 
Principal of Classen 
High School 
Oklahoma City, Oklahoma 























President: 
Epwarp RyNEARSON 
Director of Vocational 


at Forbes Street 
Pittsburgh, Pennsylvania 
H. V. KEPNER 


Denver, Colorado 
Georct W. Murpock 

Principal of Southwestern 

High School 

Detroit, Michigan 
ArTHUR M. Seysoip 


Junior High School 
Cleveland, Ohio 

L. W. Brooks 
Director of Secondary 
Education 


Wichita, Kansas 


Officers 
DEPARTMENT OF 


SECONDARY-SCHOOL PRINCIPALS 
of the 


NATIONAL EDUCATION ASSOCIATION 
1931-1932 
OFFICERS 


South Orange, New Jersey 


Principal of Joliet Township 


Guidance, The Administration 
Building, Bellefield Avenue 


Principal of West High School 


Principal of Thomas Jefferson 





Second Vice President: 
H. L. HarrincTon 
Principal of Hutchins 
. Intermediate School 
Detroit, Michigan 


Executive Secretary: 


H. V. CHurcu 
Superintendent of J. 
Sterling Morton Schools 
Cicero, Illinois 


EXECUTIVE COMMITTEE 


CuHar.es F. ALLEN 
Director of Secondary 
Education 
Little Rock, Arkansas 


Louis E. PLUMMER 
Principal of Union High School, Fullerton, California 
NATIONAL COUNCIL OF NATIONAL 
HONOR SOCIETY 


Secretary: 

H. V. CuHurcu 
Superintendent of J. 
Sterling Morton Schools 
Cicero, Illinois 

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

CHARLES Forest ALLEN 
Director of Secondary 
Education 
Little Rock, Arkansas 

Louis E. PLUMMER 
Principal of Union High 
School 
Fullerton, California 

Ira W. BAKER 

Principal of Harding Junior 
High School 
Oklahoma City, Oklahoma 

















BULLETIN 
of the 
DEPARTMENT 
OF 
SECONDARY-SCHOOL PRINCIPALS 
of the 
NATIONAL EDUCATION ASSOCIATION 
Issued Five Times a Year 
January, March, April, May, and October 





APRIL, 1931 





Bulletin Number 36 
ABSTRACTS OF UNPUBLISHED MASTERS’ THESES 
IN THE FIELD OF 
SECONDARY-SCHOOL ADMINISTRATION 


(Theses completed and prepared at the University of Southern California) 


At the invitation of Executive Secretary H. V. Church of the De- 
partment of Secondary-School Principals of the National Education As- 
sociation, Professor Frank C. Touton has prepared abstracts for a 
selected group of masters’ theses written in the School of Education at 
the University of Southern California. The theses selected report find- 
ings and conclusions of interest to secondary-school principals both be- 
cause of the nature of the problems attacked and because of the materials 
and procedures employed. First drafts of abstracts were, for the most 
part, written by his Assistants in Research, then reviewed, checked, re- 
vised, and edited by Professor Touton. 

The content of the studies reported through these abstracts covers a 
wide range of secondary-school problems and should point the way to 
complete or partial solutions of many of the real problems, situations, 
_ and difficulties which come to the attention of the secondary-school 

administrator. 

This is the second and final bulletin devoted to the abstracts of 
masters’ theses presented at the University of Southern California. 
(The previous abstracts were published in Bulletin No. 34.) 

















ABSTRACTS OF UNPUBLISHED 
MASTERS’ THESES IN THE FIELD 
OF SECONDARY SCHOOL ADMINISTRATION 
(University of Southern California) 


TABLE OF CONTENTS 





CREE cnc cect cen cetnenwensenstearpieekine 


PAGE 
Part VI 
PROBLEMS IN BUSINESS AND VOCATIONAL TRAINING.......... 9 
86. Herotp, HENRY DANNELLE. The Metal Trades Ex- 
ploratory Facilities Present in the Junior High School 
SOME TI 5 ooo 0.805 6 cv cawascdawkncdesisasets 9 
87. Wanp inc, Harry F. A Study of Some of the Outstanding 
Vocational Problems of Pasadena Junior High School 
BOD ss on Sn 0s 40s 0 Ace ehh he BARRA WEAN RE Ren Ke ean 10 
Part VII 
Panty Dies BOAIOOIN. oo 6 oc ckicdeds ta-ccndpictsiadenenteeae 11 
88. Porter, Persis B. A Study of the Fluctuation of Public 
Evening High School Attendance in Los Angeles........ 11 
Part VIII 
Srupies IN METHODS OF TEACHING AND TESTING SECONDARY 
I TURE ii os son career Nd's ca CaS ke Vakh cous 13 
89. GRINSTEAD, ROLAND WELLS. An Experimental Evaluation 
of the School Excursion............cceceeceececeeces 13 
90. HitpreTu, Eton Eart. The Contract Plan Versus the Tra- 
ditional Method of Teaching Arithmetic and History in 
the: Duming Fiigh Genel. iio ssi cvvciis cans ce sevasiensig 15 
91. Scupper, CHartes R. A Critical Study of Standardized 
Mechanical Aptitude Tests. JW aaah emekeces 16 
92. Van Horne, JAMES Don. An Experimental Comparison of 
Individual and Demonstration Methods in High School ‘ 








Part IX 







LisrARY ADMINISTRATION IN SECONDARY SCHOOLS............ 





93. WarrEN, Gtapys E. The Integration of the School 
Library with the Junior High School Program.......... 







Reconns AND RRPORTS. osc ccc kcecctccccceccnGetcctaveaear 






94. Focut, Witt1AM R. A Study of the Records and Reports 
of the Smaller High Schools of Southern California...... 









95. THRALL, IskKAH R. A Survey of the Records Kept by the 
Girls’ Physical Education Departments in the Secondary 
EOE. GE: SIMs & 5.0: 6.5 ceewcacdpeuesuebensencces 21 

















SUPERVISION OF ATTENDANCE AND TARDINESS.........eseee00% 23 





96. RosENBERRY, Eart Epwin. A Critical Study of Absence 
and Tardiness in the Secondary Schools of Los Angeles, 
GEE vin cine on chietnuenbins daavataatedes 23 













Part XII 


THE ADMINISTRATION AND SUPERVISION OF ExTRACURRICULUM 
ACTIVITIES AND STUDENT Bopy FINANCES............ 25 










97. ANprus, ETHEL Percy. The Determination and Function 
of a Course for the Training of Student Officers in High 
BE i 0 Sacéaninnvndaene vas badhsatesstbaskenbebe a 25 


98. Brown, THomas R. Organization and Supervision of the 
High School Student Body Budget.................06+ 27 


99. BUTTERFIELD, CLARENCE U. The Administration and Super- 
vision of Student Stores in the High Schools of California. 28 


100. Fennessy, BetrH Nasu. Administering Extracurricular 
Activities in Senior High School............0eeeeeeees 29 


101. Hermie, Orro B. The Present Status of Intramural 
Sports in the Los Angeles Junior High Schools with 
Special Reference to Boys’ Activities..............e000. 31 


102. Irwin, HELEN GALE. The Place of Student Publications in 
the Junior High School.............cceeeecscecceees 33 


103. Jupp, RutH CHapMAN. The Control of Extracurricular 
Activities by a Point System............eeeeeeeeeeees 35 


104. Manwer, VINCENT Pau. Student Body Finances, Their 
REE 5. 00's ih cei a ewstiwiscaevecexteias 36 











AGE 
18 


18 


20 


20 


21 


23 


23 


25 


25 





Part XIII 


PaGrE 


105. Oxrrver, Mauve Louise. Administration of Extracur- 
ricular Activities in the Junior Colleges of California. ... 


THE HousinGc oF THE SUBJECT-MATTER PROGRAM, THE STAGE, 


39 


AND EXTRACURRICULAR ACTIVITIES........-.eeeeeeees 41 
106. GoopsELL, GitpertT Oscar. The Housing of Extracur- 
ricular Activities in the Senior High School............ 41 
107. Rirrer, PAut J. The Construction and Management of 
the High School Stage in California..............0e00 43 
Part XIV 


Tue Status, DEMAND FoR, SELECTION AND RATING OF, AND 
Quatitizs EssENTIAL TO THE SuccEss OF SECONDARY 
SCHOOL PRACHMOR oobi oe oar wks balers Madloe Oe Newwe ce 


108. ATK1nson, Carrot. The Selection of Junior High School 
Teachers: An Effort to Evaluate Certain Qualities to be 
Sought For in the Employment of Teachers for Junior 


FRM OEE WOO. oow Kewecc Wowsas cans tsdeedeed<ess 46 
109. Evert, Fiorence. The Status of the Junior College 
Teacher in California.............eeeee0- tse eeeseees 48 
Part XV 
SECONDARY-SCHOOL PUBLICITY.........cccccecccccccescececs 50 
110. Lewis, GLENN Haptey. The Public High School in the 
Public Press of California...........ccccccccccceces 50 
Part XVI 
MISCELLANEOUS STUDIES .......ccccccccccccccccvcccccccecs 52 


111. Bartey, Donatp Warp. A Comparative Study of the In- 


telligence and Scholastic Achievement of Athletes........ 52 


112, CorrizE, Evcene. An Analysis of Some of the Factors of the 


Teaching-Load with Special Reference to the Pupil- 
SS repr a nee ry eee oe ee 


113. McMitun, Maz. A Study of Cost of a High School Educa- - 


Cas Ci I FIR, oa vc vied ek dec Caressa veuacvaveunes 
115. MicHEneR, LUNDELL MuriEL. Methods Used to Stimulate 


School Savings Bank Deposits.............sceeeeeeeee 56 








ABSTRACTS OF UNPUBLISHED MASTERS’ 
THESES IN THE FIELD OF SECONDARY 
SCHOOL ADMINISTRATION 


PART VI. PROBLEMS IN BUSINESS AND 
VOCATIONAL TRAINING 


86. Herold, Henry Dannelle. The Metal Trades Exploratory Facili- 
ties Present in the Junior High School Automobile Shop. June, 
1930. Pp. 103. 

Problem. This thesis attacks the problem of converting the auto- 
mobile shop of the junior high school into a general-metal exploratory 
shop. A few guide-posts are set up as a result of the study for industrial- 
arts teachers who wish to explore this new field. 


The steps in solving the problem of converting the automobile shop 
into a general-metal exploratory shop were as follows: determination 
of the trades to be included in the general-metal shop; determination of 
the type of class organization to be followed; survey of the equipment 
and space already available; determination of new equipment and tools 
which must be added for broadening the field. While the determination 
of the trades to be included is a local problem, the broader aspects of it are 
not neglected. According to the type of community involved, some of these 
units will be desirable, some undesirable, and still others may be added. 


Materials and Procedure. A list was made of the 12 metal- 
working occupations most important from the standpoint of the number 
of people employed; a study. of this list revealed those occupations as 
having the greater number of elements common to all, and these were se- 
lected as the representative units for the general-metal exploratory shop. 
Questionnaires were then sent to all the automobile shop teachers in 
Los Angeles, 18 in number, to ascertain the desirability from the point 
’ of view of these teachers, of broadening the automobile shop course in 
the junior high school, to discover what units in general-metal explora- 
tory shop could in their opinion be included, using only the present 
equipment, and what units with the addition of a small metal lathe and 
a small blast furnace for forging, melting, and treating. Later, these 
automobile shop teachers brought together a list of projects all to be 
made with the present auto shop standard equipment; the activities 
and tool: manipulations covered in the projects submitted gave rise to a 
list of explorable occupations. 

Findings and Conclusions. It appears then that the automobile 
shop in the junior high school can be utilized, without additional equip- 
ment, to explore the following metal trades: automobile repair; auto- 
mobile servicing ; auto electrics; heat treating and tempering; welding ; 











10 Department of Secondary-School Principals 





and foundry (limited). This same shop, with an additional outlay dis- 
cussed below, can be utilized as a general-metal trades exploratory shop, 
exploring the six occupations listed above and also the following: ma- 
chine shop; forging; art metal ; ornamental iron. 


Division of the class into groups, each with a foreman appointed by 
the instructor, and each carrying on a different project, is recommended. 
The division of the available floor-space to accommodate these groups as 
units seemed very satisfactory, and offered no especial difficulty. 


It is determined by this study that the additional cost of converting the 
auto shop into a general-metal exploratory shop in the junior high school 
need not, on the average, be more than $840.80. The auto shop as 
it was originally set up for the exploration of the automobile occupation 
alone cost a total of $1,182.06. By the addition of $840.80 to this 
amount, making a total of $2,022.86, eight more occupations can be 
explored. ‘The three original occupations, auto mechanic, auto elec- 
trician, and auto servicing, cost an average of $394.02 each. The ad- 
ditional amount adds eight more occupations to the list, averaging 
$105.10 for each occupation explored. Combining these results, we 
have $2,022.86 in equipment required to explore ten occupations at 
an expense of $118.20 each in equipment investment, and without ad- 
ditional teacher expense. Certain equipment which can be made in 
the school shop is all that is needed, in connection with the combination 
furnace, to explore the foundry activity; the equipment necessary for 
exploring ornamental iron can also be made in the school shop at a slight 
additional expense. 


87. Wandling, Harry F. A Study of Some of the Outstanding Voca- 
tional Problems of Pasadena Junior High School Boys. April, 
1928. Pp. 60. 


Problem. ‘This is a study of the amount and kind of part-time em- 
ployment, and the vocational aspects of the guidance received by junior 
high school boys in Pasadena. 


Materials and Procedure. A questionnaire had been given to 
junior high school boys in Pasadena in 1927 by the Manual Arts 
Department; a tabulation of its results revealed certain weaknesses of the 
questionnaire itself, and certain weaknesses also in its administration. 
A revised form of questionnaire was therefore, drawn up, and uniformity 
in its administration assured; this questionnaire was presented to junior 
high school boys in 1928, and the data derived from it used to supplement 
the returns on the first questionnaire. School records were also examined, 
as to health and delinquency tendencies on the part of the boys reached 

















dis- 
hop, 


| by 
led. 


S as 


the 
ool 
as 
‘ion 
this 


lec- 
ad- 
ing 
we 

at 


ad- 


ion 
for 


rht 


ra- 
il, 











Abstracts of University of Southern California Theses 11 


by the questionnaire. Replies and records of about 2,400 boys are con- 
sidered in this thesis. 


Findings and Conclusions. More than 30 per cent of the Pasadena 
junior high school boys are found to be engaged in approximately twenty 
types of employment, chief of which are selling, delivery, and gardening. 
They are on the average as healthy and do as good school work as the 
non-working group, and they show markedly less delinquent tendency. 


In the opinions expressed by these boys, parents exert more influence 
in the choice of vocations than do school administrators, supervisors, 
counselors, and teachers combined. At first sight it would, therefore, 
appear that vocational guidance is not as important as is commonly be- 
lieved in the work of these officers of the junior high school. It appears, 
however, that much guidance is not directly recognized by the boy as 
being vocational guidance, although it colors his interviews with the 
school officers and functions in his life. About fifty per cent of the boys 
claim that no specific vocational guidance has been offered them in the 
schools, there being more guidance recognized on the part of the boys 
in the eighth grade than in the seventh, and more in the ninth than in 
the eighth. 


88. Porter, Persis B. A Study of the Fluctuation of Public Evening 
High School Attendance in Los Angeles. May, 1928. Pp. 130. 


PART VII. PART-TIME EDUCATION 


Problem. This thesis seeks to discover the holding power of the 
various classes in the evening high school each month of the year, and 
to determine when the periods of increase and decrease in enrollment and 
attendance appear during the school year in each subject; and it at- 
tempts to infer some of the various factors affecting the attendance and 


~ enrollment of such classes. 


Materials and Procedure. In order that the results of the study 
may be fairly representative of the city of Los Angeles, data is compiled 
from four representative evening high schools: Polytechnic, the largest 
evening high school in the city, Hollywood, located in a rather exclusive 
residential section ; Jefferson, located in a congested district inhabited by 
a mixed foreign and negro population ; and Garfield, located outside the 
city limits, with transportation only by bus or private car. 


The following data were obtained from each of these evening high 
schools: Average daily attendance in each class and subject offered in 
the school during the year 1926-27; the number of names of students 
remaining on the register in each class at the end of each month in the 














12 Department of Secondary-School Principals 


school year 1926-27, this including the names of new students as well 
as those who have been members of the class. 


The enrollment during the month of September was considered 100 
per cent enrollment. Thus the comparison of an enrollment of 118 stu- 
dents at the end of October and 129 students in September results in 
the fraction 118/129, or 91 per cent. 


Findings and Conclusions. The decline in enrollment for the 
different subjects varies according to the subject. Business Law leads the 
list with an enrollment in June approximately 68 per cent of that of 
September. Stenography suffers from a loss of 63 per cent of the student 
enrollment from September to June. Six subjects do not show any loss 
in enrollment during that period. Ten of the 26 subjects studied show 
a loss of 50 per cent or more. 

In general, the periods of greatest increase in enrollment in the 
evening high schools are September and October, and February and 
March. In Polytechnic Evening High School, for instance the enroll- 
ments increase in October over the enrollments in September, then gradu- 
ally decline until January, when the enrollment has become about 84 per 
cent of the September figure; in February, the enrollment becomes 109 
per cent and in March 108 per cent of the September enrollment, with 
an enrollment in June of 78 per cent that of September. The average 
daily attendance varies in the same manner, and approximately the same 
situation appears in the other high schools studied. In bookkeeping, 
clothing and millinery, and social science, however, the low point in the 
first semester enrollment is December, rather than January. 


Six of the subjects studied show no decrease in enrollment in June 
over that of February. These subjects are: auto shop, print shop, 
calculating machine, German, hygiene, and cooking. Each of these 
subjects, and in fact every subject studied except physical training, 
showed an increase in February over the enrollment for January. ‘This 
decided increase in enrollment occurring at the same time as the opening 
of the second semester seems to indicate that the opening of new classes 
is responsible for the increased enrollment; short unit courses would, 
therefore, seem to be desirable if the material for instruction lends itself 
to such an arrangement. 

Apparently evening high school students have a tendency to drop 
out of classes in which textbook and class recitations are necessary, 
or in which the subject requires a long period of study to be of practical 
use ; there is some weight, too, to be attached to the difficulty of entering 
such a class during the semester or reéntering after an extended absence. 


The personnel and size of the student body of a school determine to 














well 


stu- 
s in 


the 
the 
t of 
lent 
loss 
\OW 


the 
and 
oll- 
du- 
per 


ith 
ge 
me 


1g; 
he 











Abstracts of University of Southern California Theses 13 


a certain extent whether a class in a certain subject will be profitable. 
Academic subjects did not flourish in small schools, or in foreign dis- 
tricts. Classes in science, mathematics, French, and German were suc- 
cessfully maintained in the large Polytechnic and Hollywood Evening 
High Schools. 

In some cases, when a teacher was replaced by a new teacher, the 
enrollment declined to such an extent that the class was discontinued ; 
in other cases, the enrollment declined, then increased. 


A general slump in attendance was noticeable after Thanksgiving, 
Christmas, and Easter vacations; very few subjects were unaffected 
by these vacation periods. 

It is quite important that the titles of the courses should be suited 
to the community interests. In the Jefferson Evening High School, in 
the industrial district, they were connected with industry or trades, as 
Industrial Science, Practical English, and the like. In Garfield Evening 
High School, Public Speaking was changed to the Art of Easy Speech 
with favorable results. 


PART VIII. STUDIES IN METHODS OF TEACHING AND 
TESTING SECONDARY-SCHOOL PUPILS 


89. Grinstead, Roland Wells. An Experimental Evaluation of the 
School Excursion. June, 1929. Pp. 110. 


Problem. In this experiment the class excursion or field trip was 
studied as an addition to the pedagogical methods in general use, and as 
an aid to the teacher in his regular daily classroom work. In addition 
to evaluating the excursion in general, certain minor problems have 
been considered, such as: (1) Is the excursion equally profitable in 
introducing and summarizing a subject? (2) Is the excursion equally 
profitable in large and small groups? (3) Is the excursion equally 
effective for bright and average pupils? (4) Is the use of the excursion 
economical ? 

Materials and Procedure. The field trips used in this study were 
a part of the eighth grade commercial geography curriculum as organized 
for the purposes of the experiment. 

The study included four experiments called A, B, C, and D. 

Experiment A involved 36 bright pupils all testing 125 or over in 
Terman’s test for mental ability and of approximately the same age, who 
were divided into two equivalent groups of 18 each. 

The pupils were in the second half of the eighth year in the Wash- 
ington Junior High School of Pasadena, studying commercial geography. 





14 Department of Secondary-School Principals 


The experiment was built on the rotation of equivalent groups pro- 
cedure. Group I was subjected to the excursion method of studying 
the dairy industry, consisting of a fifteen-minute assignment, and an 
hour’s visit to a dairy and ice-cream factory during two school periods, 
followed by a class period devoted to a discussion of what had been 
seen. Meanwhile Group II used the second experimental factor, con- 
sisting of an equal amount of time spent in a “discussion-demonstration” 
lesson held in the classroom on the same topic. The same test was 
given at the end of the lesson. In the second period of rotation, the 
the methods were reversed, with wickerware as the subject. 


In Experiment B, involving two equivalent groups of 22 bright chil- 
dren each, the same plan was followed in rotation of “Seminar” and 
excursion methods of studying meat packing and tire manufacturing 
industries. The excursion was used as a summary rather than an 
introduction to the study of the topic, and followed a class hour discussion 
of the material, after which the test occurred. 


In Experiment C, the comparison of equivalent groups plan was used, 
26 pupils of average mental ability who accompanied the bright pupils 
on the meat packing excursion being matched, on a basis of intelligence 
test scores, with 26 pupils who did not go on the excursion. 


Experiment D compared the results of 46 pupils of average ability 
who went on a rubber tire journey with the results made by the same 
number of pupils paired with members of the excursion groups on the 
basis of intelligence test scores, who studied the topic at school. These 
pupils were members of different classes, and were under different in- 
structors, therefore, the classroom group had a variety of method. 


The tests used in the experiments consisted of true-false, completion, 
multiple choice, essay or short answer, matching, and, in cases where 
practical, drawing. ‘The tests were designed to cover the important 
points of the topic as completely as possible. No tests were given at the 
beginning of these studies, in that it was desired that the pupils should 
not be acquainted with the nature of the check to be used. 


Findings and Conclusions. Subject sources indicated that ex- 
cursions: (1) assist the pupils’ comprehension, (2) bring about an in- 
creased interest in school work and a sustained interest in the topics 
studied, (3) clarify principles, (4) stimulate interest in natural and 
man-made things and situations, (5) help children to organize their 
knowledge, (6) stimulate constructive thinking, (7) constitute a co- 
operative enterprise, (8) blend school life with the outside world, (9) 
assist pupils to “find themselves,” and (10) enable or compel a teacher 








pro- 
ying 
, an 
ods, 
een 
con- 
on ” 


the 






15 





Abstracts of University of Southern California Theses 






to conduct a more orderly and logical recitation. The excursion is more 
effective when limited to one class at a time. 










Statistical results support the following conclusions: 





1. Under the conditions of the experiment, bright pupils studying 
type lessons in eighth grade commercial geography in the junior high 
school gained an average of 79 per cent more by the use of the school 
excursion, followed by classroom discussion, than by the class dis- 
cussion aided by demonstration, seminar, library research, or motion 


picture method. 








2. Better results were secured for bright pupils when the excursion 
followed a definite thorough assignment, and was followed by a review 
and discussion of what had been observed. 







3. Pupils who were selected as representing a cross section of all 
the pupils taking commercial geography in the school, profited by the 
use of the excursion method by 30.8 per cent more than those who studied 
under ordinary classroom methods, despite such handicaps as having 
gone in large groups, and using a method involving new technique. If 
the pupils were as familiar with the better ways of learning under the 
excursion method as they are with ordinary classroom methods, the 
value of excursion method would doubtless be much greater. 












4. Bright pupils profited in greater degree from the excursion than 
average pupils. 






5. Economy in education costs could be effected by a wider use of 
the excursion, and better results could be obtained for the pupils. 






6. Of the various types of tests used, the excursion improved the 
_ ability of both bright and average pupils in the essay question most of all. 









90. Hildreth, Elon Earl. The Contract Plan Versus the Traditional 
Method of Teaching Arithmetic and History in the Junior High 
School. May, 1928. Pp. 109. 

Problem. The purpose of this study is to find a satisfactory sub- 
stitute in the junior high school for the recitation, assignment, and home 
study method of teaching. 









Materials and Procedure. Two comparable groups in low seventh 
grade were chosen for the experiment, both being taught history by the 
same teacher, and both being taught arithmetic by the same teacher, one 
group in each subject being taught by the contract plan and one by the 
traditional method. Pre-tests and post-tests were given each group, and 






16 Department of Secondary-School Principals 


the results of teaching were further checked by objective tests at the end 
of the work. 


Findings and Conclusions. The contract plan under the particu- 
lar circumstances of this experiment was found to produce results in 
arithmetic and history as satisfactory as those produced from the oral 
recitation method with home study. 


Where concentrated work is desired, supervised study does not supply 
sufficiently efficient drill technique. The contract plan is a matter of 
individual work, hence detailed instructions must be given to the student 
in the form of study guides, and more extensive equipment is required. 
Classes with a relatively large enrollment cannot be effectively deait 
with by the contract plan; discipline is harder in this situation, and the 
teacher is liable to be overwhelmed with the detail of checking up the 
work done, unless student help is enlisted; moreover, all this checking 
must be done outside of class. Only independent workers with some 
degree of resourcefulness can work in this way, hence low intelligence 
groups cannot be so handled. 


Problem solving is developed much more effectively by study than by 
oral recitation, and individual differences can be met more perfectly 


through the contract plan. Each method according to the purpose in 
hand is good. The contract plan needs to be supplemented by other 
procedures for drill purposes and for motivation, to afford the teacher 
a chance to give the students group help and for sccializing purposes. 


91. Scudder, Charles R. 4 Critical Study of Standardized Mechanical 
Aptitude Tests. February, 1930. Pp. 63. 


Problem. This study was planned to determine the validity of 
three of the best known standardized mechanical aptitude tests, as well as 
the relationship between academic, social, and mechanical phases of in- 
telligence. 


Materials and Procedure. Scores in each of the following were 
obtained for 114 boys in the seventh and eighth grades of the Roosevelt 
Junior High School of San Diego, California, during the fall semester of 
1928-1929: Terman Group test of Mental Ability, Form A; Social 
Intelligence Test by Moss, Humt, Omwake, and Jex; MacQuarrie 
Test for Mechanical Aptitude; O’Rourke Test for Mechanical Aptitude, 
Junior Grades, Form A; Stendquist Test for Mechanical Aptitude, No. 
1; Teacher’s Shop Grade; Shop Teacher’s Rating; Stenquist Assembly 
Test for General Mechanical Ability, Series 2 (given to half the boys 
of the list only). The Shop Teacher’s Rating was based on the following 








Abstracts of University of Southern California Theses 17 


scale: capacity or ability, 50 per cent, industry or willingness, 35 per 
cent, and interest, 15 per cent. 


Findings and Conclusions. Correlation coefficients between vari- 
ous of these criteria were found as follows: teacher’s rating and shop 
grade, 0.27; MacQuarrie and shop grade, 0.08 ; MacQuarrie and teach- 
er’s rating, 0.31; Terman and teacher’s rating, 0.19; Terman and shop 
grade, 0.14; Terman and MacQuarrie, 0.10. The probable errors for 
these correlations range from 0.06 to 0.07. 


The shop grade is the only measure used of success of the pupil in 
the mechanical field. Of all the measures used, whether of aptitude or 
performance, the teacher’s rating as. defined above probably has the 
highest predictive value of success, as it shows higher correlation with 
shop grade as well as with MacQuarrie mechanical aptitude and Terman 
group tests, than do any of the others. The correlations between the 
several tests and between the tests and the shop grade are, as given above, 
so low as to lead to the conclusion that no one such measure may be taken 
as a trustworthy prognostic measure of aptitude. It is obvious that the 
several mechanical aptitude tests are not testing the same variables in the 
same manner, and therefore do not validate each other. 


92. Van Horne, James Don. An Experimental Comparison of Indi- 
vidual and Demonstration Methods in High School Chemistry. 
October, 1929. Pp. 103. 


Problem. The study makes an experimental comparison of the use 
of the laboratory-demonstration and individual-experiment methods in 
high school chemistry from the following standpoints: the class time 
required, the cost of apparatus and supplies, the relation of each method 
to the various experiments used, the effectiveness of the methods with 
pupils with high or low intelligence ratings, the retention of the subject 
matter learned during the week at the end of the week, and the reten- 
tion of subject matter at the end of the semester. 


Materials and Procedure. A teaching experiment was carried on 
in four classes of 16 pupils each in high school chemistry at Tucson, 
Arizona. Fourteen chemistry experiments were used during the first 6 
weeks of the semester. The use of the two methods was so rotated that 
each pupil completed 7 experiments by each method and each experiment 
was carried out by one or thé other method in two classes. Objective 
tests were given each Friday and at the end of the semester. 


Findings. The lecture-demonstration method afforded a saving of 
approximately 20 per cent in the class time used in carrying out the ex- 
periments and afforded a reduction of approximately 95 per cent in the 
cost of materials and apparatus used. 





18 Department of Secondary-School Principals 


The lecture-demonstration method gave slightly superior results 
when compared with the individual laboratory method for all types of 
experiments used, for students of both high and low intelligence, and 
for both immediate and delayed retention of subject matter. The 
extent of the differences found, however, were not great enough to be 
statistically significant. 


PART IX. LIBRARY ADMINISTRATION IN 
SECONDARY SCHOOLS 


93. Warren, Gladys E. The Integration of the School Library with 
the Junior High School Program. ‘ June, 1930. Pp. 144. 


Problem. The problem of this thesis was to study the methods 
which have been effective in furthering the integration of the junior high 
school library and school instructional program by assembling, from a 
wide field, data relative to certain phases of organization, administration, 
and function of junior high school libraries. The data include: objectives, 
relation to rest of school, function with reference to students and faculty, 
general responsibilities, methods of administration, and integration with 
junior high school program. 


Materials and Procedure. All available literature in the field was 
carefully surveyed. Interviews were had with librarians, junior high 
school principals, and teachers. Personal reports were received from 
44 full time junior high school librarians in the state of California, the 
majority of which came from schools of from 500 to 1,500 enrollment. 
Visits were made to as many junior high school libraries and careful 
observations were noted. The findings were evaluated upon the basis of 
common usage, in that surprisingly few conflicts of opinion were dis- 
covered. 

Findings and Conclusions. The junior high school library must 
incorporate in its program the objectives of secondary education before 
it can be integrated with the general school program. There must be an 
understanding and acceptance of the general aims and purposes of the 
institution in which the library is to function in order that the library may 
contribute to the accomplishment of the aims for which the school 
exists. Its own aims find their foundation in the more general aims of 
education. 


Of the 44 libraries reporting, 39 indicated that the school board alone 
is responsible for their libraries; 2 that they are under the joint control 
of the school board and the public library board; 1 that the school board 
employs the librarian but the public library board furnishes books and 
book services; 1 that the library board furnishes both the librarian and 





Abstracts of University of Southern California Theses 19 


books while the school board provides the room, heat, and janitor service ; 
and 4 gave no report on board control. 


The following check can be given on the organization plans under 
which the libraries surveyed are conducted: supervised study, 12; 
modified supervised study, 8; reference library only, 2; free use of library, 
12; Morrison plan, 1 ; Modified Morrison plan, 4; library and study hall 
in one, 2; combination of supervised study, Morrison plan, and free use 
of library with other study halls, 2; no comment, 1. 


The primary concern of a school library is the service which it can give 
to students, individually and collectively. The library must not fail to 
serve a student as a need arises. Next, group organizations ; classes, clubs, 
civic organizations, and library staff deserve the best the library can give. 
To make possible the best and most adequate service, such matters as 
library setting, book selection, a well-rounded collection of right titles, 
and training in the use of the library must receive careful attention. The 
library must share in the interests and activities of special groups, but 
none deserves more attention than the student staff who are in them- 
selves a potent factor in integrating the library with student activities. 
The library which has made itself indispensable to student life and inter- 
ests is already well on the way towards a perfect blend with the school 
program. 

There are many small types of service which when assembled bring 
about an increased service to every segment of school organization: (1) 
a knowledge of departmental aims, methods, and needs, promotes under- 
standing and makes possible intelligent service; (2) balance in the book 
collection assures a balanced service, no shortages; (3) material which 
is easily reached and easily circulated promotes greater use; (4) a com- 
plete and simplified catalogue furthers library usage; (5) furnishing 
bibliographies as requested to teachers is a service which enhances the use 
of library material; (6) visual education supplies, while questioned as a 
legitimate library responsibility, are rapidly being taken over by the 
library; (7) codperation with teachers and pupil leaders in the extra- 
curricular activity program of the school is still another important 
contribution. Service to teachers and coéperation with them is important 
enough to stand by itself as a potent integrating factor. 


Twenty-two of the librarians reported that they do not follow any 
particular plan in the yearly buying, whereas but 12 librarians reported 
having a budget plan of buying for departments. The teachers make sug- 
gestions for books to be purchased in 42 of the libraries surveyed ; the 
selections of books are made under the supervision of the principal in 3 
schools; selections are handled largely by a supervisor in 2 libraries, and 
selections are subject to public library supervision in 1 library. 














20 Department of Secondary-School Principals 


The following methods of advertising the library and its activities 
were suggested: bulletin board, 14; lists to teachers, 11; school paper, 
18; daily bulletin, 6; newspapers, 5; posters, 6; displays, 11; home- 
room representatives, 2; assemblies, auditorium programs, plays, book 
talks, 9; contacts with parents, 4; the use of book jackets, 44; use no 
publicity, 3; gave no report. 


The study shows that a most important means of integrating the 
library with the junior high school program is the establishment of a 
close relationship with such special departments as English, dramatics, 
public speaking, social science, general science, art, mathematics, domestic 
science, shop, and health. A close study of departmental needs and the 
ways of meeting them makes possible the type of service which proves the 
library an indispensable asset and brings about an integration with 
departmental programs. 


PART X. RECORDS AND REPORTS 


94. Focht, William R. A Study of the Records and Reports of the 
Smaller High Schools of Southern California. June, 1929. Pp. 125. 


Problem. This study was made in an effort to determine the types 
of records and reports used in smaller high schools in Southern Cali- 
fornia at the present time; to determine the elements now recorded on 
such records and reports; to evaluate the items on such records and 
reports; and, if possible, to establish a more efficient use of records and 
reports used in high schools with an enrollment of from 36 to 350 
students; they are located in 4 counties, and represent 3 types of school 
organization. . 

Procedure. The information was obtained by visitations to the 
selected schools. Before making these visitations an outline of the in- 
formation and material desired was made. After each visitation the 
samples of all records and reports with their respective notes were 
checked and all other information pertinent to the study was recorded. 


Each element was given a heading and the numbers were recorded 
under each particular heading. Each record or report blank was studied 
and compared with others performing like functions. 


All state and county blanks pertaining to high schools of the size 
studied were obtained and became a factor in the conclusions reached. 
From the data obtained, conclusions were listed and evaluated and from 
them a more adequate system of records and reports was proposed. 


Findings and Conclusions. ‘The system of records and reports 
should be planned as a unit of simple, logical arrangement of forms on 














1 








Abstracts of University of Southern California Theses 21 


cards of standard filing size. Great care should be taken in the protec- 
tion of all records and reports of the student. When several types of 
records are printed on the same form, there is a tendency for duplication 
of records, making extra recording necessary, and making the system less 
flexible. All records which are not in continual use should be placed in 
the vault. Information which is not used should not be recorded. 


The state exerts an influence in attendance records which makes for a 
limited amount of uniformity. Visible files are convenient for attendance 
records. The loose-leaf type of teacher’s classbook makes filing more 
elastic and eliminates bulkiness which is caused by bindings and covers. 
Grade cards should carry not only the grades, but also the attendance and 
conduct record of the student. Where possible, individual letters should 
be written to notify parent of student’s unsatisfactory progress. 


Registration cards are desirable in order to obtain personal infor- 
mation pertaining to the student. The attendance officer and the advisory 
principal make use of the program cards. The type of physical record 
card is dependent on the physical program to be undertaken. An indi- 
vidual card of each book issued is more satisfactory than cards where 
all books issued each student are recorded. The records of school libraries 
are efficiently standardized, and revision would not be advisable. 


Application blanks are not used in the smaller high schools to a large 
degree, because of the availability of teachers’ records through college 
placement bureaus and teachers’ agencies. Teachers’ contract made 
available by the state are in general adequate for all general purposes. 


The suggested set of records and reports included the following forms: 
daily absence report, daily attendance record, permanent attendance 
record, absence and tardy permits, student passes, detention slips, teach- 
er’s class record book, grade card, permanent record card, unsatisfactory 
progress reports, notice of unsatisfactory work, registration card, enroll- 
ment-program card, change of program slips, merit slips, and school 
book record card. 


95. Thrall, Iskah R. A Survey of the Records Kept by the Girls’ Physi- 
cal Education Departments in the Secondary Schools of California. 
August, 1929. Pp. 95. 


Problem. ‘The purpose of this study is to investigate the amount 
and character of data available in girls’ physical education departments 
in the secondary schools of California, through the determination of (1) 
the number of schools keeping records, (2) the character of the records, 
(3) the procedure used in taking and maintaining the records, (4) the 

















22 Department of Secondary-School Principals 


utilization and accessibility of the records, and (5) the possible reasons 
for the failure of some schools to keep records. An attempt is made 
to evaluate and measure the findings of such investigations in terms of 
criteria set up by educators for accounting data in educational fields in 
general. 

Materials and Procedure. The survey was carried on by means 
of a questionnaire and personal interviews. Secondary schools of the 
state were classified according to enrollment. Those schools having an 
enrollment of 1,000 or more were placed in Class I; 500 to 1,000, Class 
II; and less than 500, Class III. Of the schools replying, 96 per cent 
of Class I, 80 per cent of Class II, and 68 per cent of Class III, sub- 
mitted material for the investigation. Most of the material in the survey 
came from San Francisco Bay, Los Angeles County, Fresno and Tulare 
counties, and San Diego Bay regions. Outlying sections throughout 
the state were represented by replies from schools of the third class. 


Findings and Conclusions. A classification of the types of forms in 
use in the schools studied reveals the following: (1) forms furnishing 
information of a medical examination type; (2) forms furnishing in- 
formation of a physical examination type; (3) forms combining informa- 
tion of types 1 and 2; (4) forms furnishing information of an athletic 
nature; and (5) forms furnishing miscellaneous information. The 
forms furnishing information of the medical and physical examination 
types predominate. Miscellaneous forms are numerous, and the athletic 
type is in the minority. Though standardization as to size of forms 
is an evident characteristic of four-fifths of the forms studied, there is, 
however, a decided lack of standardization and uniformity in the types 
of information considered valuable and in the forms to be used. Of 
the items appearing on the forms, more than one-half are used but 
once. Nine-tenths of the items appear less than 10 times. 


Most records of the medical examination type are taken and recorded 
by the school physician at the time of the student’s entrance to school, 
or annually. The physical examination type of data are generally taken 
and recorded by the physical education teacher and students at the 
beginning and at the end of each semester or year. The athletic type 
are taken and recorded by the teacher and student during and at the 
end of each sport season. These procedures are found to be markedly 
uniform. It is the concensus of opinion that records of the medical 
and physical examination types should be accurate; that the athletic type 
need not be reported in the same detail, the degree of accuracy depending 
upon the selection of the students responsible for the records and the 
supervision exercised by the teacher; and that the miscellaneous records 
need be the least accurate because of the scattered responsibility. 











' ‘1S 


sc = 6SE.hCUME 











Abstracts of University of Southern California Theses 23 


The ranking or grading on personal characteristics does not seem 
to have a prominent place in the records. 


Needs, as voiced by the teachers, are for better medical and physical 
examination data, personal characteristics records, and records of rec- 
ommendations made by the physical education department in fields other 
than the field of physical education. Physical education data are fre- 
quently used indirectly through: recommendations made by the physical 
education teacher and the school physician on students’ programs in 
order to adjust the work to the student’s emotional or physical condition. 


One-half of the schools studied, mostly in Classes I and II, reported 
that their records are cumulative. Recent tendencies seem to be towards 
cumulative classification of activities. 


In general, all records are accessible to the physical education teachers, 
the school physician, the principal, and the teachers. Athletic records 
are also accessible to students having leadership or clerical positions in 
the physical education department. The average time spent on records 
ranges from 23 to 56 minutes per day. 


PART XI. SUPERVISION OF ATTENDANCE AND 
TARDINESS 


96. Rosenberry, Earl Edwin. A Critical Study of Absence and Tardi- 
ness in the Secondary Schools of Los Angeles, California. May, 
1924. Pp. 89. 


Problem. ‘This study attempts to analyze current methods of at- 
tendance departments in recording and controlling absence and tardiness, 
to determine the relationship between absence and tardiness and achieve- 
ment in a large number of the secondary schools of Los Angeles, and 
to measure the effect of nationality, distance, intelligence, and achieve- 
ment upon absence and tardiness. 


Materials and Procedure. The data concerning the usages of 
attendance departments were gathered from replies received from 8 
senior high schools and 9 junior high schools, responsive to a question- 
naire. For the rest of the study, the records of 1406 students in one 
junior high school in Los Angeles were analyzed and compared. 


Findings and Conclusions. It is the practice in the schools studied, 
almost unanimously, to handle all matters pertaining to attendance 
through a central attendance office; in most of these schools the class- 
room teacher keeps a register but this is seldom used in making the 
official monthly report of the school. More uniformity is shown to be 








24 Department of Secondary-School Principals 


seriously needed in interpreting and recording tardiness and attendance. 
The principal causes of tardiness, and the order in which they occur, 
are as follows: carelessness, errands, illness, clocks slow, and faulty 
transportation. In every school more tardiness occurs on Monday than 
on any other day. Parents should know, and teachers should realize, 
that there is a strong association between regularity of attendance and 
success in school; the situation seems to be that a few of the children 
who attend regularly, one-half of those who are habitually absent, and 
most of those who are habitually tardy are also in the lowest third of 
the class in scholarship. There is a strong trend towards the abolition 
of the detention system in connection with absence and tardiness. 


In an intens‘ve study of one junior high school, the following con- 
ditions were found to exist: 


One-third of the school was habitually absent, that is, absent on 
more than five separate occasions; this group committed three times as 
much tardiness as the other two-thirds of the school who were regular 
in their attendance. It seems, then, to be the same group that is both 


tardy and habitually absent. 


Habitual absence goes with pupils of Jewish, Mexican, or Negro 
race, although the association is not marked; while regular attendance 
goes with the white race, and is slightly higher than the attendance of 
other races. 

Habitual tardiness goes with being Jewish, Mexican, or Negro, 


although the degree of association is again low; while being punctual goes 
with being of the white race in about the same degree as above. 


District boundaries do not seem to be well observed, as a considerable 
number of children travel long distances to school. Nine blocks is 
the distance below which there is less tardiness than we might expect, 
and beyond which there is more than we might expect. No such divid- 
ing line in the case of absence was discernible, the association between 
absence and distance being exceedingly erratic. - 


There is practically no association between intelligence and tardiness, 
but a strong association between intelligence and regular attendance. 


There is a moderate amount of association between school grades 
and tardiness, while the association between school grades and regular 
attendance is even higher, and, therefore, more significant. 


The association between intelligence and achievement as shown by 
the school grades is very marked, and represents the highest relationship 


found in the study. 





as 


- . 














Abstracts of University of Southern California Theses 25 


PART XII. THE ADMINISTRATION AND SUPERVISION 
OF EXTRACURRICULUM ACTIVITIES AND 
STUDENT BODY FINANCES 


97. Andrus, Ethel Percy. The Determination and Function of a Course 
for the Training of Student Officers in High School. March, 1928. 
Pp. 202. 


Problem. ‘This study was made in an effort to determine the 
factors which contribute to success or failure in formal student leader- 
ship in high schools and to offer definite suggestions as to the duties 
and attitudes which may be prepared for and stressed prior to the ac- 
ceptance of a student body office. 


Materials and Procedure. The first part of the study lists the 
duties of student officers, the traits and behavior qualities of particularly 
successful officers, and attempts to determine those duties and traits 
which should be prepared for or acquired through training prior to 
the holding of a student body office. 


The second part of the study deals with the development of a 
training course based on these findings, and endeavors to measure its 
returns. 


From 63 past and present student body commissioners in the writer’s 
school, a list of duties was obtained. An alphabetical and a frequency 
ranking of this list were made. A method was worked out for deter- 
mining those duties which could be prepared for as against those which 
could be best learned while in office. 


From 100 members of the faculty there was obtained a list of 86 
traits “conspicuously present in successful commissioners” and “absent in 
unsuccessful.” A study was then made of those traits which the faculty 
members noted as essential and definitions of the qualities were de- 
termined in terms of trait-actions. From these data and from the data 
gained in the analysis of duties the writer noted topics and techniques 
which serve as a basis for planning a student officers’ training course. 


Findings. Sixty-five of the 301 duties listed by the group of com- 
missioners were common to all student body office responsibilities. They 
were to: acknowledge congratulations; acknowledge invitations; act 
as guide to visitors; act in advisory capacity to students; arrange inter- 
views with office, faculty, commissioners, or students; attend assembly 
calls, athletic contests and exhibitions, Commencements, Commissioners’ 
meetings, other meetings, and social affairs; become personally acquainted 
with students; coach assistants; confer with fellow officers; confer with 
principals; codperate with faculty and office; codrdinate their work with 








26 Department of Secondary-School Principals 


that of other organizations ; conduct meetings of his group; counsel with 
students on their problems; develop codperation among students; direct 
people to proper office or department; discover and develop student 
leaders; discuss school problems at Commissioners’ meetings; distribute 
work among others; do errands; enforce rules and regulations of organi- 
zations; enroll new students during’ the first two weeks; explain reasons 
for regulations and enforcements; extend hospitality; give information; 
greet strangers; greet students; keep records; help assimilate new mem- 
bers; help on all school or student undertakings or campaigns; inspect 
student activities and posts; investigate and remove reasons for dis- 
turbance, congestion, and confusion; join the receiving line at school 
affairs; aid anyone in trouble or embarrassment; lead group in dis- 
cussion ; learn names of people; maintain relations with students, faculty, 
and committees; arrange conferences; make office attractive; meet 
callers and students; plan work; promote student enterprises, enter- 
tainments, and social programs; report on upkeep and repairs of plant; 
reprimand students; secure committee service; straighten up office; study 
for personal growth; study his field and its opportunities, his reports; 
take care of publicity ; write letters of congratulation, reports, and weekly 
reports to President of Commissioners; work with and through com- 
mittee. The total list was used as a job analysis and as a basis for 


suggestions for supplementary training in connection with offices. 


The trait analysis gives the picture of the successful student leader. 
The traits listed by the teachers were abilities in accepting criticism, 
in codperating in reasoning; accuracy of observation; adaptability; ag- 
gressiveness; alertness; ambition; appearance; care for detail; charity; 
cheerfulness; confidence; conscientiousness; control; courtesy; decision ; 
dependability; dignity; discretion; drive; earnestness; energy; enthu- 
siasm; executive ability; fairmindedness; faith in knowledge; force- 
fulness; foresight; friendliness; good breeding; graciousness; grooming; 
health; honesty; humility; humor; idealism; independence of spirit; 
initiative ; industry; inspirational power ; intelligence ; intellectual curios- 
ity; interest in work; judgement; justice; leadership; level-headedness; 
modesty ; moral cleanliness ; orderliness; originality ; patience; perserver- 
ance; pleasantness; poise; power; preparedness; public address; punctu- 
ality; purposefulness; quality of voice; quick perception; refinement; 
reliability ; resourcefulness; responsibleness; reticence; scholarship; self 
respect ; sense of proportion; sensitive to true values; seriousness ; service ; 
simplicity ; sociability ; sportsmanship ; suitability ; system ; tact ; thorough- 
ness; thoughfulness; tolerance; trustworthiness; unselfishness; vision 
(social mindedness) ; willingness. These traits are ranked by frequency 
of mention and supplemented by students for purposes of analysis. They 
are defined in terms of trait-actions through which they are expressed in 





Abstracts of University of Southern California Theses 27 


student body offices. The result of such an analysis may be used as a 
check list to indicate to student officers the traits which are highly valued. 


All students above B9 should be eligible for the course and should 
be consciously preparing for the performance of the duties for which the 
training is offered. The subjects taught should be of such a nature as 
to function directly in attitudes or performance for those students being 
trained. ‘The instructor should be competent, sympathetic, and well 
informed ; individual instruction should be given as required; provisions 
for individual progress and placement allow for individual differences; 
content should be based on analyses of duties and desirable traits; ma- 
terial should advantageously develop social understanding and technical 
knowledge; criteria used in actual practice should be used to measure 
competency ; and the product of the course should be placed and followed 
up systematically. 


98. Brown, Thomas R. Organization and Supervision of the High 
School Student Body Budget. June, 1930. Pp. 90. 


Problem. This study investigates the relation between the income 
and the expenditure of high school student body finances in certain 
California high schools, with the object of suggesting thé regulation of 
such finances through sound budgeting. 


Materials and Procedure. Questionnaires were mailed to ninety 
representative high schools in the state of California. Complete lists 
of income and expenditures were received from 22 of these schools: 
general information in regard to student finances was furnished by 27 
others. ; 

Findings and Conclusions. Among the findings of the study are 
the following: All expenditures of extracurricular activities come from 
revenue raised by students. The greatest source of such income is 
athletics, this activity apparently holding first place in the interest of 
both students and patrons of the majority of schools studied. Other 
common sources of income are the sale of student body membership 
cards, the school paper, the sale of candy, ice cream and drinks, the 
student book store, and the year book. 


Expenses include athletics, which occupies first place in this respect 
in each grouping of the schools studied, and other activities varying in 
importance in individual schools because of local interests; important 
among them are general student body expenses, the school paper, school 
plays, and band and orchestra. . * 


The surplus of income over expenditures, which occurred in many 
cases, indicates that the student body budget was either not planned at 





28 Department of Secondary-School Principals 


all or carelessly planned. When a surplus exists larger than the amount 
reasonably needed for unexpected contingencies, it may be taken as evi- 
dence that the students are not getting full returns for their money. 


School budgets should be developed upon the following principles: 
needs of the fiscal period should be determined from a review of past 
income and expenditures for a period of some three years; expected in- 
come and expenditures should be codrdinated into a well balanced 
budget; and these estimates should be revised from year to year to 
meet changing interests and conditions. 


. Balances of accounts budgeted to any activity and unused at the close 
of the fiscal period belong not to that activity but to the student body; 
such balances should be closed into a common surplus for redistribution. 


A system of student body accounting to be effective should be simple 
and easily operated. Expenses are best controlled by the purchase order 
system, which permits the student body bookkeeper to check on all 
bills to prevent overdrawing the accounts. A voucher register plan of 
recording charges is outlined in this study: such a plan eliminates 
waste of time and provides an adequate record of all transactions 
pertaining to each student body account. 


99. Butterfield, Clarence U. The Administration and Supervision of 
Student Stores in the High Schools of California. June, 1929. 
Pp. 88. 

Problem. A study of the student stores of the high schools of Cali- 
fornia was made in order to determine the present methods of student 
store management, and if possible, to answer the following questions: 
(1) How are student stores managed? (2) What goods are sold? 
(3) What space is needed to house a student store? (4) What is the 
amount of profit? (5) What disposal is made of profits? (6) Why 
do some schools not have a store? 


Procedure. A personal study was made of 10 high school stores to 
determine the general types of organization. After discussions with 
managers of these stores, a questionnaire was constructed and sent to 
100 of the larger senior high schools of California. Questions were 
asked concerning management, housing, buying, kinds of goods sold, 
accounting, and disposal of profits. A letter of inquiry was sent to 
principals of schools reporting that they did not have a store requesting 
the main reason why the school did not have a student store. 


The schools studied ranged in size from 200 to 3500 enrollment. 
Seventy-one per cent of the schools had an enrollment less than 1000 





Abstracts of University of Southern California Theses 29 


students. Thirty-five schools answered the questionnaire. Forty-six 
schools reported that they did not have a student store. 


Findings. The reasons given for operating a student store were: 
(1) a student store saves students’ time and money; (2) school authori- 
ties are able to regulate the kind and quality of goods sold in the store; 
(3) the student store is a great aid in keeping the students on the school 
grounds during free periods; (4) the student store may provide profits 
with which to buy student body supplies. 


The reasons given for not operating a student store were: (1) local 
merchants object to competition from a student store, (2) the school 
board rules against the student body competing with the local stores, 
(3) some schools are satisfactorily supplied by local stores and do not 
feel the need of cheaper prices. 


The student stores are managed by a faculty supervisor, a student 
manager, assistant managers, and student clerks. The goods sold in the 
schools studied and the per cent of schools selling them are as follows: 
composition paper, 94 per cent; pencils, 91 per cent; scratch paper, 76 
per cent; fountain pens, 67 per cent; gymnasium suits, 51 per cent; 
candy, 50 per cent; typing paper, 24 per cent; and school novelties, 
16 per cent. 


The housing of school stores depends upon the size of the’ school. 
Eighty per cent of the schools studied used only one room for retail 
selling; 41 per cent used a separate room for storage; and 14 per cent 
used more than one room for selling supplies. 


The amount of profit in a school store ranges from no profit to a 
profit of $10,000 a year. The amount of profit per student ranges from 
none to $7.50 per year. The average rate of profit per student in all 
schools is $0.72 per year. The amount of profit in 19 Los Angeles 
high schools ranges from $200 to $4500 per year. The profit on candy 
amounts to an average of $0.81 per student. 


The disposal of profits is determined by the relation of the school 
authorities to the student body organization. ‘There seems to be no 
general procedure in disposing of the money made by operating a school 
store. In general, school equipment not supplied by the school board 
is bought with this money. 


100. Fennessy, Beth Nash. Administering Extracurricular Activities in 
Senior High School. June, 1930. Pp. 125. 


Problem. The study, explicitly excluding questions of the value 
of extracurricular activities, concerns itself with the administration of 








30 Department of Secondary-School Principals 


such activities as are actually engaging the time and attention of students 
and faculty sponsors in senior high schools, and with the question of 
the administrative procedures leading to the most efficient functioning of 


such activities. 


Material and Procedure. A thorough review was made of avail- 
able literature on the subject, supplemented with interviews in 25 high 
schools with those intimately connected with the administering of extra- 
curricular activities, and a narration and tabulation of the total findings. 
The schools chosen were all in or near Los Angeles, and all in the class 
of large high schools. At least two interviews were held with each 
school, supplemented in many cases with telephone interviews and letters, 
so that additional data could be secured and doubts cleared up. 


Findings and Conclusions. The following conclusions are drawn 
from the study of recent literature on extracurricular activities: hap- 
hazard methods of controlling activities are inadequate; an activities 
director, who may be a vice-principal or a teacher, is advocated ; needed 
rules should be made as part of careful organization and supervision; 
these rules should be strictly enforced, and modified as need arises; the 
necessity for faculty sponsors wisely selected, adequately counseled, and 
satisfactorily rewarded is recognized; extensive student participation 
needs to be encouraged, but rather through publicity, guidance, and 
honors than through compulsion, while on the other hand, the need for 
limiting participation in the interests of a more democratic school and 
as a means of stimulating scholarship and citizenship is quite generally 
advocated ; records of the activities are essential; an activities period as 
a part of the official school program is fully justified. 


Other conclusions, derived from the personal investigations of this 
study, group themselves under rather general headings. 


As to centralization of control, it appears that: student activities are 
organized in 96 per cent of the cases studied, by a formal type of cén- 
trol ; the control rests in the hands of the principal and the vice-principals, 
often assisted by a teacher in charge of clubs; more control and divided 
responsibility for various types of activities are advocated. 


As to organization and supervision, it appears that: extracurricular 
activities are definitely planned for, but are rarely organized as a unit; 
initiating new activities usually rests with the students. Some general 
regulations are found in all schools, the most frequent establishing the 
girls’ vice-principal as the leader of all social affairs, requiring faculty 
sponsorship for all activities, and fixing eligibility rules; enforcing regu- 
lations is recognized as a difficulty in all schools and a weakness in 
many; regular meetings are visited with varying frequency; written 





Ss 88 emt wee 


SS = 








Abstracts of University of Southern California Theses 31 


reports of meetings are rarely requested ; social affairs are well planned 
for; the practice of keeping school date books is general. 


As to sponsorship, it appears that: club sponsors are generally se- 
lected by the students with some assistance from the faculty ; sponsors are 
selected primarily because of willingness to serve and educational fitness ; 
the sponsor’s reward lies chiefly in the service itself; although apprecia- 
tion, relief from teaching or routine duties, and extra salary are men- 
tioned ; little is done in the way of advising sponsors. 


As to participation, it appears that: general participation is en- 
couraged by the administrators of all schools both deliberately and in- 
cidentally ; some guidance towards appropriate participation is practiced ; 
the amount of participation is in every case limited, with scholarship, 
citizenship, health, and work after school taken into consideration; the 
lack of knowledge about activities is the greatest hindrance to general 
participation, seniors being far less hampered in this respect than others. 


As to activities periods, it appears that: some activities are scheduled 
in all schools, among these being assemblies, leagues, and class meetings ; 
the activities period for smaller groups is not popular, because of the 
difficulty of providing suitable occupation for all students; the club 
period is becoming slightly more popular, more schools having recently 
adopted it than theré are schools recently dropping it. 


Recent trends in the schools studied in Southern California appear to 
be: a trend towards stricter control and divided responsibility, as is 
shown by the increasing number of club chairmen; a trend towards better 
supervision, with more visitation of students’ meetings, and a larger 
number of meetings of sponsors; a trend towards more careful planning 
for social affairs; a trend towards lessened freedom of choice in the 
student groups of their sponsors, with more appreciation of the work 
of the sponsors; a trend towards the encouragement of far more general 
and more appropriately chosen participation ; a trend towards the practice 
of keeping records within the activities; a trend towards the allotting of 
school time during the day for many extracurricular activities. 


101. Hermle, Otto B. The Present Status of Intramural Sports in the 
Los Angeles Junior High Schools with Special Reference to Boys’ 
Activities. June, 1927. Pp. 122. 


Problem. This study deals with the values of play; it draws a 
comparison between the values of interschool and intramural or intra- 
school games and justifies stressing the latter form of competition in the 
junior high schools; and finally it makes constructive suggestions for 
furthering the intramural sport program of these schools, 








32 Department of Secondary-School Principals 


Materials and Procedure. Two questionnaires were answered by 
physical education departments of the eighteen Los Angeles junior high 
schools. One, in 1926, showed the extent of intramural activities in the 
schools. A second, in 1927, reasked these and established the concensus 
of opinion on the objectives of play and the methods to be used for the 
best realization of these aims. Round tables of Los Angeles junior high 
school physical directors considered the materials of the first question- 
naire, before the formulation of the second. Conferences were held 
with members of the Los Angeles department of physical education and 
athletics. Careful study was made of reference books on play and 
intramural sport, textbooks in this field, magazine articles, and reports 
from several departments of Los Angeles schools. 


Findings and Conclusions. Play aims are recognized both by the 
authorities of the junior high school and the Los Angeles junior high 
school physical directors in the work. In addition to these major aims, 
leadership is assuming a growing importance in the physical activity pro- 
gram of the junior high school. 


An evaluation of the literature on the subject indicates that whenever 
junior high schools are large enough to have many athletic clubs, thus 
insuring keen and interesting competition, intramural athletics have 
distinct advantages over interschool competition. Under the first method, 
universal participation is possible. The physical director may shift 
emphasis from training a few select individuals towards developing all 


of the boys. 


The Los Angeles junior high schools are offering a wide variety of 
well selected game activities. An attempt is being made to protect the 
weak and immature and to provide equality of athletic opportunity, 
through the use of classification systems and athletic tests. There is 
also a growing tendency to use student leaders in order to develop judg- 
ment and initiative, and to strengthen the physical education program. 


All divisions of the physical education program contribute to an 
effective administration of games. An increasing tendency in this direc- 
tion will not cause the various parts of the program to lose their identity 
but rather strengthen them. Play because of its unusual appeal to the boy 
may be used to motivate the other work. 


All divisions of the school program may and should contribute to play 
activities. This trend may be strengthened by giving every part of the 
school an increased knowledge of the ends sought through games, and 
by showing that an efficient administration of sports contributes to the 


general school welfare. 





by 
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1S 
le 


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n 








Abstracts of University of Southern California Theses 33 


An effective administration of intramural sports in a Los Angeles 
junior high school should involve these considerations: 


Each boy should take physical education regularly, preferably once a 
day. Each individual including the corrective boys is given one and 
preferably two periods per week in which play activities predominate. 
The hour period is to be used whenever possible in order to give adequate 
time for games. An attempt is made to have the enrollments of the 
several periods approximately equal in order to insure that there will be 
adequate playing space and equipment per period, and to equalize the 
teaching load. The physical education program contributes to the play 
program in every possible way. ‘The following activities are recom- 
mended: track and field events, basketball, volleyball, indoor baseball, 
touch football, soccer, speedball, handball, horseshoes, tennis, and other 
events. Each period is divided into maturity sections, in order to provide 
equality of athletic opportunity and to protect the weak and immature; 
each team in a section is approximately equal in aggregate athletic ability, 
so that interest will be maintained and competition will be equal. A sea- 
sonal distribution of games is arranged so as to make best use of the play- 
ing space, to see that each boy plays a desired number of each game, and to 
see that games are provided with the exertion demanded in keeping with 
weather conditions; the schedule is arranged so that each team plays an 
equal number of games of each activity ; the boys are given a knowledge of 
the rules of the games and what good sportsmanship means; they are given 
opportunity also to acquire this knowledge through activity. Picked teams 
play faculty men at regular intervals in order to provide adult examples 
of good sportsmanship and to give added interest to games ; student leader- 
ship is generally promoted in order to increase the ability of the boy to 
lead others. Each boy learns the fundamentals of the games offered, in- 
cluding practice in each position; special practice is given to boys deficient 
in any department of any game. A regular activity program is arranged 
for rainy days when outside participation is inadvisable. In addition 
to the games provided in the regular physical education periods, teams or 
clubs for those boys primarily interested in athletics are organized into 
leagues for competition; special activity clubs for tennis, swimming, 
hiking, wrestling, gymnastics, or other events, are provided whenever a 
need is felt. Letters and recognition in keeping with the activities in- 
volved are offered. The administration of sports is such as to realize the 
aims of play, and the games are made to contribute to the general school 


welfare. 


102. Irwin, Helen Gale. The Place of Student Publications in the 
Junior High School. April, 1928. Pp. 64. 


Problem. In determining the place of student publications in the 








34 ' Department of Secondary-School Principals 


junior high school, it is necessary to know whether student publications 
are valuable and practical in the junior high school, and how they may be 
so managed as to give the greatest benefit to student body, faculty and 
administration, and community. 


Materials and Procedure. The problem is considered especially in 
connection with schools of approximately 1000 enrollment. Arguments 
are gleaned from a study of present day literature including such books 
as Touton and Struthers, Junior High School Procedure; Briggs, Junior 
High School English; Borah, News Writing for High Schools; and 
Spencer, Editorial Writing; Ethics, Policy, Practice. These arguments 
are presented for and against student publications in reference to the 
entire group, to individual students, to the faculty and administration, 
and to the community. From the results of these arguments the writer 
makes recommendations regarding the values of student publications. 


Findings and Conclusions. In consideration of the student group, 
advantages lie in the matter of welding the large group, of advancing 
school spirit and loyalty, of establishing school standards through editorial 
policies, and of announcing school activities. Disadvantages may arise 
through unfair representation of school activities by individual interests 
which place over balanced emphasis on certain activities to the exclusion 
of others. A faculty member as guide can obviate such disadvantages. 


Individuals who are non-subscribers may receive indirect benefits 
from the paper but are more liable to develop unsocial or anti-social 
attitudes especially if financial considerations enter. The subscribers feel 
a membership in the student body group, which increases their social 
consciousness. The workers on the paper receive all the benefits accruing 
to the other members of the student group and in addition attain in- 
creased command of the fundamentals of written expression, learn to 
meet people, influence others, work in a group, and develop habits of 
work, Rushing publication work through regardless of other phases of 
school work, putting in time inconsistent with health rules, lack of super- 
vision with consequent development of slovenly habits of work, all tend 
to make publications a hindrance to the students who work on them. It 
is usually found, however, that these disadvantages are unnecessary 
accompaniments for good procedure. 


The faculty and administration can make of the paper a good 
publicity agent, increase school loyalty, incite better citizenship, and effect 
a greater coérdination of departments through articles in the paper. The 
disadvantages to the administration of the school lies in the statement of 
poor educational policies through editorials and are a direct reflection on 


the loose management of the paper. 





1S 


id 





Abstracts of University of Southern California Theses 35 


The taxpayers and community find that the school paper is a good 
advertisement for the community. The fear of disadvantages to the 
community lies largely in the fear that the paper will prove an additional 
expense to the community. This, like disadvantages noted in connection 
with individuals or groups affected by the student publications, is not 
well founded, for student publications already established are largely 
self-supporting so far as school budgets are concerned. 


It is the conclusion of the writer that junior high schools should have 
student publications, 

In their beginnings, student publications were carried on as extra- 
curricular activities, largely under student control though theoretically 
with faculty sponsorship. The staff was selected from those who wished 
to participate in such an activity and, therefore, was composed of ardently 
interested members, whose continuation on the staff was a matter of 
choice. Recognition of the importance of the work has resulted in faculty 
direction of the work. The paper has become a part of regular school 
work included in the school program as a Club activity, an English class 
project, or a Special Class project. The writer feels that the fullest 
value will be realized through the Special Class for work in which school 
credit is given. 


103. Judd, Ruth Chapman. The Control of Extra Curricular Activi- 
ties by a Point System. June, 1930. Pp. 109. 


Problem. The purpose of this study is to survey extracurriculum 
participation in the Huntington Park Union High School to ascertain how 
a proposed point system would function. Three evils alleged to grow out 
of existing conditions have been investigated: limitation of honors to a 
select few ; the lack of opportunities for others equally able ; and the effect 
of participation in activities on scholarship. 


Materials and Procedure. A record has been kept for the school 
year 1928-1929 of all students engaging in extracurriculum activities for 
which points of limitation have been assigned in the proposed point sys- 
tem; that is, for all except 27.5 per cent of the participation in outside 
activities. For each of these students, grades before and after entering 
activities, intelligence quotients, number and kinds of activities engaged 
in, and the. suggested point assignments of these activities have been 
tabulated and studied. 

Findings and Conclusions. The extracurricular activities of only 
80 students, out of 627 participants in the school would be cut down 
were the proposed point system in operation. Only 12.7 per cent of all 
participation is over-participation. Students of superior native ability 
and working capacity are in the majority among these 80 students. 








36 Department of Secondary-School Principals 


The 627 participants are less than one-third of the student body of 
2,000; it appears then that a point system, operating to limit over- 
participation, would help to afford an opportunity for more democratic 
entrance into outside activities. Additional activities should be initiated 
and fostered to the same end, and publicity should be given to extra- 
cirriculum opportunities, advantages, ends, and acccomplishments. 


Scholarship does not seem, in the main, to be adversely affected by 
participation in activities. 


A survey of individual cases indicates a need for careful individual 
programming of diversified extracurriculum activities ; such programming 
might well become an integral part of the advisory plan. There is 
evidence of need for a better balanced and further enriched plan in extra- 
curriculum activities both for the individual participant and for the 
entire school. 


104. Maher, Vincent Paul. Student Body Finances, Their Administra- 
tion. June, 1929. Pp. 215. 


Problem. This study undertakes to show the growth and develop- 
ment of financial operations within the high school itself which brought 
about a unified control of all finances; and to show that the same factors 
which brought about unity of control should be instrumental in bringing 
centralized control in any school system. 


Materials and Procedure. ‘The study included a search through 
the general field of literature relating to the administration of student 
body finances. Replies from 48 superintendents of schools in the United 
States to a questionnaire have been tabulated, resulting in reports as to 
the procedures of 282 junior high schools and 330 senior high schools. 
In addition, 31 senior high schools and 20 junior high schools in Southern 
California have been investigated for the purpose of studying their 
present practices in supervising and administering student body funds. 
For one typical high school, student body financial reports have been 
studied, analyzed, and tabulated to show the development of student body 
finances for a period of ten years, and the trend in the major activities for 
a three-year period of cafeteria, student store, athletics, annual, weekly 
paper, and entertainments. 


Findings and Conclusions. 1. Unified control of student body 
finances in the modern high school: The proper handling of student 
body finances has become an important administrative problem both for 
principals and superintendents. The growth of extracurricular activities 
has emphasized the necessity of unifying the control of all financial 
transactions in the individual schools. Lax methods and lax control in 








sy fF wer Pr 85 + we 845 wt HF -* DD tet TH we “A 














Abstracts of University of Southern California Theses 37 


the beginning with their attendant abuses brought about unified control 
in many schools. A study of the volume of business of a typical high 
school in a large city indicates the necessity of modern business methods, in 
management and of close supervision through unified control. Investi- 
gations by Des Moines and Pittsburgh indicate a tendency towards 
unified control of student body finances in the modern high school. A 
study of the finances of a typical high school for a period of ten years 
presents the following facts: based upon the average daily attendance, 
the contribution per student per year was $20.87 in 1917, and $42.28 in 
1926; the average daily attendance increased 28.9 per cent in ten years; 
receipts increased 161.2 per cent, and disbursements increased 156.8 per 
cent for the same ten year period; the capital of the student body in- 
creased 596.4 per cent in ten years. <A study of forty-eight cities included 
in this investigation reveals a strong tendency towards unified control of 
all financial transactions in the high schools. Any program of extra- 
curricular activities involves adequate financing; the unification of this 
control centralizes the responsibility for the care of these semi-public 
funds, and makes them available for any worth-while activity in the 
school. Recent school legislation has placed the direct responsibility for 
the administration of student body finances on Boards of Education; as 
they are holding the principals responsible for the supervision of these 
funds, unified control becomes the only solution. 


2. Centralized control of student body finances in a school system: 
Of 48 school systems reported in this study, 18.8 per cent show central- 
ized control of student body finances. There is a strong trend in the 
direction of management of cafeteria, ice cream, and candy, by the 
central office of the Board of Education. Los Angeles has established 
a central control for the supervision and management of all student body 
finances. Legislative enactments have encouraged central control of the 
supervision and auditing of student body funds in California, especially in 
Los Angeles. A study of 20 junior high schools for one year revealed a 
surplus of $37,570 after an expenditure of $29,000 for equipment. A 
three-year study for certain activities disclosed the following: a steady in- 
crease in volume of receipts and disbursements in the cafeteria for each 
year, and a proportionate increase in average daily attendance, with the 
average contribution per student per day about 20 cents; supply stores 
necessary for convenience of students and to assist schools in discipline, 
with an average profit per school of 19.7 per cent; a financial loss on 
athletics on the part of 60 per cent of the schools, with championship 
teams only as money-makers, and deficits elsewhere paid from the general 
funds; a loss on the publication of the annual on the part of 44 per cent 
of the schools, with need for central supervision for the many problems 
of management, circulation, advertising, printing, engraving, and bind- 








38 Department of Secondary-School Principals 


ing; a contribution of 11 cents per pupil in average daily attendance 
towards the daily paper, with 50 per cent of the schools showing a loss in 
this activity during the last of the three years studied; entertainments 
constituting a consistent source of profit for student bodies, with an 
average contribution of 25 cents per pupil towards the profit. The cen- 
tralization of control in a school system is reported just as necessary as 
the centralization of control of funds in the individual schools, and there 
is a trend in that direction. 


3. A central department for the supervision of student body finances: 
The organization and personnel of a department to supervise and ad- 
minister all financial transactions in the schools depends upon the state 
and district laws governing the relation of Boards of Education to student 
body activities, the number of schools involved, and the volume of funds 
involved in such activities. Based upon these considerations, the per- 
sonnel for such a department consists of a director, with general duties as 
financial adviser to all schools, who shall outline and install or approve 
accounting systems, forms, and records, and shall be responsible in a 
general way for all student body finances; a sufficient number of ac- 
countants to supervise and train pupil bookkeepers for various positions, 
to assist in the installation of new systems, forms and methods, direct the 
closing of books at the end of the school year, and to make research studies 
along the line of student body financial management; bookkeepers and 
assistants as there shall be necessary; such a department should have 
complete authority in accounting procedure and in policies of general 
management. 


4. Accounting systems: Seven books of account are recommended, 
as follows: general ledger; cash receipts book ; cash disbursements book ; 
journal ; trust ledger; accounts payable journal ; accounts payable ledger. 
Twenty-six forms are recommended, with instructions for adaptation 
to the needs of small or large student bodies: monthly statement of 
major activities ; inventory sheet ; cash receipts ; cash disbursements ; check 
record (accounts payable system) ; accounts payable journal; cafeteria 
accounts payable journal; student body receipt; record of forms issued ; 
daily cash register readings; ticket report; daily token report; token dis- 
tribution sheet ; daily report of cafeteria; outside lines; auxiliary receipt ; 
class receipt record; lost key receipt; towel receipt; towel card, part 
payments only; towel ticket (receipt) ; towel ticket sales recapitulation ; 
student helper’s meal card; purchase orders; check; petty cash voucher ; 


petty cash envelope. 
5. Educational opportunities offered through student body finances: 


Student body finances offer the following educational opportunities in 
Los Angeles: 340 students are trained in the correct business procedure 








nce 
} in 
nts 


en- 


re 


“Ss; 












Abstracts of University of Southern California Theses 39 


for passing on the expenditure of funds, and in addition a strong civic 
consciousness is developed; 1840 students receive training in the cafe- 
terias as servers, cashiers, checkers, and in miscellaneous occupations ; 677 
students are trained, in connection with work on the Annual, in the prob- 
lems of management, circulation, subscription, advertising, printing, en- 
graving, and binding; 808 students participate in the management of 
weekly or daily publications, in which, in addition, many students in 
journalism receive practical training; 271 students have immediate con- 
tact with the financial control of athletics; 216 students assist in the 
distribution and taking of tickets for all kinds of social activities in the 
schools; in the student supply stores in the senior high schools, 233 
students receive some practical training in salesmanship, inventory taking, 
record keeping, and the principles of buying. 


Commercial students use the central treasurer’s office as a laboratory 
in practical accounting procedure. The proper supervision of all extra- 
curricular activities, develops social values in students. Students receive 
training in ethical conduct, and in practical business problems and 
principles. 


105 Oliver, Maude Louise. Administration of Extracurricular A ctivi- 
ties in the Junior Colleges of California. January, 1930. Pp. 154. 


Problem. This study is based on objective data, and attempts to 
survey current practice and opinion relative to the administration of extra- 
curricular activities in junior college, so that present trends may be 
observed, desirable improvements suggested, and specific problems dis- 
covered for further investigation. 

Material and Procedure. The materials used in this investigation 
were drawn from three general sources: published literature in books 
and periodicals; results of check lists sent to all the principals of junior 
colleges in California, to which in every case a response was received ; 
and detailed study and analysis of extracurricular activities of Pasadena 
Junior College. 


Findings and Conclusions. Administrative Control: almost every 
junior college administrator in the state thinks that student activities 
should be directed under some type of faculty control. The direction at 
present is usually centered in some person or committee, whether the dean 
of men, the principal, the committee on student organizations or the 
director or activities, and every school makes provision for some student 
codperation administrative control; faculty advisers in many cases share 
in the direction of activities; and a strong tendency is exhibited to unify 
procedures wherever the responsibility has been divided through some 
central integrating agency, such as the office of the principal. 








40 Department of Secondary-School Principals 


Administrative procedure: There seems to be a trend towards a 
more general adoption of definite plans in outlining objectives and pro- 
grams; a few administrators attempt definitely to formulate objectives 
and a very few have set up a definite program for activities as a means 
of attaining desirable objectives. 


Organization: In most junior colleges of California there is a well- 
defined policy for sanctioning new organizations, some colleges using a 
student organization as the authorized central control. In contrast to the 
procedures in secondary schools in general, junior colleges give sanction in 
many cases to social clubs as such, and in some of the colleges restrictive 
membership is permitted. In the larger junior colleges, student participa- 
tion is commonly encouraged, the devices of publicity, assemblies, and 
contests being used for the purpose. Limitation of student participation 
seems not to be a serious problem, since but few colleges find it necessary. 
Business meetings are quite definitely scheduled ; a preference appears for 
an activities period, rather than the use of time outside regular school 
hours for this purpose; the practice of holding meetings on the campus is 
favored ; while no very definite trend appears as to limiting the number of 
business meetings. Practice with regard to social meetings is more un- 
certain and varied; most administrators agree that parties should be con- 
trolled, that Friday and Saturday nights only should be open for the 


scheduling of such meetings, that they should be held on campus, and that 
their number should be regulated. 


Related administrative practices: There is a strong tendency towards 
financial control, usually through the school bank, the school treasurer, 
or the school auditor ; about half of the colleges use a systematized method 
of forms and records for reporting and auditing such accounts. Club 
interests are commonly reported on bulletin boards, while a few colleges 
report organization booklets, published articles, and competitive assem- 
blies ; some colleges use a large school calendar, conveniently located and 
properly administered, for scheduling school meetings. Only about 
half the colleges have made provision for equipment in the way of offices 
for the student body; only about a third have conference rooms for com- 
mittees, social halls, or furnished rooms or dancing floors for club meet- 
ings, the larger colleges having in general the better facilities. The 
obstacles met in the administration of the extracurriculum program in- 
clude unsatisfactory facilities, economic considerations, conflicting sched- 
ules, supervision, extent of participation, and duplication of activities. 
The state anti-fraternity law is generally held by the colleges to apply, 
only about a fourth reporting that they think it should not; about a third 
of the colleges allow non-secret clubs to use Greek letter names; more 
than half permit initiations. Secret societies are regulated in a few col- 





Abstracts of University of Southern California Theses 41 


leges by ignoring them or by “waging war” on them, but the majority 
attack the problem by trying to make other organizations satisfying and 
attractive. Little attempt has been made to evaluate the administrative 
practices now employed, no adequate tests being available. 


The following improvements are suggested: social guidance should 
be studied in the light of its relation to the functions of the junior college, 
definite objectives so determined should be formulated and a constructive 
program for their attainment set up; the social program should be ex- 
tended to include strictly social clubs, with homogeneous membership, 
whether restrictive or non-restrictive; club meetings should be scheduled 
with rather more liberty than is common in the usual secondary school 
situations ; adequate rooms, social halls, and the like should be provided ; 
an effective centralized control should be put into active operation, but 
faculty and students should share in meeting the problems of organiza- 
tions; devices should be sought for creating student sentiment, morale, 
and tradition; a director of activities would function with increasing 
value to the social good of the institution; sponsors should be chosen by 
the clubs, and the choice approved by the principal; carefully planned 
uniform practice involving all club accounts should be instituted under 
faculty direction. 


Among the problems noted for further study, as the data of this 
study accumulated, the following were prominent: determination of ob- 
jectives; devices for attaining them; type of administrative control best 
adapted to junior college procedure, rather than to high school or college 
situations; amount of faculty supervision; choice of desirable activities ; 
establishment anc government of clubs avowedly social in character; 
limiting or encouraging participation, and making membership demo- 
cratic or self-determined; the fraternity problem; regulation of time, 
place, and number of business and social meetings, and of amounts of 
dues; housing facilities for the school activities; and testing the results of 
administration and supervision of extracurricular activities. 


PART XIII. THE HOUSING OF THE SUBJECT 
MATTER PROGRAM, THE STAGE, AND THE 
EXTRACURRICULAR ACTIVITIES 


106. Goodsell, Gilbert Oscar. The Housing of Extracurricular Activi- 
ties in the Senior High School. August, 1928. Pp. 72. 


Problem. ‘This study was made to determine a list of extracur- 
ricular activities which the senior high school offers to its pupils; to 
determine and evaluate present housing practices; and to present—in 
the light of necessary activities, their needs, and desirable practices—a 





42 Department of Secondary-School Principals 


housing program for extracurricular activities. The proper administra- 
tion of these activities is a problem of vital importance, but no considera- 
tion was given in this study to the administrative phase. The problem, 
as stated, deals with the buildings and physical equipment necessary to 
an efficient extracurricular activities program in the senior high school. 


Materials and Procedure. The method of attacking the problem 
was of a threefold nature, including (1) a preliminary reading of existing 
literature pertinent to the subject; (2) the gathering of data from 14 
senior high schools of the Los Angeles City School District; and (3) 
personal survey of housing practices in these schools. 


The last two steps of the procedure necessitated the visitation of each 
of the 14 schools. Principals, vice-principals, and various department 
heads were interviewed; statistical information was recorded on a 
questionnaire; and rooms which housed extracurricular activities were 
examined. 

The high schools of this study represent the larger schools of Los 
Angeles; and thus should give a good cross section of the extracurricular 
program of the city. In pupil enrollment, these schools range from 550 
to 3,200; in numbers of teachers employed from 28 to 136. 


Findings and Conclusions. The following items indicate in con- 
cise form a number of the general conclusions drawn together as a result 
of this study: 

(1) Much has been written about the organization and supervision 
of extracurricular activities; very little about their housing in the senior 
high school. 

(2) The present tendency is to bring informal ( extracurricular) 
activities into the curriculum and give credit for them. 


(3) Dramatics, music, and high school publications are no longer 
extracurricular activities; they have become curricular, thus making it 
imperative that they be housed as effectively as other curricular activities. 


(4) Of the three activities—athletics, dramatics, and music— 
athletics rank first, music second, and dramatics third, in terms of enroll- 
ment and school time given over to them. 

(5) Interscholastic athletics are not emphasized more than intra- 


mural and gymnasium class athletics in Los Angeles high schools. Both 
are properly housed by the athletic field and gymnasium. 


(6) Extracurricular activities offered by the senior high schools of 
Los Angeles, which must be housed in the school plant include football, 
basketball, track, tennis, glee club, orchestra, band, dramatics, debating, 











istra- 
dera- 
blem, 


ry to 
hool. 


blem 
sting 
a 14 
(3) 


sach 
lent 
la 
rere 


Los 
lar 


50 


yn- 
ult 


On 
or 


r 
it 








Abstracts of University of Southern California Theses 43 


publications, assemblies, student government, clubs, dances, moving pic- 
tures, and organization parties. 


(7) Athletics are housed by two large units; the gymnasium and the 
athletic field. The gymnasium may be divided into the offices, the locker 
room, shower, and toilet unit, and the gymnasium floor. The athletic 
field consists of the field, or contesting area, and the bleachers or spec- 
tators area. These units present few undesirable present housing features. 


(8) Dramatics is housed in three types of rooms: auditorium, little 
theater, and classroom with or without stage. ' 


(9) Auditoriums in Los Angeles high schools average a seating 
capacity of 2,000, regardless of school enrollment. 


(10) Most of the high schools house their music department in the 
main classroom building. The advisability of such housing is extremely 
doubtful. Music should have a separate unit. 


(11) Students control a wide variety of school activities, but those 
which require the handling of money are closely supervised. 


(12) The present housing of student publications is cramped and 
overcrowded. ’ 

(13) Club activity is increasing so rapidly in Los Angeles high 
schools that the day is not far distant when special housing must be 
provided for clubs. 


(14) A room, or suite of rooms, to serve as a “social center” is 
urgently needed in every large high school. 


107. Ritter, Paul J. The Construction and Management of the High 
School Stage in California. May, 1925. Pp. 106. 


Problem. ‘This study is an attempt to determine and evaluate 
existing practices in the construction and management of the high school 


stage in California. 


Materials and Procedure. Responsive to a questionnaire, 169 
senior and junior high schools of California, representative and probably 
typical of small, medium, and Iarge high schools of the state, reported in 
detail on the construction and management of their stages. 


Findings and Conclusions. Based on a close analysis of these 
replies, standards have been set up for each of the four classes: small, 
medium, and large high schools, and junior high schools. These stand- 
ards may be briefly summarized as follows: 








44 Department of Secondary-School Principals 


I. Uses made of the high school stage. 
By Classes: in senior high school from 25 to 33 hours per week; 
in junior high school, 13 hours, with practically no variation. 


II. Auditorium data. 
Size: From 60x42x19, the mean in small high schools, to 
83 x 74 x 34, the mean in large high schools. 
Seating: from 336, with no balcony, the mean in small schools, 
to 1800 with a balcony seating 530, the mean in large schools. 
Heating and ventilation: in small schools, equally divided be- 
tween direct and indirect, gravity and mechanical; in large 
‘ schools, indirect, mechanical: 
Orchestra pit: from 28x8x1 to a mean size of 31x15x1.5. 
Motion picture booth: from 8x8x8 to 13x10x10. 
Decoration: for all schools, a neutral tone; decorations vary 
from none to an ornate interior, with pictures and statues. 


III. The stage. 
Dimensions: from a minimum of 17x32 to a mean of 26x58. 


Proscenium arch: from a minimum of 22x12 to a mean of 
37x22. 

Floor: soft wood; in the large schools, apron of maple or 
hard wood. 

Dressing rooms: in the small schools, 2 rooms, 12x8x8; in the 
large schools, 4 rooms, 20x16x11; 2 large rooms to accommo- 
date from 10 to 50 people each. 

Gridiron: from 14 feet high, with 10 pulleys, recommended 
but not necessary for small schools, to 44 feet high, with ” 
pulleys for large schools. 

Pin-rail: from 7 feet high, with 6 lines, recommended but not 
necessary for small schools, to 21 feet high, with 17 lines 
for large schools. 

Trap doors: desirable but not necessary in small schools, regu- 
lar part of the equipment of large schools. 


IV. Stage equipment. 
A. Electrical 

Footlights: from 19 lamps, 1 circuit, to 57 lamps, 3 
circuits. ' 

Border lights: from improvised 3 strips in the small 
schools, to 42 lamps, 3 strips in the large schools. 

(The remaining items of electrical stage equipment are 
generally desirable, even in the small schools, but too 
much of an expense, especially in the rural schools: 
standards are given for large schools. ) 





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ion, 


, to 
ols, 
ols. 


be- 
rge 


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of 
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)- 


Ne 





Abstracts of University of Southern California Theses 











45 


Dimmers: 30 plates, interlocking. 
Stage pockets: 
Intercommunicating service: telephone and buzzer. 
Spotlights: 4 floods, 3 baby, 3 nitrogen, 1 arc, 2 strips. 
Work lights: yes. 

Rehearsal lights: yes. 


B. Scenery. 
Kinds of sets: in small schools, 1 set of velour curtains 


are most usable, with at least two changes of setting 
if possible; in large schools, 2 each; Hume set ; velour 
curtains, 

Drops and borders: to match the above. 

Stage braces: from 5 or 6 in the small schools to 20 in 
large schools. 

Counterweighted: not necessary in small schools, de- 
pending on other equipment; in large schools, curtain 
1, drops 2, light borders 3. 

C. Property: the most valuable appear to be, in the order men- 
tioned, chairs, platforms, bric-a-brac, books, benches, 
fireplaces, steps, draperies, rugs, tables; it is always 
advantageous for the school to possess properties of 
its own. 

D. Wardrobe: mean for small schools 30; they should have as 
many as possible ; for large schools at least 100. 


E. Fire protection: from 2 extinguishers, barrels and hose, to 
3 extinguishers, alarm box, and sprinkler system. 


V. Rooms and departments accessory to the stage. 


Green room: always desirable, and necessary with a large caste. 

Wardrobe: at least a closet for costumes. 

Stage carpenter shop: small schools may use stage or school 
shop, large schools should have a stage carpenter shop 
nearby, 20x20x20. 

Scenery dock: have space at least 8x8 available, even in small 


schools. 

Property room: from closet 5x3x10 to room 10x20x20, pref- 
erably off stage. 

Make-up room: in small schools, classrooms may be used, in 
‘large schools there should be a make-up room with con- 
venient tables, chairs, full length mirrors, etc. 

Stage crew rooms: from class room in small schools, to a 


necessity in the larger schools. 












Department of Secondary-School Principals 





Stage tools: a closet or other safe place, fitted with padlock. 

Office of technical and- dramatic director: always highly de- 
sirable. 

Little Theater: desirable but usually impossible in small 
schools ; in large schools, 28x12x14, with a seating capacity 
of 200, equipped with wicker set, curtains, and small set 
of screens. 

Box office: desirable always; and necessary in the large schools. 









VI. Stage management. 

Rules: necessary always. 

Auditorium manager (schedule): yes, even in small schools. 

Stage crew compensation: in small schools, credits or merits, 
and in addition in the large schools from $10 to $15 per boy 
per semester when demands on student’s time are great. 

Production staff: stage manager, electrician, and property man 
are minimum essentials; with these as a nucleus, a larger 
crew could be organized as needed ; suggested staff for large 
schools should include stage manager, 2 props, 2 grips, 2 
electricians, 2 flymen. 

Stage craft, stage mechanics, and art director: in the small 
school, this work cannot be elaborate, but it must be evident; 
in the large schools, it should be fully developed. 

Advertising: suggested as a project for some of the commercial 
classes in the smaller schools; handled through regular ad- 

vertising class, or school class organization, in the large 
schools. 

Budgeting: conference between director and school auditor. 

Source of equipment: student body must take the initiative; 

therefore student body funds are necessary. 






















PART XIV. THE STATUS, DEMAND FOR, SELECTION 
AND RATING OF, AND QUALITIES ESSENTIAL 
TO THE SUCCESS OF SECONDARY SCHOOL 
TEACHERS 







108. Atkinson, Carroll. The Selection of Junior High School Teachers: 
An Effort to Evaluate Certain Qualities to be Sought for in the 
Employment of Teachers for Junior High School Work. June, 
1929. Pp. 152. 


Problem. The primary problem of this study was to select qualities 
which successful junior high school teachers have in the past possessed, to 
describe qualities in words, and to evaluate the qualities thus selected 
and described. When the qualities were selected, paraphrased, and 


















es) ee 












Abstracts of University of Southern California Theses 47 


evaluated, they were presented as possible suggestive criteria upon which 
future personnel selection might be made for junior high school faculties. 
The study dealt primarily with the problem of evaluating the arbitrarily 


selected qualities. 


Materials and Procedure. Materials were taken principally from 
Southern California junior high school practices, especially those found in 
the Pasadena junior high schools. Historical, interview, and question- 
naire techniques were employed. The three questionnaires may be de- 
scribed as follows: (1) Twenty qualities considered of great importance 
to a successful junior high school teacher were listed and evaluated. 
This questionnaire was answered by more than 200 administrators and 
teachers, principally from junior high schools. Two questions were also 
included in the questionnaire: one concerning junior high school teachers 
as.a distinct type and the other dealing with the relative values of differ- 
ent kinds of previous experiences. (2) A brief edition of the first ques- 
tionnaire was made and addressed to more than 600 McKinley (Pasa- 
dena) junior high school pupils in order to secure their reactions 
concerning the kind of junior high school teacher they, as students, pre- 
ferred. (3) A questionnaire on personal past experience and training 
was answered by the entire faculty of the junior high school in order 
to determine in part the value of different past experiences. 


Findings and Conclusions. Humane qualities, such as interest in 
and love for children, are considered slightly more important than teach- 
ing techniques or subject knowledge in the ideal junior high school 
teacher. In other words, it is the ability of the adult teacher to form 
character and right attitudes-in the adolescent rather than the ability to 
lead the junior high school student to master subject matter that is of 
the foremost importance. In testing the validity of these questionnaire 
results, the two measures of variability used show the closest unanimity 
of opinion on the quality of enthusiasm. ‘The greatest divergence of 
opinion was shown in the quality of ability to recognize physchological 


differences. 
There exists a significant general consensus of opinion regarding 
these arbitrarily selected qualities. University professors stress humane 
and scientific qualities in preference to the actual teaching qualities. 
Teachers in general, on the other hand, stress actual teaching qualities 
more than the humane qualities. Junior high school administrators take 
the middle position between university men and the teaching force, 
stressing teaching qualities more than the professors and less‘ than the 
teachers. Correlations secured show a positive 0.82 between the opinions 
of university professors and those of junior high school administrators, 
a positive 0.40 between that of university professors and junior high 









48 Department of Secondary-School Principals 


school teachers, and a positive 0.50 between that of junior high school 
administrators and junior high school teachers. 


In the questionnaire submitted to the pupils, enthusiasm (defined as 
the quality that makes one like to work) was outstanding as the thing 
most admired and liked by pupils in their teachers. Sixty-three per cent 
of 636 pupils made this quality first choice from among five desirable 
qualities. An almost unanimous preference was expressed for “hard” 
teachers who could “put their subject across” rather than for “easy” 
teachers who taught very little. Boys showed a decided preference for 
men teachers while girls showed only a slight preference for men. 


It was assumed that “types” of teachers exist, for example, the 
elementary type as contrasted with the senior high school type. As- 
suming this hypothesis to be true, the opinion was asked of the various 
groups interrogated in this study whether they thought the junior high 
school teacher should be a distinct type from the other two types men- 
tioned above. Eighty-seven per cent believed that a distinct junior high 
school type should exist, although there were some doubts expressed as 
to whether such a type could exist without fading into either of the other 
two types. 


Elementary teaching experience is in general preferred to other kinds 
of experience as training for successful junior high school teaching. 
Enough difference of opinion exists on this question to warrant the 
statement that all previous experiences have some value as preparation 
for junior high school work, depending of course upon the individual. 
Modern successful junior high school faculties are made up of teachers 
with a variety of former experiences. . 


The feasibility of taking the qualities selected (or similar qualities) 
and setting up these qualities as criteria by which to judge future appli- 
cants for junior high school positions may only be inferred by this 
study. 


109. Evelt, Florence. The Status of the Junior College Teacher in 
California. June, 1929. Pp. 152. 


Problem. The purpose of this investigation was to collect valuable 
information relating to the selection, training, experience, sources of 
supply, teaching load, remuneration, and classification of the instruc- 
tional staff of the public junior colleges in California. 


Materials and Procedure. ‘The data used were gathered by Dr. 
Frederick J. Weersing in connection with the Preliminarv Survey of 
Secondary Education in California made by Dr. Leonard V. Koos in 
the spring of 1928 under the direction of the California State Board 








on 


a a ee ee. Bi em, a es 


ie os i Ot 


as 


oo — aa ar 








ol 


as 


it 


le 
9” 








. 


Abstracts of University of Southern California Theses 49 


of Education. The data were secured by means of a detailed question- 
naire sent to all teachers in the public junior colleges of the state, 18 
per cent of whom responded. 


The procedure used was to tabulate the original data on master 
sheets from which summaries were drawn in the form of tables of 
distribution, setting forth all the important aspects of the problem. For 
the purposes of this investigation the teachers were classified first by 
type of instruction; i. e., (1) separate district junior college, (2) district 
junior colleges in connection with high schools, and (3) junior colleges 
which are high school postgraduate departments. They were classified, 
in the second place, by type of subject, whether academic or special (such 
as shop, music, and home economics). ‘The data were also kept separate 
for each sex. 


Findings and Conclusions. The public junior colleges of Cali- 
fornia are classified as follows: 5 separate district institutions; 8 junior 
colleges more or less closely connected with senior high schools; and 
17 junior college departments. These facts indicate a tendency in this 
state to link the junior college with the high school. 


Data indicated that 54.3 per cent of the instructors in the junior 
colleges are men, while 45.7 per cent are women. From these figures 
it may be concluded that men are more in demand for junior college 
teaching than are women. 


65.2 per cent of the total number of teachers are employed for 
academic subjects, while 34.8 per cent teach in the special fields. 


Since a large per cent (47.5) of the junior college staff came from 
other states, it may be concluded that California either lacks the proper 
training facilities for junior college teaching, or that those in charge 
of the new units wish to choose from among the best trained elsewhere. 
The fact, also, that 51 per cent of the men, in comparison with 43.2 
per cent of the women, came from other states seems to indicate that 
California is not supplying enough men teachers to meet the demand 
for them. 


The data received showed that 10.5 per cent of the junior college 
teachers attended a normal school; 24.5 per cent, a college; and 42.0 
per cent had instruction in a university. Some teachers reported at- 
tendance at more than one type of institution. 


All the teachers reported some previous teaching experience. ‘This 
leads to the conclusion that previous experience is required of all those 
entering the junior college faculty. Furthermore, since the largest 
per cent reported previous experience in senior high school, college, or 


















50 





Department of Secondary-School Principals 


university, it may be concluded that most of the junior college teachers 
have been transferred over from these other institutions. 


About 80 per cent of the junior college staff were holders of a 
bachelor’s degree, while 20 per cent had less training or none at all. In 
the group with graduate training, 48.3 per cent held a master’s degree, 
while 4.1 per cent had a doctor’s degree. Among the holders of the 
doctorate were very few women and none of the special teachers. 


Replies received indicated that 1.6 per cent of the junior college 
teachers held the Junior College credential only; while 39.6 per cent 
held a General Secondary credential; and 15.5 per cent a special 
credential only. 


The study of training also revealed that 11 of the teachers had an 
average of a little over 45 hours of preparation for their major teaching 
subject, the academic teachers showing more of this preparation than 
the special, and the women more than the men. 


The academic group had the larger median number of subjects to 
teach, while the greater median number of classes was found in the 
special group. In regard to median number of periods per week, data 
showed that the instructors of English, social sciences, and physical 
sciences had the lowest median, 14; while the highest medians, 17, 18.5, 
20, were found in music, art, and Romance language groups, respectively. 
In general, the instructors in the separate districts had the lightest teach- 
ing load, while those in the junior college departments had the heaviest. 


Men received higher salaries than women, the difference between 
the medians being about $200. The total average salary of the men 
in the academic group is $38.80 higher than that of the men in the 
special fields, while the total average salary of the academic women 
exceeds that of the women in the special group by $118.80. The 
median salary for the whole junior college staff is $2500, the lowest 
average salary being about $2100 (paid to women in the junior college 
departments) and the highest average about $2800 (paid to men in 
the separate district junior colleges.) 


PART XV. SECONDARY-SCHOOL PUBLICITY 


110. Lewis, Glenn Hadley. The Public High School in the Public 
Press of California. April, 1927. Pp. 78. 

Problem. This study is an analysis of information regarding high 
schools that is now being given to the people in California through our 
daily newspapers. 

Materials and Procedure. Every item mentioning the public high 














ers 


In 
2e, 


he 








Abstracts of University of Southern California Theses 51 


schools in any way whatsoever was noted for the following times and 
newspapers: 


July-December, 1924, in the Daily Report of Ontario (3000 cir- 
culation) a daily of southern California ; 

January-June, 1925, in the Los Angeles Times, (131,000 circula- 
tion), a daily of southern California ; 

July-December, 1925, in the San Francisco Chronicle, (87,000 
circulation), a daily of that northern city; and 

January-June, 1926, in the Humboldt Standard, (5000 circulation), 
a daily of the northern part of the state. 


There were thus under consideration for each month of the year a paper 
of large circulation and a paper of small circulation, a paper from the 
northern part of the state and a paper from the southern part of the 
state. 


For each item found, the following entries were made: item num- 
ber, date, total pages of edition, part and page, title, place, length or 
size of item, remarks, and a classification as to subject matter of the 
item. The classifications used were: sports, other extra curricular 
activities, curriculum, buildings and grounds, administrative problems, 
public service, general comment, costs and receipts, enrollment and at- 
tendance, Parent-Teachers Association, taxes and bonds, health and 
physical education; new high schools, faculty and salaries, honors and 
awards and graduation, accidents and fires, school elections, and mere 
reference to high schools. 


Findings and Conclusions. In all, 674 issues totaling some 20,848 
pages were carefully examined, and 4131 articles, pictures, and cartoons 
were found on the subject of the high school, which totaled 27,132 
column inches. The number of items secured per issue varies from none 
at all in a few cases to 30 in the issue of the Los Angeles Times for 


May 31, 1925. ~~ 


The material secured fell logically into three main divisions, Student 
Activities, The Institution and its Management, and Articles merely 
Referring to the High School. Each group was represented by articles 
in each of the papers, and there was a consistent relationship in each 
as to number and length of articles in each group. Student Activities held 
first rank in all but one newspaper, and The Institution and its Manage- 
ment held last rank in all but one of the newspapers. In every case, 
Sports ranked first under Student Activities, Other Extracurricular 
Activities ranked second, and “Student Honors, Awards, and Gradua- 
tion” ranked third. In all, 51 per cent of the items (53 per cent of 
the space) dealt with Student Activities; 21 per cent of the items (17 








52 Department of Secondary-School Principals 


per cent of the space) dealt with The Institution and its Management, 
and the remaining 28 per cent of the items (30 per cent of the space) 
contained mere references to the high school. 


High schools are uniformly accorded space in the public press re- 
gardless of locality and other differences, as is shown by the fact that 
when ranked according to number of items, the greatest contribution of 
space by any of the papers studied was 37.5 per cent, and the smallest 
made by any paper was 18.5 per cent. Editorial comment was uniformly 
fair-minded, and one of the outstanding impressions of this study is that 
the newspapers of the state, as represented by the typical ones examined, 
are anxious to be given the opportunity of helping to keep the public 
in touch with its high schools. 


The predominance of items reporting sport activities and activities 
which are unique, bizarre, or sensational is no doubt caused by the fact 
that such activities need no special preparation of the report to make 
them acceptable. It should, however, be noted that practically every. 
phase of school work was mentioned at least once, and that the ordinary 
affairs of school life are, therefore, being brought before the reading 
public. 

Schools would probably profit much by a redistribution of the item 
and space allotment shown by this study. Many high schools are now 
using directors of publicity who are doing much to present the school 
to the community in its proper perspective. 


PART XVI. MISCELLANEOUS STUDIES 


111. Bailey, Donald Ward. A Comparative Study of the Intelligence 
and Scholastic Achievement of Athletes. May, 1928. Pp. 61. 


Problem. The purpose of this study was first to determine the 
appreciable difference, if any, between the intelligence and scholastic 
achievement of athletes and the student body as a whole; secondly, in 
case there is a difference, whether it is selective, that is, more marked 
in one sport than another; and thirdly, whether such differences as may 


be found are significant. 


Materials and Procedure. The group studied consisted of 199 
men at the University of Southern California and 95 men at Lincoln 
High School, Los Angeles. ‘These groups entered their respective insti- 
tutions between 1923 and 1927, and records for the four-year period are 
included. Five sports were considered,—football, track, basketball, base- 
ball, and tennis. Each individual earned one or more letters or numerals 
in one or more of these sports. At the university the records compared 








| - - vo Te 











Abstracts of University of Southern California Theses 53 


were scores on the Thorndike Intelligence Examination for High School 
Graduates and the ratios of grade points earned to units attempted. At 
the high school, comparison was made between athletes and all students 
on the Terman Group Test of Mental Ability and by means of grade 
point ratios. 


Findings. The ratings of university athletes were slightly lower 
than those of the student body in general intelligence, and noticeably 
lower in scholastic achievement, where the grade point average of 
athletes was 1.02 compared with 1.29 for the entire student body. In 
the high school, the mean intelligence ratings of athletes were an 
almost negligible amount lower than the mean for the school as a 
whole, but the mean grade point ratio of athletes was found to be 1.67, 
while that for the entire student body was 1.29. 


Small selective differences between various sports were found within 
the athletic group. Among the university students, men who won 
letters in tennis and track were consistently higher in intelligence and 
scholastic ratings than letter men in baseball, basketball, and football. 
It seems that the individual type of sport is somewhat more suited to 
the interests of men of somewhat higher intelligence and scholastic 
ratings. In the high school, students winning letters in tennis and 
basketball had somewhat higher scholastic and intelligence ratings than 
students winning letters in other sports. Of the four sport groups foot- 
ball players held the next to the lowest ratings in intelligence tests and 
semester grades both in the university and in the high school. The 
ratings of baseball letter men were the lowest of all groups of athletes 
both in the University and high school. 


A study of grades for successive semesters indicates that athletes 
do no better work in the semesters that they are not competing for a 
letter than in the semesters that they are competing. Little direct 
relationship seems to exist between intelligence and ability to win a 
letter, since the numeral men who participate in these sports but do 
not play on the first team rate only a little higher in intelligence than 
do the letter men who comprise the first team of the university. 


112. Corrie, Eugene. An Analysis of Some of the Factors of the 
Teaching-Load with Special Reference to the Pupil-Teacher Ratio. 
May, 1928. Pp. 56. 

Problem. The study was made to determine the extent to which 
factors entering the teacher load have kept down the pupil-teacher ratio 
in high schools. It attempts to show wherein these factors are real 
or imaginary, whether they may be removed or lightened, and to make 
suggestions as to how the pupil-teacher ratio may be efficiently increased. 








54 Department of Secondary-School Principals 


Materials and Procedure. Questionnaires were sent to twenty 
high schools with enrollments varying from 250 to 2,350 with teaching 
staffs of 10 to 125. The schools were chosen in such a way as to 
consider the schools of various sizes in approximately the same ratio as 
the schools of these sizes appear in the United States. Principals were 
requested to send a daily class schedule showing separate class enrollments 
with the returned questionnaire. In summing replies the study most 
frequently uses the total of replies for each department. The suggested 
divisions of the day given in the questionnaire cover conducting classes, 
study hall, homeroom, make up work, failures, preparation for classes, 
preparation for examinations, grading examinations, correcting reports, 
extracurricular activities, community service, and clerical work. 


Findings and Conclusions. The replies to the questionnaire in- 
dicated that time factors in the teaching load are dependent on the 
individual teacher. In general 1/5 (22 per cent) of activities using a 
teacher’s time could be delegated to other agencies. Should such relief be 
given it would make possible the increase of the pupil-teacher ratio. 
One full-time study hall teacher will release classroom teachers for 
classroom work equivalent to 1 1/6 teachers in a 7 hour day. The 
policy of reducing the number of classes assigned to English teachers 
has not been substantiated by evidences in general of increased time used 
in reading and correcting themes. In this connection figures indicate 
an advisability of slightly lowering the pupil-teacher ratio. Slight effect 
upon the teacher day is evidenced because of the number of preparations, 
the assignment of lower and higher division classes to the same teacher 
tending to increase the pupil-teacher ratio rather than the teacher day. 
In final analysis the adjustment of the teacher load to increase the 
pupil-teacher ratio must consider the character of the pupils and the 
equipment and temperament of the teacher receiving the load. 


113. McMillin, Mae. A Study of Cost of a High School Education 
to the Parent. April, 1928. Pp. 140. 
Problem. The study attempts to determine the actual amount of 


money spent by students in a city high school, excluding the costs to 
the taxpayer and the cost to the parent for the student’s board and 


lodging. 

Materials and Procedure. The data were obtained from 400 
students, consisting of 50 boys and 50 girls in each of grades 9 to 12 
inclusive. Except for the limitations above, these students were selected 
at random from a cosmopolitan high school with an enrollment of 
over 2,000. ‘The vicinity of the high school was formerly the center 
of the social life of the city, but now the greater number of the wealthier 








renty 
hing 
s to 
io as 
were 
ents 
nost 
sted 
sses, 


rts, 




















55 





Abstracts of University of Southern California Theses 


inhabitants have left the district. The neighborhood is now made up 
mostly of people of modest means with a settlement of Italians and 
Mexicans many of whom are very poor. There is also a transient popu- 


- lation drawn from two large auto camps. 


The investigation covered a period of five months from November 
15, 1927 to April 13, 1928. During the homeroom period each Monday 
students submitted an expense account on a blank provided and were 
given a new blank for the following week. ‘These blanks provided 
spaces for each day’s expenditures and earnings. Expenses were listed 
under the headings of clothing, refreshments excluding school lunches, 
school activities, outside activities, transportation, school supplies, and 
other expenses. Under earnings the number of hours of work and the 
total earnings each week were reported. The data were then analysed 
and mean weekly expenditures found for each sex and grade. 





Findings. The average amounts reported spent per week by boys 
were as follows: in grade 9, range $0.17-$24.56, mean $7.85, and 
median $5.72; in grade 10, range $0.62-$24.61, mean $6.21, and median 
$4.97; in grade 11, range $0.35-$36.36, mean $11.37, and median 
$12.26; and in grade 12, range $0.50-$35.50, mean $10.98, and 
median $7.74. The average amounts reported spent per week by girls 
were as follows: in grade 9, range $0.78-$16.52, mean $6.77, and median 
$5.47; in grade 10, range $0.64-$26.38, mean $5.81, and median $4.12; 
in grade 11, range $0.43-$11.71, mean $6.12, and median $4.15; and in 
grade 12, range $0.80-$26.40, mean $8.51, and median $4.82. The 
expenditures reported by all students in the four years for seven days 
of the week range from $0.17 to $36.36, have a mean amount of $7.95, 
and a median of $6.51. 


Analysis of the data showed that the average expenditures per week 
for all students range as follows: for clothing from $4.45 in grade 9 to 
$5.56 in grade 12, for refreshments other than school lunches from $0.40 
in grade 9 to $0.38 in grade 12, for school activities from $0.23 in grade 
9 to $0.34 in grade 12, for outside activities from $0.44 in grade 9 to 
$1.01 in grade 12, for transportation from $0.39 in grade 9 to $0.54 in 
grade 12, for school supplies from $0.38 in grade 9 to $0.26 in grade 12, 
and for other expenses from $0.95 in grade 9 to $1.87 in grade 12. 


It was found that in grade 9, 38 per cent of the boys worked and 
earned a mean wage of $3.99 weekly and 4 per cent of the girls worked 
and earned a mean wage of $1.50 weekly. In grade 10, 36 per cent of 
the boys worked and earned a mean wage of $5.08 weekly, and 4 per cent 
of the girls worked and earned a mean wage of $3.94 weekly. In grade 
11, 46 per cent of the boys worked and earned a mean wage of $9.20 



































56 Department of Secondary-School Principals 





weekly and 22 per cent of the girls worked and earned a mean wage of 
$3.99 weekly. In grade 12, 44 per cent of the boys worked and earned 
a mean wage of $6.13 weekly and 26 per cent of the girls worked and 
earned a mean wage of $4.51 weekly. 


114. Michener, Lundell Muriel. Methods Used to Stimulate School 
Savings Bank Deposits. June, 1929. Pp. 201. 


Problem. The writer gathered together many methods and prac- 
tices used to stimulate interest in depositing in school savings banks. No 
attempt was made to evaluate the methods scientifically. 


Materials and Procedure. From reading and from talking with 
teachers and bank supervisors, about 150 difficulties encountered in 
trying to get children to make deposits in school savings banks were 
gathered. These were classified and made the basis for questionnaires, 
and for interviews with teachers, superintendents, thrift advisers, school 
banking managers, and school banking supervisors. 


Findings and Conclusions. The following methods of stimulating 
school savings bank deposits were compiled: (1) making the habit of 
thrift as a character asset attractive to the child through examples of 
thrifty people, thrift lessons, and pupil responsibility; (2) securing the 
interest and cooperation of the parents through bank cooperation, letters, 
notices, talks, speeches, and thrift work of parent-teachers’ associations ; 
(3) taking care of problems peculiar to different types of school banking 
through shortening the routines; (4) avoiding carelessness in connection 
with money and bank books; (5) developing wholesome competition in 
regard to school savings; (6) getting children to take pride in earning 
money for deposits in school savings banks; (7) making the school 
savings bank win in the competition with other demands on the children 
for money; (8) making the child understand the workings of the bank 
and giving him a feeling that he has a part in it through visits to the 
bank, correspondence between bank and students, and magazines, litera- 
ture, contests, and clubs sponsored by the bank; (9) initiating the habit 
of depositing in school savings banks by home-room talks, talks by bank 
representatives of other schools, loan funds, and bulletins to students; 
(10) seeing that the child employs practices in banking after his account 
is opened through praise for systematic savers, certificates, merits, grades, 
credits, and individual mottoes; (11) advertising school banking through 
parades, sand table projects, banking paper, thrift columns in school 
paper, contests in advertising school savings, radio talks, and booklets; 
(12) getting the child to save for a definite goal; and (13) getting 
teachers to cooperate in promoting school savings plan. 
















ied 
nd 


ol 


\C- 


Jo 











Department Matters 


Department Matters 
National Honor Society 


Over ten years ago the Department of Secondary-School Principals 
(then the National Association of Secondary-School Principals) or- 
ganized the National Honor Society with the end in view of stimulat- 
ing scholarship in the secondary schools of the United States. To-day 
there are over one thousand chapters and these are in the best high 
schools in the country. The four objectives of the society are: to 
create an enthusiasm for scholarship, to stimulate a desire to render 
service, to promote worthy leadership, and to encourage the develop- 
ment of character. Every high-school principal who has a chapter is 
enthusiastic over the productive results of this organization in his 
school. 

Direct all requests for literature to H. V. Church, 3129 Wenonah 
Avenue, Berwyn, IIlinois. 














Department of Secondary-School Principals 


WARNING 


The National Honor Society has met with such great suc- 
cess that imitations are springing up in different parts of the 
country. These pseudo honor societies seem to have largely a 
commercial objective, and plan to exploit scholarship for 
financial ends. Members of our department are warned to 
beware of any plan to sell pins or emblems to pupils under the 
guise of scholarship, and are urged not to lend their aid or in- 
fluence to such organizations. 

The Department of Secondary-School Principals recom- 
mends only the National Honor Society and the National 
Junior Honor Society. 




















Department Matters 59 


The National Junior Honor Society 

The National Junior Honor Society is patterned very closely after 
the Senior Honor Society. ‘The Junior Society is designed for ninth 
and tenth grades in four year high schools, and for eighth, ninth, and 
tenth grades in junior high schools. This organization is now a going 
concern, and already there are a number of chapters, both in senior 
high schools and junior high schools. The national constitution, the 
model constitution, and booklet of information as well as the applica- 


tion blank will be sent on request. 
Direct all applications to: 


H. V. CHURCH, Executive Secretary 
3129 Wenonah Avenue 
Berwyn, IIlinois 


SEALS AND MEMBERSHIP CARDS 


Membership Cards—Since the ‘organization of the National Honor 
Society there has been a growing demand for membership cards in the 
organization. Cards of membership both for members of the National - 
Honor Society and for the members of the National Junior Honor 
Society are now on sale. The cards (214”x334”) are engrossed on 
a fine quality of cardboard, have the emblem of the Society embossed 
upon them, and require only the insertion of the name of the member. 

The price’ of the cards is five cents apiece. 

Seals—The seal (1144”x11%4”) is a gilt embossed sticker to be 
affixed on the diplomas of members of chapters. A replica of the emblem 
is embossed on the seal. 


The price of the seals is five cents apiece. 
Plaques—A bronze wall plaque has been designed and manufac- 


tured. Schools that have chapters of the National Honor Society will 
now have the opportunity of having this plaque. It consists of a solid 
bronze casting mounted on a walnut back. The size is thirteen by six- 
teen inches and the weight is ten pounds. A chain is furnished. All 
lettering, as well as the name of the school chapter and the emblem, 
is raised and polished above the bronze background. 
The price is $30.00, which includes transportation and packing. 
Order only from: 
H. V. Church 
3129 Wenonah Avenue 


Berwyn, Illinois 











Department of Secondary-School Principals 


PUBLICATIONS OF THE DEPARTMENT OF 
SECONDARY-SCHOOL PRINCIPALS OF THE 
NATIONAL EDUCATION ASSOCIATION 


The publications below are sent postpaid. In lots of ten or more of 
the same issue a reduction of ten per cent is granted, and the shipment 
is by express collect. 


PUBLICATIONS 


First Yearbook, 1917, Kansas City. 


Papers on Student Government, Cardinal Principles, Supervised 
Student Activities, Supervised Study, Measurement Tests, Credit for 
Quality, and Relations between High Schools and Colleges. (87 pp.) 
EP ome Age roomed ea, be eS CNR el Gi Ricca) $2.00 


Second Yearbook, 1918, Atlantic City. 

Papers on The All-Year Schools, Administration, Physical Edu- 
cation, Military Training, Social Life, Junior High-School Curricu- 
lum, and the Place of the Junior College. (66 pp.)............ $2.00 


Third Yearbook, 1919, Chicago. 

Papers on Student Government, Cardinal Principles, Democracy 
and High School, Social Science, Curriculums, Homogeneous Group- 
ings, and the Social Recitation. (87 pp.).........eeeeeeeeees $2.00 


Fourth Yearbook, 1920, Cleveland. 

Papers on “Training for Leadership, Technique in Teaching, Pro- 
gram of Small High School, Continuation Schools, Social Studies, High- 
School Principals, Homogeneous Grouping, and Co-operative Courses. 


CONG GR). hc cede covaccneaveeses cudésedasigeveeeneeures $2.00 


Fifth Yearbook, 1921, Atlantic City. 

Papers on Pupils with Less Than Average Ability, Moral Educa- 
tion, Character Education, the Principals’ Duties and Intelligence Tests. 
(OD Bi oid i ntavia sedis dash canines ceteris $2.00 


- Sixth Yearbook, (out of print) 
Seventh Yearbook, 1923, Cleveland. 

Papers on Guidance, Rating of Pupils, Moral Training, Sex-Social 
Training, Finances (2)*, Curricula (4), Social Life, Platoon Plan, 
Student Activities, Cardinal Objectives, Physical Education, Deans of 
Girls (4), Compulsory Education, and Supervision. (150 pp.) . .$2.00 

*Figures show number of papers. 

Eighth Yearbook, 1924, Chicago. 
Papers on Retention, Student Activities, Adjustment of Curricu- 



























Publications 61 


lum to Pupils, Faculty Meetings, the Small High School, Teacher De- 
velopment, Finances (3), Social Science (4), and Deans of Girls (5). 
Junior High School: Curriculum (4) and Guidance. Junior College: 
in California, Co-ordination of High School, and Place of. (221 pp.) 
0k} ANE aa etln a's backG bees hue CORE hasan dn cea diae ee ede $2.00 


Ninth Yearbook, 1925, Cincinnati. 

Papers on Guidance (4), International Relations (3), Rural High 
Schools, Administration, College Relations, Curriculum (2), Physical 
Education, High-School Principals, Scholarship, Junior High School 
(3), Ability Grouping, and Teacher Training. (207 pp.)...... $2.00 


Bulletin No. 10, January, 1926. 
Abstract of Books and of Magazine articles on Administration and 


Supnevieints.- ESR Ys 6 6 AA isos aE $.25 


Bulletin No. 11, Tenth Yearbook, 1926, Washington. 

Papers on Social studies (2), International Relations (2), Record 
Forms, Fraternities, Scholarship, Administration (5), Curriculum (3), 
Personnel Charts, Guidance, Marks (2), Principals, Student Activities 
(2), National Honor Society (5) and Culture. (259 pp.)..... $2.00 


Bulletin No. 12, May, 1926. 

Abstracts of Books and Magazine articles on Administration and 
Supervision. List of, and Rituals of Induction to, Chapters of the 
National Honor Society. (46 pp.)........cseecceeeecceeeecs $.25 


Bulletin No. 13, October, 1926. 
Abstracts of Books and of Magazine articles on Administration and 
Seis. | TO WR): 9 0 i onsons00 cane bentaetenbebeuneean $.25 


Bulletin No. 14, January, 1927. 
Abstracts of Books and of Magazine articles on Administration and 
Greats CAPO Fe oko asks conn sns exedassaokaeencstonis $.25 


Bulletin No. 15, Proceedings of the St. Louis (1927) Meeting. 

Papers on Modern Youth, Curriculum (4), School Achievement, 
Physical Training, Size of Class, Junior High School Curriculum (2), 
Six-Year High School, Chaos in Secondary Education, High-School 
Publications, Place of the Junior College, Improving Teachers in Service, 
Pupils of limited Ability, and Tests. (251 pp.).....-...eeeee- $2.00 


Bulletin No. 16, April, 1927. 
Directory of Members. (106 pp.).......seeeeeeeeeeeeeees $.25 











62 Department of Secondary-School Principals 


Bulletin No. 17, May, 1927. 
Abstracts of Books and of Magazine articles on Administration and 
Supenvitien:: TP OR nck sania s dcvecachaveadusadsminecvenal $.25 


Bulletin No. 18, October, 1927. 
Abstracts of Books and of Magazine articles on Administration and 
Damateiiie: : GP MOI. oo 6 vied ok sc kvcebiceeddetiicGeudbcdal $.25 


Bulletin No. 19, January, 1928. 


Report of the Committee on Guidance in Secondary Schools. (94 
OD bcc duteb ode ketal dxeebanek chanel testi ee $.60 


Bulletin No. 20. Proceedings of the Boston (1928) Meeting. 

Papers on Education in Russia, In India, Internationalism (3), Small 
High Schools, Character Training, Specialist in Secondary Education, 
the Visiting Teacher, Rating of Teachers, Curriculum (2), Business and 
High Schools, Supervision (4), and Guidance (2). (206 pp.) ...$2.00 


Bulletin No. 21, April, 1928. 
Abstracts of Books and of Magazine Articles on Administration and 
Sees: LBC i os osc 008 + 064000 soe nce deekasta tun $.25 


Bulletin No. 22, May, 1928. 
. Abstracts of Books and of Magazine Articles on Administration and 
See, EOS. 5 Kd on dk Kak doves dundee oe ébaecaol $.25 


Bulletin No. 23, October, 1928. 
Abstracts of Books and of Magazine Articles on Administration and 
Deeeiitn,. .. CD WD vc doin uscd 64 cbse hcceknds anctdenel $.25 


Bulletin No. 24, January, 1929. 

Abstracts of Unpublished Masters’ Theses in the Field of Secondary- 
School Administration, University of Chicago. Also a Directory of 
Dhemets, 1A BO) n6 ob dveccgedses sind tadenperekenens $1.00 


Bulletin No. 25, Proceedings of the Cleveland (1929) Meeting. 
Papers on Supervision (7), Curriculum, Articulation, Training 
Pupils to Study (2), Selection, Guidance, Use of the plant, Commercial 
Education, and Surplusage of Teachers. Junior High School: Schools 
of Ohio, Schedule Planning, Character Training, Teacher Training, 
Individual Differences, Electives, Short Unit Courses, Vocational Train- 
ing, and Obligations of Junior to Senior High School. Junior College: 
Function of, Criteria for, Relation to University, Present Status, Service 
to Community, Orientation Program, Duplication of Courses, and 
Future of Junior Colleges. (pp. 389).......cceeseeeeeeeeees $2.00 











id 


d 
5 














63 


Publications 





Bulletin No. 26, April, 1929. 


Abstracts of Books and of Magazine Articles on Administration and 
Supervision. Constitution of National Junior Honor Society. (pp. 


SOP. cu dnny sad bs ocngees 4 uncdud ge coda sv ascension $.25 


Bulletin No. 27, May, 1929. 
Rituals of Induction for the National Honor Society (pp. 32) .$.25 


Bulletin No. 28, October, 1929. 


Abstracts of Books and of Magazine Articles on Administration and 
Sure, GN. BG os ss vn ck chins bho s tbnkesessabivenede $.25 


Bulletin No. 29, January, 1930. 
Reports on Studies in Class Size and on Failures. Bibliography on 
Relative Efficiency of Classes of Different Sizes. (pp. 44)...... $.25 


Bulletin No. 30, Proceedings of the Atlantic City (1930) Meeting. 


Papers on Curriculum, Guidance, Technical Courses, Graduation, 
Finances (4), Standards and Future of High Schools. Junior High 
School: Finances, Reading and Articulation. (4). Junior College: 
A State Institution (2), Standards, Articulation, Terminal Courses, 
Four-Year Junior College, in California, Curriculum, and Teacher 
load. Reports of Department Committee on Investigation of Secondary 
Edesnatie:, Cac SOs ioe os Kav ect codavgtvdinatddnnas $2.00 


Bulletin No. 31, April, 1930. 


History and Organization of the National Honor Society. (pp. 
Moire cht hv Saco Vek bees ies ween tokio eds cukeeneene ee $.25 


Bulletin No. 32, May, 1930. 
Diploma Practices in Secondary Schools. (pp. 31).......... $.25 


Bulletin No. 33, October, 1930. 
Abstracts of Books and of Magazine articles on Administration and 
Supervision. Also a Directory of Members. (pp. 91)........... $.50 


Bulletin No. 34, January, 1931. 
Abstracts of Unpublished Masters’ Theses in the Field of Secondary- 


School Administration, University of Southern California. (116 pp.) 
0 eckREbSERAdS Shee Dae eaeeNheeed cad keeees enee eee $.50 


Bulletin No. 35, Mar., 1931. 
Proceedings of the Detroit (1931) Meeting. (pp. 235)..... $2.00 











64 Department of Secondary-School Principals 






Bulletin No. 36, April, 1931. 


Abstracts of Unpublished Masters’ Theses in the Field of Secondary- 
School Administration, University of Southern California, concluded. 


S| ERASE TRAC NMI rea oon tel nee A eo $.50 


UNIFORM CERTIFICATES 


The Department of Secondary-School Principals has been distributing 
uniform certificates of recommendation for over ten years. At first they 
were sent out free to the members of the Department, but the demand for 
the certificates became so great that the printing and mailing charges be- 
came a burden to the treasury. Therefore, a charge had been made. 





















The blanks are used in transferring pupils from one secondary school 
to another and particularly from high school ‘to college. The certificates 
are sent postpaid at the following prices: 











Mailing from 













Chicago 100 200 300 400 500 1000 
Ist zone $ .80 $1.50 $2.20 $2.80 $3.40 $6.00 
2nd “ 80 1.50 2.20 2.80 3.45 6.10 
3rd“ 85 1.55 2.25 2.85 3.50 6.20 
4th “ 85 1.60 2.30 3.00 3.75 6.45 
Sth “ 90 1.65 2.40 3.05 3.90 6.60 
6th “ 90 1.70 2.45 3.15 4.00 6.80 
7th “ 95 1.75 2.55 3.25 4.15 7.00 
8th “ 1.00 1.80 2.60 3.35 4.25 7.20 





The blanks will be mailed on receipt of price, or C. O. D. 






Direct orders to: 
H. V. Church 
3129 Wenonah Avenue 
Berwyn, ILLINOIS 


















THE STANDARD HIGH-SCHOOL PERSONAL 
RECORD CARDS 


The standard record forms (5x8) which were approved by the De- 
partment of Secondary-School Principals at the meeting at Boston are 
now printed on cardboard suitable for vertical filing systems. ‘This 
card is especially designed for small and medium size high schools. 


Space is provided on these blanks for scholarship records for five 
years. An extra year is included for pupils of four-year high schools 
who may desire to do graduate work. It is recommended that six year 
junior-senior schools use separate cards for the records of the junior 
and of the senior schools. 


When the guidance information called for in the lower right hand 
corner seems to be of a changeable nature, as would often be true of 














65 









Department Matters 





such items as “Vocational Preference,” it is suggested that it be written 
in pencil so that it can be erased and changed when necessary. 









































ary- 
led. The schedule of prices, postpaid, follows: 
+50 Zones 100 200 500 1000 
. 1 and 2 $1.35 $2.65 $4.85 $ 8.85 
3 1.38 2.70 4.95 9.00 
4 1.40 2.75 5.05 9.15 
: 5 1.42 2.80 5.15 9.35 
Ing 6 1.45 2.85 5.30 9.55 
hey 7 1.48 2.90 5.40 9.75 
for 8 1.50 2.95 5.50 10.00 
“ms The cards will be shipped on receipt of price, or C. O, D. 
. Direct orders to, 
H. V. Church 
3129 Wenonah Avenue 
001 . Berwyn, Illinois 
tes GROUP LIFE INSURANCE 


The Department offers to its members life insurance in its most 
inexpensive form. The salient features of the plan are: 


1. Low premium. The premium is ten dollars a year a thousand 
for those insured for $3,000. See table below for rates for those 
over forty-five years of age. It can now be guaranteed that the 
second annual premium of the policies issued to members of the 
department will be slightly less than the premiums of the first year. 


— a eee ee 


2. No medical examination (with exceptions). 


3. Total and permanent disability benefits. If an insured member 
becomes totally and permanently disabled, his insurance will be 
paid in monthly installments. 


4. Conversion privilege. When an insured member leaves the pro- 
fession to enter another professional or economic group, he may 
convert his group policy into any of the policies (except term 
insurance) customarily issued by the insurance company for the 
same amount at the current rates of the attained age. 


5. Age limit is sixty-five years. 


— ww 


6. Individual policies. ‘These show rights of insured, amount, and 
beneficiary. 

7. Current protection. ‘There are no savings, accumulation, or 
paid-up features. Insurance is for one year at a time, and is re- 
newable each year, at the option of the insured member. 


8. An insurance company of first rank, the Old Republic Life In- 
surance Company of Chicago, an old line legal reserve life insur- 
ance company. In Best’s Life Insurance Reports for 1930, on page 
891 there is the following statement in regard to the management 








Department of Secondary-School Principals 


and reputation of the Old Republic Life Insurance Company: 
“The Company is now having a good growth, but suffers 
from a high lapse ratio. Policy-holder’s surplus is ample 
for all contingencies and the reserve basis is very strong. The 
mortality rate is very favorable. Its investments are of a 
good quality; consist mainly of mortgage loans in Illinois, 
and yield a good return. The policy contracts are all on 
standard forms and include disability and double indemnity. 
The company pays just claims promptly.” 

9. Amounts offered : 

$3,000 for all ages from 21 to 45 -(nearest birthday) inclusive. 

Annual Rates for those under 45 years are $10 a year per $1000. 

$1,500 for all ages from 56 to 65 (nearest birthday) inclusive. 


Annual Rates per $1,000 for those 45 or older: 
Premium Premium 


Send your applications to H. V. Church, Executive Secretary, 3129 Wenonah 


Avenue, Berwyn, Illinois. 


Department of Secondary-School Principals 
of the 
National Education Association 

GROUP INSURANCE.—A year ago the Old Republic Life Insur- 
ance Company of Chicago, Illinois, with some hesitancy, offered Group 
Life Insurance to the members of the Department at group rates, but 
placed a limit on the amount, ($3000 to those under 45; and $1500 to 
those above 45). 


FAMILY GROUP LIFE INSURANCE.—Now this company is 
granting Family Group Life Insurance to the limit of $10,000 and offers 
this coverage to any or all the members of your family from ages one to 
sixty, inclusive, nearest birthday. ‘This is straight insurance, without 
medical examination (with some exceptions). 

For all those under age ten the amount of insurance will be graded, 
the insurance will be $100 for each year of attained age; for instance, at 
age one $100, at age two $200, at age three $300, and so on and at age 
ten the policy automatically is in force for the full face value. At ages 
ten and over the policy is in full force for its full face value at the time of 


issuance. 





Department Matters’ 67 


This particular policy pays the cash value in addition to its face value 
at the time of your death. 

The full loan value may be borrowed at any time at only 4%, and 
if death should occur, the amount so borrowed will be cancelled and the 
full face value of your policy paid to the beneficiary. On other policies 
loans are deducted from the amount due the beneficiary. 

On another sheet are the rates from ages one to sixty inclusive, near- 
est birthday, and may be paid, annually, semi-annually or quarterly. 
You will note that the annual premium is 2% cheaper than the semi- 
annual premium and 4% cheaper than the quarterly premium. 

With this comes an application blank which should be completed and 
returned by next mail if possible, with your check for the premium, 
made payable to the undersigned. 

Very truly yours, 
H. V. CHURCH 
Executive Secretary 


AUTOMOBILE INSURANCE 


The Department of Secondary-School Principals is now prepared 
to offer to its members reduced rates for automobile insurance. If you 
are interested in protection for your car at a lower premium than you 
are now paying, fill out the blank on page 68, and send it to H. V. 
Church, 3129 Wenonah Avenue, Berwyn, Illinois. Be sure to state 
clearly what coverage you now have, and particularly what you are 
now paying for this insurance. 

The Fort Dearborn Insurance Company assures us that the “special 
rate will figure about 35% lower than the rate charged by other re- 
sponsible stock companies.” 

If you will fill the application blank and send it to the Executive 


Secretary, the insurance company will quote their special rate to members. 
You will receive this quotation, and you can then decide if you can 


save money by accepting this special rate. 





Department of Secondary-School Principals 


APPLICATION BLANK— AUTOMOBILE INSURANCE 


Your name 


Address 


(City) 


Date of expiration of policy you now hold 


Annual premium you now pay. $ 


Occupation 


Description of car: 


Type of body Year built 


Factory number Engine number 


List price Actual cost 


New or second hand. 
(cross out one) 


Mortgage clause to 


The car is for business or pleasure ? 
(cross out one) 


Car kept in public or private garage? 
(cross out one) 
Address 


(where car is kept) 


Coverage you carry 
(Place cross in proper square.) 


CJ Property: () 500 (1) 1,000 (171,500 
C) Liability: CJ 5-10,000 (J 10-20,000 
CJ 20-30,000 


C) Collision: (1) Full (1) $25 deduction 
C) $50 deduction 


(J Theft 

CJExtra equipment 
C]Tornado 

C)Plate glass 


Mail this application blank to H. V. Church, J. Sterling Morton High School, 
Cicero, Illinois.