noe, Corea 20) May at the pestafeg y 1912. Acceptance Sele 48 at of Trae 2, eon a Bulletin of the Department of Secondary-School Principals of the National Education Association Issued Five Times a Year January, March, April, May, and October MAY, 1931 A study of the influence of departmental specialization on the professional attitudes of high-school teachers toward certain administrative problems The data for this study were assembled by the members of the Judd Club, Chicago, Illinois; the tabulation and interpretation of the data were made by - Earl Thomas, Kansas City, Missouri and W. C. Reavis, University of Chicago. BULLETIN NUMBER 37 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 Officers DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS of the . NATIONAL EDUCATION ASSOCIATION 1931-1932 OFFICERS President: C. H. THRELKELD Principal of Columbia High School South Orange, New Jersey First Vice President: W. W. Haccarp Principal of Joliet Township High School Joliet, Illinois Second Vice President: H. L. Harrincton Principal of Hutchins Intermediate School Detroit, Michigan Executive Secretary: H. V. Cuurcu Superintendent of J. ’ Sterling Morton Schools Cicero, Illinois EXECUTIVE COMMITTEE L. N. MorrissetT Principal of Classen High School Oklahoma City, Oklahoma CuHares 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 President: Epwarp RYNEARSON Director of Vocational Guidance, The Administra- tion Building, Bellefield Avenue at Forbes Street Pittsburgh, Pennsylvania H. V. Kepner Principal of West High School Denver, Colorado Georce W. Murpock Principal of Southwestern High School Detroit, Michigan ArTHUR M. SEysBoip Principal of Thomas Jefferson Junior High School Cleveland, Ohio L. W. Brooks Director of Secondary Education Wichita, Kansas Secretary: H. V. Cuurcu 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 nd lior BULLETIN of the DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS of the NATIONAL EDUCATION ASSOCIATION Issued Five Times a Year January, March, April, May, and October MAY, 1931 Bulletin Number 37 A STUDY OF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION ON THE PROFESSIONAL ATTI- TUDES OF HIGH-SCHOOL TEACHERS TOWARD CER- TAIN ADMINISTRATIVE PROBLEMS The data for this study were assembled by the members of the Judd Club, Chicago, Illinois; the tabulation and interpretation of the data were made by Earl Thomas, Kansas City, Missouri and W. C. Reavis, University of Chicago. II. Ill. IV. VI. VII. VIII. IX. TABLE OF CONTENTS INTRODUCTION . 1. Purpose and Value of ‘the Study 2. Method of Investigation 3. The Experience and Professional Training of the Teachers 4. The Limitations of the Study THE ORGANIZATION OF THE CURRICULUM 1. The Best Form for the Curriculum 2. The Best Method of Organizing the Cur- riculum 3. The Best Type of Lesson Plans THE SIZE OF THE CLASS IN RELATION TO INSTRUCTION 1. The Number of Pupils Who Can Be Taught Efficiently by a Teacher Per Day 2. The Effect of the Size of the Class on Teaching and Learning Efficiency Pupit FAILURES. . é 1. The Causes of Pupil F silure 2. Remedies for Pupil Failure THE FUNCTION OF THE TEACHER AND THE Proper USE OF THE CLAss PERIOD 1. The True Functions of the Classoons Teacher 2. The Proper Use of the Class Period TEACHER RATING ‘ 1. Teachers’ Views Regarding Rating 2. The Best Methods of Awarding Annual Increases in Teachers’ Salaries FacULTY AND DEPARTMENTAL MEETINGS 1. The Professional Value Secured from Gen- eral Faculty Meetings 2. Faculty Meetings Productive of Good Results 3. Faculty Meetings Unproductive of Results 4. Professional Value Secured from Depart- mental Meetings THE RESULTS OF SUPERVISION f 1. Professional Assistance Received fiom Su- pervisory Officers 2. Unhelpful Supervisory Acts 3. Supervisory Activities Welcomed by Teachers DIsTRIBUTION OF PRINCIPAL’S TIME SUMMARY AND CONCLUSIONS 5 11 23 28 31 35 41 50 A Srupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION A Study of the Influence of Departmental Specialization on the Professional Attitudes of High-School Teachers Toward : Certain Administrative Problems* I. INTRODUCTION 1. Purpose and Value of the Study The purpose of this study was to secure the judgments of high- school teachers on certain important professional problems which are frequently encountered in administration, and to analyze and evaluate the judgments with respect to their departmental significance. The attitudes of a teacher may reflect to some extent the quality of his teaching. A teacher who welcomes minute detailed instructions from his supervisor, for example, may lack the proper initiative to secure good classroom results. His attitudes as reflected in the judgments which he expressed may also indicate the degree to which he has kept informed on professional issues found in educational materials. The study may have specific administrative value, if as a result it is possible to isolate any items on which differences in teachers’ judg- ments are due to departmental specialization. To illustrate, it is held by some teachers that the enrolment in classes should be small in order to secure the best results from teaching. ‘The results of scientific in- , vestigation and the development of new procedures in teaching have, to some degree, dispelled the notion that a small class enrolment is essential for the best teaching results. The attitudes of teachers in their respective departments should offers some additional information and enlightenment on the subject. The conclusions reached may also be valuable in adding evidence to the present body of administrative material. 2. Method of Investigation A check list containing a number of professional problems and a series of evaluative statements for each problem was distributed to the teachers of 33 schools. The teachers were asked to check the statements and to mail the return unsigned to Professor W. C. Reavis, University of Chicago. A total of 963 replies were received. ‘The replies were classified into nine groups according to the subject or subjects taught, as indicated by the teacher. Each group thus represented judgments from teachers in a particular departmental field. Eight major teaching fields were chosen for the study: (1) English, which included rhetoric, expression and debate; (2) the modern and classical foreign languages combined; (3) mathematics; (4) the physical and biological sciences; (5) all the social sciences including geography; (6) the vocational subjects including *The data for this study were assembled by the members of the Judd Club, Chicago, Illinois; the tabulation and interpretation of the data were made by Earl Thomas, Kansas City, Missouri, and W. C. Reavis, University of Chicago. 7 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS commercial studies, home economics, and the manual arts; (7) the fine arts including the graphic arts; and (8) physical education. The ninth group was composed of judgments from teachers who taught in more than one of the foregoing teaching fields. This group was included for the purpose of comparing their judgments, first, with the judgments of teachers working in one department only, and secondly, with the total replies of all the teachers. By using this group, a check on the validity of what might seem to be a significant deviation in judgment, due to departmental variation, could be determined, with limitations. The percentages of total judgments in this group, in most instances, closely coincide with the percentages of judgments from the entire group, which would indicate that even a small departmental deviation may have some significance. The data were tabulated in code and transferred to cards by means of a Powers card punching machine. ‘The cards were electrically sorted on a Hollerith card sorting machine. Tabulations were made from the sortings. Table I indicates the number and percentages of teachers in each departmental group. Each group in the table, with the possible ex- ception of the fine arts and physical education departments, probably contains enough individuals to represent an adequate sample of depart- mental opinion on the problems on which teacher judgments were sought. TABLE I Number and Percentages of Teachers in Each Department Group Department Teachers Number Per Cent BRR) i dpccknsdesweaedss ses Dit scerwawones 180 18.7 Foreign Languages.............seeeeeeeeees 93 9.6 I a, Lak on ie <0'99,60.0 60 00 be DEN 91 9.4 POORMENE ONIONS vc och cbcesecvarisonsinseos 104 10.9 POE MND iiie oc acoechaebs oa db OSOt TARO 107 11.1 Vocational Subjects............eeeeeeeeeeees 184 19.1 MRL os au nhide kale dbp 550.6. 00s vba ewe ee ery 34 3.5 Physical Education...........cccccssscseees 39 4.0 More than one department.................. 131 13.7 A re Pa eee ee ye 963 100.0 An examination of the findings in the study, however, seems to indicate that, in most instances, the opinions expressed by the two smallest groups are a valid representation. 3. Experience and Professional Training of the Teachers Table II gives the academic training, above the high school, for the entire group of teachers. The median is approximately 4.6 years. Forty-one teachers did not indicate their academic training, in years or degrees held. One teacher only in the academic departments had less than four years’ college training. Nearly 5 per cent of the teachers of special subjects had less than the equivalent of a bachelor’s degree. 8 ao ene) 8 e® a «ee > e- m: in; an A Stupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION Some teachers, particularly in the trade subjects, report considerable practical experience but no degree. ‘Twenty-two and eight-tenths per TABLE II Academic Training above the High School of 963 High School Teachers Years Above High School Teachers Number Per Cent NGb CUR hik an vie dc tot a tnen dhiciuberceenn | 41 4.3 NGMB A sis 5b cS bias hue haat ha ceK ee cebens 2 0.2 b. Aaa Ee CERIN ROSETTA ORES OR COSMO RECORDS | 4+ 0.4 9 iocdeber ile Pods 151 A Stuby OF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION ments are strongest in the belief that 100 pupils or less are sufficient for effective teaching. The attitudes of some of the teachers in these de- partments may be attributed to limited laboratory space and equipment. A significant percentage in both departments, however, indicate that over-100 pupils may be efficiently taught. — The largest percentage of teachers in all other departments prefer to handle not more than 125 pupils per day. There are almost as many teachers in these departments, however, who think that a teacher may successfully instruct as many as 150 pupils per day. The fine arts de- partment is an exception. Beyond 150 pupils per day the replies are few and scattered. A few departments notably the physical education, fine arts, vocational, and social studies groups signify that over 200 pupils may be taught efficiently by a teacher in one day if the curriculum is clearly outlined, the text materials adequate, and mimeographed assistance is furnished. The fine arts as well as the physical education groups have been accus- tomed to large classes for some time. ‘The vocational subjects and social studies are rapidly employing the unit type of organization in instruction, by means of which larger classes may be handled with more ease. This may account for the judgments expressed in these departments. The same general conclusions are shown more clearly if the data are grouped into frequency tables, a sample of which is shown for the English department in Table XIV. TABLE XIV Judgments of Teachers in the English Department on the Number of Pupils Who Can Be Taught Efficiently by a Teacher Per Day. Pupils Per Day Frequency Median 200 OF MOFE.....ccccccccecccses 0 yp NY | a Perrier te 1 EO ss 2 ere errr er ro 10 ESS Ge DI 5c sve scetecs sn ceuses 44 pe ears ware en mr gre 73 Not more than 100.............. 48 113.70 AOE RTE ER aN | 176 19 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS The result of similar tabulations for each department, with their rank, is shown in Table XV. TABLE XV Judgments of Teachers on the Median Number of Pupils Who Can Be Taught Efficiently by a Teacher Per Day Ranked by Departments Department Median Rank MINOR hkg0 0 6cdb. puck 60 cod hennes 113.67 2 Foreign Languages.............. 116.15 3 Mathematics .................25- 122.85 8 Natural Sciences...............- 110.87 1 Social Studies.................-- 121.60 7 Vocational Subjects.............. 119.42 5 OR 116.65 4 Physical Education.............. 133.32 9 More than One...............- 121.02 6 MME ves puveeaVbes seins eine | 119.05 _— An examination of Tables XIII and XV gives a fairly accurate picture of the attitudes of the teachers. There is not a considerable amount of departmental deviation shown, except in the case of the physical education department whose median lay between 125 and 150 pupils. It is significant that the medians of the laboratory subjects are well diffused among the medians of the academic subjects which may indicate that considerations other than laboratory facilities determine the teachers’ attitudes. The teaching procedures employed are significant ; also the form of curriculum organization used. The volunteer responses indicate a wide divergence of opinion even within departmental groups. Following, are a few quotations. From the English group: “In language and composition 75 pupils per day are sufficient. In literature and content courses 150 pupils per day may be efficiently taught.” “Thirty pupils per class are quite enough if one is to teach boys and girls rather than subjects.” The foreign language group indicate, in nearly every response, that they prefer 100 or fewer. pupils per day because “much individual at- tention,” “close contact with the students” or the “personal element” is of importance in foreign language instruction. One individual in the mathematics group says that he may teach efficiently as many as 150 pupils per day “if homogeneous grouping is used.” Some natural science teachers prefer ‘ ‘small numbers for labora- tory classes.” One teacher states that it “depends upon - extra- curriculum activities one is required to supervise.’ The following quotations are from the social science group. This depends entirely upon the personality of the teacher and the type of instruction employed. A lecture technique seems to permit almost 20 A Stupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION unlimited numbers up to the point of defective audition. Instruction to eliminate individual defects and improve abilities demands a reason- ably small number, say 100. “This is important. It means high or low scholarship.” “If room were available for conferences and make up work for absentees, I should be able to handle 175.” Numerous responses came from the vocational department. Some of the typical ones are: “T now have 250 pupils per day.” (Shorthand and typewriting) “T have three classes of 50 pupils each.” (Printing) “Not over 96 student clock hours.” (Home economics) “In my department (architectural drawing), enrollment has reached as high as 250 per day. Efficiency depended upon a carefully planned curriculum one semester in advance.” “The number is not important in drawing duitie if material and equipment are available.” Two teachers of different subjects—home economics and _ type- writing—say practically the same thing. Smaller numbers are better in the initial stages in teaching skilled subjects. When the need for supervision in habit formation is diminished the number may only be limited by the teacher’s capacity for checking papers. “Tf clerical help is provided over 200 is all right.” “Seventy-five pupils, if they are kept for a double period.” “Over 100 pupils would cause serious ‘formalism’ in teaching shop- work,” One teacher in the fine arts says over 200 is all right “if clerical assistance is afforded.” A physical education teacher says “less than 100 in rhythm, not over 125 in swimming and between 150 and 175 in gymnastics.” Individual attention, the, personal element, extra curriculum ac- tivities, homogeneity in grouping, and clerical assistance are recurrent phrases found in many of the responses. With the exception of the few teachers quoted, the majority want small groups for their subjects, many of them admitting at the same time that there are certain subjects other than their own in which over 200 pupils could be efficiently taught. 2. The Effect of the Size of the Class on Teaching and Learning Efficiency The teachers were asked to check any of the following statements that most nearly represented their opinion of the effect of the size of class on teaching and learning efficiency. 1. Class work can be carried on most efficiently if the enrollment average is from 40 to 45. . The best class work is accomplished when the enrollment aver- age is from 30 to 35 . The best class size for efficient teaching is 20 to 25. . In classes enrolling more than 35 pupils the chief difficulty of the teacher is to hold the attention of the pupils. . The greatest problem of the teacher in teaching classes of more 21 mn FW bd DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS than 35 pupils is to find time to read and correct the written work of the pupils. 6. The greatest difficulty experienced by a teacher in handling classes of more than 35 pupils is the supervision and direction of the pupils’ study. 7. Classes of 35 or more pupils are more interesting to the teacher and are more easily taught than classes of 25 or fewer pupils. Table XVI gives the percentage distribution of the teachers’ replies. TABLE XVI Percentages of Teachers’ Replies on the Effect of the Size of Class on Teaching and Learning Efficiency No Category tatement Department 4 1 2 3 4 5 6 7 Total > referred English ....... 2.2) 1.2] 7.4/40.8] 2.2/30.1] 16.5} 1.8] 100.0 3 For. Lang..... 1.0} 0.6] 9.2/44.5] 6.1]24.6)13.2] 1.8} 100.0 3 Math, ........ 1.1) 0.5]19.4|/33.0] 4.0}20.1/20.1} 2.9] 100.0 3 Nat. Sci....... 1.9) 1.1] 9.2}39.7| 6.4]22.6]17.2] 3.8} 100.0 3 Soc, Stud-...... 2.8) 0.4]13.2/34.4] 6.3]23.1]19.2] 3.4) 100.0 3 Voc. Sub....... 6.5]: 2.1114.4/43.7] 4.2}19.3]}13.1] 3.2] 100.0 3 Fine Arts..... 20.5) 2.3}11.6/46.5|11.6}16.3] 9.4} 2.3] 100.0 3 Psy. Ed......« 10.2/20.8|22.9|/22.9| 6.2] 4.2}14.6] 8.4] 100.0) 2 and 3 More than One| 2.3) 1.8] 8.9|40.2| 4.7/24.3) 18.0) 2.1) 100.0 3 (ae 3.6} 1.8]11.5}39.5| 4.8]}23.3]16.3} 2.8] 100.0 — Table XVI again, substantiates the statement made in the fore- going section that the teachers, in general, prefer small classes. In all .departments 39.5 per cent of the replies indicate a preference for classes whose average enrollment lay between 20 and 25 pupils. In each department with the exception of the physical education group, the explanation for the preference lay in the difficulty of finding time to read and correct the written work of the pupils. It may be assumed from the evidence presented that the physical education group find difficulty in the supervision and direction of individual pupils, probably, in corrective work in the gymnasium. Almost 23 per cent of the replies of the physical education teachers, however, say that the best class work is accomplished in classes of from 30 to 35 pupils and nearly 21 per cent indicate that classes of from 40 to 45 are the ideal. A noticeable percentage of replies of the mathematics, social studies, vocational sub- jects, and fine arts teachers indicate, under the second category, that classes above 25 in enrollment may accomplish the best work. The teachers of these departments show the same tendency to accept larger classes, in Table XV. The fine arts group indicate more than any of the other groups that in classes enrolling more than 35 pupils the chief difficulty of the teacher is to hold the attention of the pupils. The English department apparently has least difficulty in holding the attention of pupils. There is no marked tendency to be noted in any of the other groups under this category. 22 A Stupy OF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION ’ The correction of written work in classes of more than 35 is of greatest concern to the English department. ‘This is in accord with expectations in view of the amount of written work usually required of pupils in this department. The other academic subjects tend to stress this point in about equal proportion. The vocational and fine arts de- partments are confronted with the problem of correcting written work to a lesser degree. The physical education group would naturally be lowest in this respect due to the nature of their activities. Insufficient time for the supervision and direction of the pupils’ study is of greatest concern to the mathematics department. That is probable, since learning difficulties of pupils is admittedly a serious prob- lem in teaching mathematics. That the social studies rank next under this category is probably due to the arrangement of their curriculum in teaching units. ‘This department, as was indicated in Table V, definitely prefers the unit method of subject matter organization. ‘The fine arts rank lowest under the sixth category, indicating, probably, that the matter of pupils’ study, in the classroom, does not greatly concern them. The physical education group, say, more than any of the other groups, that the larger classes are interesting and more easily taught. The percentages shown for the other groups are all sufficiently small to be negligible. The same divergence of opinion is expressed in the volunteer replies under these categories as was found under Table XIII. Lack of time for individual help, no clerical assistance, and lack of sufficient reference books for all pupils, are the main objections. In the foreign language group one teacher of Latin says that “large classes permit no time for everyone to talk during the class hour.” Another says, “A Cicero or Virgil class of selected pupils can be well taught with 40 in the class.” The teaching procedures employed would seem to be important in this difference of opinion, as well as, homogeneity in grouping and the age of the pupil. The same divergence, within groups, is expressed by teachers in the other departments. IV. PUPIL FAILURES 1. The Causes of Pupil Failures Pupil failures cause considerable administrative concern. They are expensive, in most instances a waste of time, and occasionally they have a decided psychological effect upon the individual pupil. ‘The teachers were asked to check the statement or statements which most nearly represented their opinion as to the causes of pupil failure in their courses. Seven statements were submitted. They were: 1. Pupils have not learned how to study independently. 2. Pupils do not prepare conscientiously the home work assigned. 3. Pupils do not possess the mental capacity required to carry the courses satisfactorily. 4. Pupils are not interested in the work. 23 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS Pupils do not choose to meet the standard required to pass the courses. 6. Pupils are too irregular in attendance. 7. Pupils are not sufficiently grounded in the fundamentals of the elementary school. Table XVII presents the percentage distribution of teachers’ re- plies on the causes of pupil failure. The judgments expressed in Table XVII indicate that teachers believe that the inefficient study habits of pupils are, to a large degree, responsible for failures in their subjects. Other statements in the order of their preference are: the home work is not conscientiously prepared; lack of adequate elementary foundation; 5. TABLE XVII Percentages of Teachers’ Replies on the Causes of Pupil Failure Stat ts x Department Reply 1 2 3 wy . 5 6 > Total Satoment English ....... 1.6 | 32.6 |18.9] 10.1 3.4) 6.6} 9.3}19.1} 100.0 1 For. Lang..... — | 31.1 |18.8) 12.4 | 4.8) 7.2) 8.1]17.6} 100.0 1 Math. ........ 2.2 | 27.0 {15.1} 14.5 | 9.2) 8.4/11.2/14.6] 100.0 1 Nat. Sci......., 9 | 29.4 |21.8/ 10.4 | 7.2/11.6) 7.6/12.0) 100.0 1 Soc. Stud...... 3.7 | 32.2 115.5] 11.1 7.2) 7.2)12.0)14.8] 100.0 1 Voc. Sub...... 3.4 | 26.0 |14.6) 17.2 | 7.3) 8.8)12.4/13.7| 100.0 1 Fine Arts.....| 8.8 | 27.5 {13.6} 13.6 |10.2)12.0) 7.6/15.5) 100.0 1° Phys, Ed...... 20.5 | 8.1] 6.5} 5.4 27.8)16.3 24.5)11.4} 100.0 4 More than One| 2.3 | 29.8 |15.6) 7.1 8:00. 7180. 7118.1 100.0 1 Total ....... 3.2 | 30.1 {16.8} 11.6 | 7.2) 8.9|10.6)15.8! 100.0 — lack of mental capacity; irregular attendance; lack of interest; and unwillingness of the pupils to meet the required standards. One noticeable exception is in the physical education department where 52 per cent of the teachers say that lack of interest and irregular attendance causes many of their failures. This situation may be due to the fact that in some schools, while physical education is compulsory, little significance is attached to grades. ‘The teaching procedures em- ployed by this group may be faulty and may fail to stimulate interest. Lack of interest is given as a cause by 10.2 per cent of the fine arts teachers. One may attribute lack of interest in this department in part, to the teaching methods employed, especially if a large degree of facility is required of immature pupils. It is interesting to note that the English department considers its failures are, least of all, due to lack of interest. Another deviation of some importance is the indication of the vocational subjects group that their failures are, to some extent, due to lack of mental capacity. This statement ranks second within the group while in all other departments its position is fourth or higher. This group has long felt that pupils who are considered mentally deficient are advised by some administrative authorities to enroll in vocational subjects classes. There is little justification for such a practice. Very little independent study is required of pupils in the physical 24 the ‘he re- Oo " et wsTelU E——lUCrCSS Ss A Stupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION education department which accounts for the low percentages shown by this department under the first statement. ‘The situation is the same under the second statement. With this department study habits are not an important factor.. In general those departments which advance the element of interest in their diagnosis of pupil failure, rank highest in saying that pupils do not*choose to meet the standards required to pass the courses. In no better way may the educational principle, that interest in fundamental to achievement, be shown. Pupil interest to a very large degree, however, depends upon the manner in which the subject matter is organized and presented. It is difficult to account for the importance attached by some de- partments over others to irregular attendance unless more information is known. ‘The physical education group ranks highest by a large majority in this respect with some inclination for the vocational subjects, social studies, and the mathematics department to overshadow slightly the remaining departments. Probably the opportunity afforded in each department for making up assignments that are missed, due to absences and other causes, is a factor involved. All departments show a relatively high percentage in attributing pupil failure to insufficient grounding in the fundamentals of the ele- mentary school. The volunteer replies place a large responsibility on the insufficient language foundations exhibited by the pupils. Significant volunteer replies, the substance of which is not implied through a study of the check list, give, foundation in the mechanics of language, poor motor coordination, physical maladjustments, the pupils’ over-confidence or lack of confidence in their abilities, poor parental cooperation and home conditions, unwarranted pupil promotions, and social distractions, as causes for pupil failure. Chief among these causes is language difficulty, in almost every department. A few replies and the subject, or department from which they emanate, are “quoted. (Shorthand) “Advanced students fail because of a poor foundation in the mechanics of English.” (Foreign Languages) “Pupils do not know their English gram- mar.” “Lack of language aptitudes.” (Mathematics) “Language difficulties.” (Social studies) ‘Difficulty in reading.” (English) . . . “Especially reading.” Remedies for Pupil Failure After the teachers were asked to express their opinion as to why pupils fail in their courses they were given the opportunity to suggest remedies for failure. Eight statements were offered in the check list and in addition, as in the other sections, space was provided for any volunteer statement that more nearly reflected their views. The follow- ing list of statements was submitted : 1. Pupils should not be admitted to the courses unless they have passed a preliminary test. 25 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 2. Pupils should understand clearly in advance of enrollment the nature of the course and the standards of work required for credit. If failure results the responsibility then rests on the pupil. 3. Differentiated assignments for fast, average, and slow pupils should be permitted and credit given for accomplishment in proportion to ability. 4. Minimum essentials should be outlined and required of all pupils. Additional work should be required of those capable of doing more than the essentials. 5. Special classes should be created for pupils who are unable to meet the standard requirements of the course. 6. Case studies of pupils should be made by the principal when the first symptoms of failure are observed, and causes discovered and remedial treatment recommended. 7. The teacher should be permitted to adapt the course materials to the needs of individual pupils, and to award credit according to the ration of accomplishment to ability. 8. The pupils should be arranged in ability groups at the beginning of each semester or year, and inter-group transfers permitted on the basis of subsequent accomplishment. — Table XVIII gives the percentages of teachers’ judgments based upon the distribution of replies and shows that approximately 22 per cent of the teachers believe that a standard minimum requirement to be mastered by all pupils with opportunities for enriching the subject matter for the more capable pupils is the best method for reducing failures. This plan is not favored by the fine arts and physical education depart- ments. The fine arts group prefer differentiated assignments used TABLE XVIII Percentages of Teachers’ Replies on the Best Remedies for Pupil Failure No Statements Statem Department /Rely'7)2131415161718 Total pa ee Eng. ...ccccee 3.3 | 6.2) 5.2/16.2/21.8/17.3/11.3] 8.5/13.5) 100.0 4 For. Lang....| 3.2 | 8.7) 9.8/12.1/20.9/12.6/11.1) 6.5|18.3) 100.0 ae Math, ....... 3.2 | 6.7| 4.9/15.8131.7/15 .0)12.3) 6.4/17.2) 100.0 4 Nat. Sci...... 4.8 | 2.9) 9.5/15.1/27.4] 9.9/13.6} 9.9/15.7| 100.0 4 Social Sub....| 3.7 | 1.8] 6.7/16.5)24.3/10.1) 5.8)13.1/12.7| 100.0 4 Voc. Sub..... 5.4 | 9.6/13.2)14.0/21.1/11.4] 9.1/10.0/11.6) 100.0 4- Fine Arts....| 5.8 | 6.0/15.5)15.5/14.3/14.3] 8.4/13.0)13.0) 100.0} 2 and 3 Phys. Ed..... 17.9 | 3.5]12.6|16.0/12.6/19.6] 7.1/14.3/14.3) 100.0 5 More than One 1.5 | 4.7 6.4/15.5/21.9/15.3)12.6}10.8 812.8) 100.0} 4 Total .....| 4.3 | 5.4| 8.4114. 7/22 .1]13.7/11.7| 9 “shia. 2| 100.0} —_ in a three tract plan and acquainting the pupil with the nature of the work before he is permitted to enroll. This variation is not significant, however, since there is a wide diffusion of answers within the group. Special classes for pupils who are unable to meet the standard require- ments of the course are advocated by the physical education teachers. There is some indication that teachers in the special subjects want 26 or il. ls in oa vs —vsS A Stupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION pupils to have a clear understanding of the nature of their course before enrolling them. The same teachers, including those in the social studies department, show a slight preference for adapting the course materials to the needs of individual pupils and to award credit according to the ratio of accomplishment to ability. In contrast, the academic subjects, excluding the social studies, above all other groups would like to have case studies made of failing pupils to be used as a basis for remedial treatment. The departure of the social studies from the academic group in respect to these two categories may be significant and an explanation again found in the unit type organization of instruction for which they, to a greater degree than any other department, show preference. The vocational subjects to some extent want to admit pupils to their department only after the satisfactory mastery of a preliminary test. This may be important in the selection of competent individuals for vocational proficiency in their particular subjects. The foreign languages’ also favor this method above other groups. It is indicated that specialized capacity in these two departments is essential. ‘The social studies are least interested in using a preliminary test as a method of eliminating pupil failures. In general, those subjects in the high school which may be elected rank slightly higher under this category than the subjects which are required. The physical education department prefers special classes for pupils who are unable to meet their requirements. This tendency is shown to some extent in the English department. The natural sciences are least interested in special classes. Their attitude may be due to the exact and broad nature of the content of science courses. Yet, pupils’ difficulty in mastering the subjects of this department is one of the reasons for the adoption of a course in general science. Homogeneous grouping is stressed to a greater degree in the academic subjects than in the special subjects. Foreign languages and mathematics rank highest in this respect.. The amount of individual instruction employed by departments no doubt influences their attitudes in the matter. Those departments using more individual instruction care less, in general, for ability grouping. ; The volunteer replies suggest such administrative methods as: “a passing grade but no college credit to be given for minimum essentials ;” “extra study periods;” “individual assistance after school;” and “trans- ference of failing pupils to vocational courses.” The last suggestion is interesting in view of the fact that the vocational teachers in the fore- going section indicate that their pupil failures are, to some extent, due to low mental capacity. Probably the suggestion is made, hoping that the interest of the pupil will be increased. ‘The validity of the suggestion may be questioned. One reply attempts a general solution which seems significant. It is: “Find some way to make the pupil have a larger vision of the purpose and value of what the school will do for him:” again; interest as the basis for achievement. 1Charles Hubbard Judd, Psychology of Secondary Education, pp. 356-7. Boston: Ginn & Co., 1927. 27 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS | V. THE FUNCTION OF THE TEACHER AND THE PROPER USE OF THE CLASS PERIOD . The True Function of the Classroom Teacher Each teacher was asked to check or state what he thought to be his true function, as a classroom teacher. The seven statements given them to be checked were as follows: 1. The teacher should provide incidental training in manners and morals. The teacher should give direct training in manners and morals and see that applications are properly made by the pupils. The teacher should act in loco parentis to the pupils and should exact the same kind of respect accorded to parents. facts are well learned. The teacher should help the pupils to acquire good habits of thinking, but should not undertake to tell them what to think. The teacher should strive to make the classroom a real social laboratory in which social knowledge, appreciation, and skills are acquired by the pupils. 2. - 4. The teacher should expose the pupils to facts and see that the 5. 6. . The teacher should study each pupil carefully, seeking to dis- cover difficulties or deficiencies that prevent normal progress, and to provide proper correctives or remedial treatment to the end that each pupil may develop to the fullest extent the capacity possessed. Table XIX presents the distribution in percentages of the teachers’ judgments. The departmental variation shown in Table XIX is of little significance. The four statements receiving the largest number of replies, fall, in the order of their preference, as follows: Careful pupil TABLE XIX Percentages of Teachers’ Judgments on the True Functions of the Classroom Teacher 0 Statements Department 7 1 213 415 6 7 Total Sotpment English ........... 1.6 |16.8] 2.6) 5.9] 4.3/24.6/22.6/23.2) 100.0 5 For. Lang........-- — |16.6| 1.9} 6.4) 6.8/24.0]19.0/25.3} 100.0 7 Bethy cs. eeicawesen 1.0 |19.3! 2.8) 3.8] 3.6/24.6]15.9/30.0] 100.0 7 Nat Bet... «30s saxon 1.9 |19.1] 1.9] 6.3) 3.5]23.1]19.9]26.2} 100.0 7 Social Studies...... 1.8 |15.4| 2.8] 4.6) 7.2/26.4]26.4]17.2] 100.0) 5 and 6 Voc. Subjects....... 2.1 |14.8] 4.1) 7.7) 5.9]23.0]/19.0/25.5] 100.0 a Fine Arts.......... 2.9 116.3) 7.1) 2.1) 5.2/20.4/22.4)/25.5] 100.0 7 Phys. Ed........... 10.2 |19.6] 8.6) 2.4] 6.2/23.1]18.2/21.9] 100.0 5 More than One..... 1.3 |16.8) 3.2 s 6. 2/23 .4]18.8/24.8] 100.0 7 Patel scien ivceiss 1.9 |16.8) 2.9 6.2) 5.4/23.8]/20.4/24.5] 100.0, — diagnosis and proper instructional procedure in order to develop each pupil to the fullest extent of his capacity; help pupils to acquire good habits of thinking; strive to make the classroom a real social laboratory; 28 A Stupy OF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION and incidental training in manners and morals. The departments, in general, follow the same order in their preferences for the four statements given. The mathematics group stress individual diagnosis and remedial treatment. This department, as has been suggested, usually has a high rate of pupil failure. All of the laboratory subjects stress individyal diagnosis and remedial treatment. Much of their instructional procedure is individual, which naturally calls for diagnosis and remedial treatment. The social-studies department indicates that the classroom atmosphere of a social laboratory and training in good habits of thinking are of equal importance and should rank first. It is interesting to note that the foreign language, natural science, and mathematics departments lag somewhat in their estimation of the value of creating an atmosphere of the social laboratory in their classrooms. ‘Traditionally, these subjects have been of great social and educational importance in the progress of the human race. Other departmental deviations seem to be of little im- portance. A decidedly high percentage of all the teachers believe that manners and morals are best acquired through incidental training rather than through direct training. More lesson learning and the parental attitude receive little consideration. ‘This professional attitude is commendable. 2. The Proper Use of the Class Period Six statements were submitted to the teachers for an expression of their opinions as to the proper use of the class period. They were as follows: 1. The time of the class period should be divided into three parts for assignment of lessons, explanation of difficulties, and ‘testing. 2. The major portion of the class period should be devoted to study by pupils under the direction of the teacher. 3. A considerable portion of the class period should be used by the teacher in checking the home work of the pupils. 4, The use made of the class period should be determined by the actual needs of the pupil, discovered at the beginning of each class period through exploratory questions. 5. The use of the class period should be determined by a careful analysis of the learning process involved in the lesson material, and the deficiencies of the individual pupils. 6. The use of the class period should be determined by the written lesson plan prepared in advance for each day. Table XX presents the distribution of the views of the teachers on the proper use of the class period. Again, departmental deviation is of slight significance. The choice of teachers in all departments, but one, rests on either the fourth or fifth statements, which make the individual diagnosis of pupil needs and deficiencies, and an analysis of the learning process involved, the center of their activity. ‘There is an interesting reversal of opinion in the social studies and fine arts departments under the first and second statements. While all other departments show a 29 : DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS TABLE XX : Percentages of Teachers’ Views on the Proper Use of the Class Period N Statements Statem: Department Reply 1 2 3 4 5 6 Total one one fl English ...........+. 3.3 |18.8/10.8) 2.6)35.1/27.6] 5.1) 100.0 4 For, Lang.........++. 3.2 |15.9)11.7) 2.1/35.1/30.4) 4.8) 100.0 4 Mathematics ........ 1.0 |17.3/18.6] 1.3/36.7/34.0) 2.1) 100.0 5 Nat. Science.......... 4.8 |19.0}16.5} — |26.4)32.6] 5.5} 100.0 5 Social Studies........ 7.4 |12.9/17.1] 1.9134.1130.4] 3.6] 100.0 4 Vocational Subjects...| 7.6 |18.4/12.5| 0.4/31.0/33.1] 4.6) 100.0 5 i eS eree 14.7 |13.1|21.7] 4.3)21.7|32.6] 6.6] 100.0 5. FRG. Boivcccscncess 43.5 |31.0/10.4) — |27.5/20.9]10.2; 100.0 1 More than One...... 5.3 |16.4/16.4| 0.4/32.0/30.0) 4.8) 100.0 4 ye 6.8 |17.5]14.6| 1.3/31.4]30.6] 4.6] 100.0 | — preference for dividing the class period into three parts rather than. devoting the major portion of the time to study. These two departments prefer that the class time be spent largely in study. Methods of teaching peculiar to these two subjects and the type of activity employed probably account for the deviation. It may be assumed, with assurance, that these teachers want the privilege of using the period as best suits the occasion indicated by the needs of the pupils and the learning processes which are involved in the lesson materials. They do not want to be entirely bound by written lesson plans and least of all do they want to check home work during the class hour, even though this last category could seem important in view of the fact that they believe that a large number of failures are due to lack of ability in knowing how to study independently, and laxity in the preparation of home work. A check of the home work may reveal some of the difficulties of the pupils. In general, this expression of judgment is admirable. The fine arts group rank highest under the category referring to a check of the home work. The influence of the graphic arts is seen in the same expression of judgment. There is some indication that the physical education group, above other departments, favor guidance in the use of the class period, from daily prepared lesson plans. This preference for lesson plans was not apparent in Table XII. The judgments may not be significant, since so few opinions were expressed. There may be a slight implication in the percentages of the fourth and fifth statements that the studies in the mathematics, natural science, vocational and fine arts departments, require, more than the studies in the other departments, a careful analysis of the learning processes involved in the lesson materials of their subjects. The English, foreign language, social studies, and physical education groups prefer to determine the needs of their pupils through the use of exploratory questions. Educa- tional psychology offers no justification, for any such implication, that this division of departments may suggest. Volunteer statements by teachers indicate some departmental varia- tion. A teacher of public speaking suggests that “two-thirds of the 30 yy whe ee | hlUrhChCOU QO sam em .Yyer em Un A Stupy OF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION class period be spent in recitations and one-third for a discussion of principles and assignment.” A fareign language teacher suggests this plan: “recitation, correc- tion of board or written work, assignment of next lesson, and explana- tion.” The mathematics group present no plan different from those mentioned in the list of statements. The natural sciences desire some time for “checking laboratory notes.” Several social science teachers favor the “Morrison Plan:” Exploration; presentation; assimilation; organization ; and recitation. The vocational subjects would include time for demonstrations. One teacher also states that “with individual instruction sheets the teacher may decide each problem for the individual pupil’s requirements.” The vocational subject teacher, like the fine arts group, would like to spend most of the class period in “practice in skill and creative expression based upon problems.” The physical education department also wants practice. One teacher suggests, “much physical activity but enough explanation and demonstration to suffice.” VI. TEACHER RATING 1. Teachers’ Views Regarding Rating Teacher rating may serve a double purpose. It may be used for supervisory purposes in which the quality of teaching is noted for criticism. As such, it may serve as a basis for conferences between the teacher and the supervisory officers. Teacher rating may also be used for administrative purposes as a means for determining salary increases or promotions. This section, first, approaches the matter of rating in a general manner in order to secure the teachers’ attitude toward some forms of teacher rating commonly employed. The latter part of the section deals with one administrative phase of the question and attempts to determine the teachers’ attitudes regarding the best method of increasing salaries. The teachers were asked to check the one statement that most nearly accorded with their views regarding the rating of teachers. The follow- ing statements were submitted: 1. Each teacher should be invited to rate himself and to discuss with the principal any rating on which the judgment of teacher and principal differs markedly. 2. The rating for a teacher should be an average of the independent ratings of the principal and the head of the department in which the teacher teaches. 3. The rating should be based solely on the results of objective tests approved by principal and department heads. 4. The ratings should be made by the principal on the basis of judgments formed from classroom visitations. 5. Teachers should not be rated, because the methods of rating are too unscientific to insure justice. 1H. C. Morrison, The Practice of Touhne in the Secondary School. Chicago: The University of Chicago Press, 1926. pp. viii-6 31. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS Table XXI gives the distribution of the teachers’ judgments. Approximately, twelve per cent of the teachers did not reply to the prob- lem. It may be assumed that none of the statements suggested were satisfactory to them. If the assumption is accepted and the percentages under the fifth statement are added to those in the column headed “No Reply,” it will be found that in five departments: the foreign language, mathematics, natural science, social studies, and physical education groups, over fifty per cent of the teachers are not satisfied with the suggested methods of teacher rating. Of the remaining teachers, nearly 47 per cent desire that the rating be based on the judgments of more than one individual. TABLE XXI Percentages of Teachers’ Views on Teacher Rating N Statements Department Reply 1 2 3 4 5 Total Ceetement English ........... 14.5 | 25.4 | 24.0; 2.4] 10.8 | 22.9 | 100.0 1 For. Lang.........- 10.2 | 18.2 | 18.2 | — | 10.2 | 43.2 | 100.0 5 DROGM, - 65.03 650000 ee 15.7 | 20.2 | 20.2 | 2.3 | 6.7 | 34.9 | 100.0 5 Nat, 80) ..6.65000%863 12.1 | 22.0] 22.0; — 8.8 | 35.1 | 100.0 5 Social Studies...... 15.5 | 27.8} 16.5 | 3.1] 7.2 | 29.9 | 100.0 5 Voc. Subjects....... 10.0 | 21.6 | 28.1 | 2.9] 5.8 | 31.6 | 100.0 5 Fine Arts.......... 12.1 | 18.2 | 33.3 | 9.1] 6.1] 21.2 | 100.0 2 Phys, Ba..is.cccee is 18.4 | 36.8 | 21.1 | — — | 23.7 | 100.0 5 More than One..... 7.9 | 25.7 | 24.7 | 1.9] 3.8 | 36.0 | 100.0 5 errr er 12.5 | 23.4 | 23.0! 2.2] 7.3 | 31.6 | 100.0 — The teachers of the social studies and the physical education depart- ments prefer self-rating in addition to the judgment of the principal with discussion of any differences of opinion to any of the plans suggested. The vocational subjects and the fine arts group favor, to some degree, an average of the independent ratings of the principal and the department head. The preference of the vocational department may be accounted for by the fact that they usually have a special director who supervises their work. It is impossible to account for the attitudes expressed by the other departments. Only 7.3 per cent of the teachers are willing to be rated solely on the judgment of the principal, formed from classroom visitation, for reasons that are advanced in the volunteer replies to be discussed in the next paragraph, and only 2.2 per cent of the teachers desire ratings which are based upon the results of objective tests alone, which are approved by the principal and departmental heads. ‘Their attitude on the latter question is significant, if it may be assumed that the ratio between the pupils’ native ability and their achievement indicates the quality of teaching. The fine arts department ranks highest under this category, which is probably due to the concrete nature of the learning products in art. The volunteer replies indicate that teachers would have more con- fidence in ratings, if the supervisory officers visited their classes more 32 A Stupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION often. This fact may account for some of the deviation found between departments. The voluntary comments were numerous but of little departmental significance. Some of them are as follows: “I would not object to teacher rating should the principal make several classroom visits per year and stay the entire class period ;” “Rating by the principal, provided he visits often enough;” “Composite rating by principal and department head based upon much visitation;”’ and . . . “only after frequent visitation.” Additional plans are suggested in the paraphrase of one teacher, “ve shall know them by their fruits.” ‘The only sensible rating I ever heard was based on the opinion of a large number of former students who had progressed far enough to look back at their teachers with some perspective and determine what contributions of lasting value each teacher had made,” which suggests that erudition is not the essential factor in learning and that ratings based solely upon objective tests are not adequate measures of a teacher’s qualifications. Teachers complain of the “personal factor,” the “frailties of human nature,” etc. Some suggestions for rating are the composite of nearly every device known including self-rating, the results of objective tests, the teachers’ effectiveness in community relationships, the pupils’ inter- est, the teachers’ personal qualifications, and power in teaching, ability to handle maladjustments, and the teachers’ value to the school. One teacher suggests: “at least the average of five persons.” From the data tabulated and the large number and character of the voluntary comments, it may be assumed with a relative degree of assurance, that approximately 50 per cent of the teachers think rating is inevitable and necessary and that the objections of 31 per cent of the remaining group rest largely on the unreliability of rating scales. 2. The Best Methods of Awarding Annual Increases in Teachers’ Salaries : Six statements were submitted to the teachers with instructions to check the one that most nearly expressed their views of the best method of awarding annual increases in teachers’ salaries. The statements were as follows: 1. After a probationary period, annual salary increases should be awarded automatically to all teachers according to a fixed schedule until the maximum salary is reached. 2. Annual increases in salary should be awarded solely on. the recommendation of the principal. 3. Annual increases in salary should be provided for all teachers whose ratings for the past year were above average. 4. Annual increases in salary should be small and allowed auto- matically for a long period of years. 5. Annual increases in salary should be varied in accordance with the character of service rendered by a teacher as determined by the principal and department head concerned. 33 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 6. The annual increase in salary for any teacher should be deter- mined by private negotiations between the teacher and the board of education. Table XXII presents the percentage distribution of the replies of the teachers regarding the best methods of awarding annual increases in salaries. In Table XXII, with one exception, the choice of over 40 per cent of the teachers in all departments is the first statement, which suggests that after a probationary period, annual salary increases be awarded automatically, according to a fixed schedule until the maximum TABLE XXII Percentages of Teachers’ Views on the Best ‘Methods of Awarding Annual Increases in Salaries Statements . Department Revly 1 2 3 4 5 6 Total at English ....... 6.6 | 52.0 | 4.2 9.6 | 0.6 26.4 | 0.6} 100.0 1 For. Lang...... 6.8 | 55.7] 1.1] 7.9 | —]| 23.9 | 4.6] 100.0 1 Ee 5 LL 16.9} 50.5] 1.1 $4) 1.1 27°70 | — | 100.0 1 Nat. Sci....... 1.1 | 47.3 | 3.3] 11.0 | 1.1] 36.2 |] — | 100.0 1 Social Studies..| 5.6 | 41.8 | 2.1] 13.4 | 1.0] 35.1 | 1.0] 100.0 1 Voc. Sub....... 8.8 | 51.4] 1.8] 4.1} —] 33.3 | 0.6] 100.0 1 Fine Arts...... 18.2 | 33.3} —| 6.1 | 3.0} 39.4]—] 100.0 5 Phys. Ed.......| 2.6 | 47.5| —] 5.3 | 2.6] 36.8 | 5.2] 100.0 1 More than One.| — | 48.6 | 6.9 5.9 | 2.9 31.8 | 3.9] 100.0 1 Total ...... 7.5 | 48.5 | 2.9] 7.5 | 1.0] 31.1 | 1.5] 100.0 ~_ salary is reached. The one exception is the fine arts department. The significance of this deviation is not apparent. The next highest category in order is the fifth statement which would vary salary increases according to the character of service rendered, the estimate to be made by the principal and the department head concerned. It has been assumed, and the present findings further substantiate the assumption, that the majority of teachers have little confidence in teacher rating as it is, at present, administered. ‘They, therefore, prefer remuneration to be on a fixed basis, with some provisions made for exceptional work, until better methods of rating are employed. This is indicated by their voluntary comments. It is impossible to account for the considerable increase above the average of the social studies and natural science groups in their selection of the third statement which considers salary increases on the basis of ratings for the past year. Other deviations seem to have little signif- icance. Less than 3 per cent of the teachers favor private negotiations between the teacher and school board or small increases distributed over a long period. The voluntary comments are of little departmental significance. The majority of them indicate a desire to qualify, either the first or the fifth statements. 34 A Stupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION There should be a salary schedule flexible enough to provide for advance training, improvement in service, etc. “There should be some provision for special merit.” “Increases should be largest the first five years.” “Why not pay for extracurricular work?” This query was ex- pressed several times. The first statement might well be modified by the statement that the principal have the right to withhold the increase or to ask for a larger amount at any time. Another flexible plan is suggested : Increases for all doing satisfactory work. Greater increases for those doing superior work. Inferiority should be determined by a supervisor or someone capable of recognizing it. And several state that “teachers should not be retained unless their work merits increase,” intimating that all who are retained should receive increases in salary according to some schedule. VII. FACULTY AND DEPARTMENTAL MEETINGS 1. The Professional Value Secured From General Faculty Meetings The general faculty meeting is usually considered a device for increasing the efficiency of the teaching force. It may serve the purpose of developing morale within the group. Acquainting teachers with the necessary or desired routine of the school is sometimes the aim of faculty meetings. Other purposes may be: the promotion of an educa- tional policy within the school, the improvement of instruction; pupil guidance, and professional improvement. ‘The principal, a faculty com- mittee, or both, usually decide what is to be accomplished in a given meeting and the machinery is put in motion to achieve those ends. That the aims sometimes fall short is evident by the evaluations of the state- ments given on the check list. The teachers were asked to check the statements which most nearly indicate the professional value secured by them from general faculty meetings during the last year. The statements are as follows: 1. Much professional stimulation and inspiration. 2. Moderate stimulation and some practical suggestions. 3. Slight stimulation and few if any suggestions. 4. Discouragement and waste of time. 5. Specific help in dealing with the current professional problems of the school. 6. An understanding of administrative regulations and requirements. Table XXIII shows the distribution of teachers’ judgments. The tabulations indicate that in every department the greatest amount of professional value secured from general faculty meetings lay in an under- standing of administrative regulations and requirements. ‘The next highest percentage indicates that the meetings contributed moderate stimulation and some practical suggestions. Twenty per cent or less of the members of each department admit specific help in dealing with the current professional problems of the school. Combining the answers to 35 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS the third and fourth statements it will be found that about 11 per cent of the teachers state that faculty meetings as conducted in their buildings are a waste of time and offer slight stimulation in contrast to approxi- mately the same number who profess much stimulation and inspiration. Little significance can be attached to the slightly higher percentages shown for the first statement by the physical education and fine arts departments. Volunteer statements offered by the teachers indicate that the general faculty meeting may be of professional value as a “clearing house of TABLE XXIII Percentages of Teachers’ Replies to the Value of Faculty Meetings 0 Statements - tatem Department Reoy 1 271314 5 6 Total Spreferred English ....... 10.5 | 9.2 |23.9) 9.5) 2.1) 16.0.| 32.3 | 100.0 6 For. Lang...... 2.1] 5.8 |26.8) 8.1) 2.9) 19.7 | 36.7 | 100.0 6 Math. ......... 6.5 | 7.6 {28.5} 6.9 4.2) 15.2 | 37.6 | 100.0 6 Nat. Sci....... 7.6 | 10.1 |26.1) 9.0 2.5] 18.1 | 40.2 | 100.0 6 Social Studies..| 12.1 | 9.2 |23.7| 8.7) 4.6] 16.9 | 37.9 | 100.0 6 Voc. Sub....... 9.2] 8.5 |21.8] 7.7) 1.4) 20.0 | 40.6 | 100.0 6 ’ Fine Arts...... 2.9 | 12.2 |17.2) 8.5) 3.5] 20.5 | 38.1 | 100.0 6 Phys. Ed....... 25.6 | 12.8 |20.6) 7.6) — | 17.9 | 41.1 100.0 6 More than One.| 8.2 | 8.5 |25.3) 8.5) 3.2) 18.4 | 36.1 | 100.0 6 Total ...... 9.0] 8.6 |24.3} 8.3) 2.8) 17.9 | 38.1 | 100.0 _ ideas.” The teachers obtain an “understanding of the principal’s point of view and objectives,” and he in turn is able to “determine the attitudes of his teachers.” ‘There is also an opportunity to acquire an understand- ing of the work being done in other departments. Such meetings pro- duce a “feeling of solidarity” where the entire group seems to be working together. ‘Freedom of discussion” makes meetings helpful and provides a “safety valve” which helps to improve morale. Conversely, the most strenuous objection to faculty meetings seems to be that they are merely a place for announcements which could be disseminated by bulletins. They are also too theoretical and not prac- tical enough to assist teachers in improving the quality of their teaching. Some teachers report that no discussion is permitted—‘just another school with the teachers acting as pupils,”—“a waste of time for the old timers who understand the routine requirements.” 2. Faculty Meetings Productive of Good Results If teachers are not entirely satisfied with the professional value secured from faculty meetings as conducted in their buildings, one is disposed to ask: What sort of meetings do have value in the estimation of these teachers? The following group of statements repre- sents the spontaneous replies of the teachers. Again, there seems to be no departmental preferences. ‘There is considerable similarity in the type of meetings thought to be productive of good results. ‘They are herewith listed in the order of their frequency. Approximately 46.8 per cent of the 963 teachers volunteered comments. 36 ent igs xi- on. zes rts -— On O A Srupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION I. Meetings devoted to educational policies and professional problems within the school Committee reports on school problems.............e+e0- ea Statistical comparison with similar schools.................. 18 Standardization of marks.........cccesccccecsccccrceeceees 15 Problems of general educational concern..............-seees 15 Specific problems, e.g., departmental details, etc.............. 14 DGG 5 5 Svar ddeekddececdatedeCevescesteteccetccve «. ll Types of tests and their uses.............cecccccccccceecees 10 Principal’s statement of aims and objectives, constructive CRUMIAURS ONES Lio Soh kv cbc deco cedasabedeeusegicgesinsewesians Reorganization of the student sponsor system............+++- 6 Extra curriculum activities............cccccccceseseeeeeeeeee 6 Attitude of teachers and pupils.............cccessceceeceeees 5 Better methods of registration.............ccceccccccccceees 2 Outlining the schedule. ..............e ccc ceesecccesececcsees 2 Consideration of graduates’ records at college............+6. 1 CMOS REION. DINGO aici osice Kids Khe occesadesudececbedeee 1 College entrance requirements............eecccccsccccveseees 1 ORM. co diido 60 SAE RAdesln es oOsGL ewer a liens Kerehendins Cenk II. Meetings devoted to professional growth Lectures by educational specialists................0seeeeeeees 58 Educational conventions’ reports with open discussion........ 19 Book reports with discussion............cccceecccccsccceees 17 Administration of a procedure test by the principal with dis- COMIN ia 6 5 Ch ccvetesincesign) Hoecs KOR ers VE MOse ren gesveee Teacher report on a classroom problem (research).......... 6 Discussion of professional standards...............seeeeeees 5 Talk by specialist outside the field of education............... 1 BORE: 6 cause eb a coke coad gaat Creer wEsueneehecdlsmns des III. Meetings devoted to the improvement of classroom teaching Discussion of classroom procedures, problems and remedies.... 68 Discussion of study habits.............cececcccececeecevees 12 Curriculum construction...........ceceeeeeecccccecccceecees 8 Model lesson presented by critic teacher and class............ 4 CAUORY IUSINOOII ceo hcg c osc cheb i cen decsaBicsdiicrdenscine 2 Organization of the class period.............ecceeecceceees « 1 Measurement of group control...............seeeeeeeeeecees 1 bo RRR AS ies ee me av Lege de Eccnces cpecantageee IV. Miscellaneous statements All meetings productive of good results............0eeeeeeees 28 Well-planned, short, snappy, with a definite program and its SOCMMDMANIMONE V6 Scale ckiiees rs ddeescoulecebuseeeveenes 10 Discussion of school bond election............ceseeeeessseees 4 Discussion of building enlargement...............eeeeeeeeeee 2 Discussion of community relationships.................eeee0+ 2 Combined faculty and parent-teacher meetings............... 1 WORE Uicvd cab eccscdige Gieaedes eeicckieet ctecescdlaberekia V. Studies of individual differences AtrGe ONG WAIN es eiads cc cheucawetesceuccuveneriacesas 13 Discussion of the importance of case studies..............66. 11 Discussion of problem pupils.............cccececcccesesecees 6 GORIAGNIND. °c ois cena Casecwndwes cb de tewkkeeretces Leeeci eves 1 EMME) ou chek < Cas eueRecenekes Calrabernuswriubevnuneduerke 145 115 96 47 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS VI. School routine Salad COMA gs 6 ooo 8 sinc ova i cick dee c Sauk bausteees 7 The first meeting of the year............cceec cece seeeeeeees 7 School routine where the bulletin cannot be used............. 5 In which orders are given without discussion................ 3 TOREARES DE: DONE MDG 6 cis 5400s b ea 86 eG )nb 40 vies Ue eda ebeks 2 School routine on special occasions..................0eeee0- 1 _ Checking pupils in home rooms and hall duties.............. 1 PRONE FROM: FOE MAIO. vos oo 605 insane Cece ee ciansc canara ey Teachers are interested largely in their specific classroom problems and any discussion which lends itself to the improvement of classroom instruction is considered valuable. ‘They think that lectures by- special- ists in education are valuable. Most of all, they value the exchange of ideas in group discussion. ‘They prefer the meetings to be well planned and only such time devoted to routine matters that cannot be handled through administrative bulletins. 3. Faculty Meetings Unproductive of Results If an examination is made of the types of meetings that teachers think are unproductive of good. results, the greatest criticism seems to fall on the long, detailed and unorganized meetings in which there is much discussion with no arrival at workable conclusions. Approximately 33.1 per cent of the total group mention meetings unproductive of results. The voluntary comments of the teachers in order of frequency follow: I. Miscellaneous meetings Long, detailed, unorganized, regular monthly meetings........ 65 PAN III 9 2 65. bc bo S RNs HA CUNEO oe EET PORE CLES ERC OES 18 Discussion of group insurance.............ccccee eee eeeeees 4 Discussion of bond issue..............c eee cee eee e rete eeeeee 4° WRI OO MRO CBIR 66 oon ccs cbcecctccwedcvinoesesasns tenese ‘ The date on which the annual oyster supper is to be held..... 1 WUE 5 cao is pn ebooks GhAWhs Vos Obes SOLS CNaRURweRE Re 94 II. Discussion of educational policies and professional problems within the school Discussion of specific departmental or individual problems.... 39 General discussion of teacher deficiencies by the principal.... 21 Discussion of salary docks and increases................0s0005 5 Discussion of changes in the course of study................. 5 Presentation of a topic without discussion.................... 5 How a home room should be run............0ceeeeeeeeeeees 3 Selection of candidate for school honor society............... 2 Types of tests and their uses............ccce ss eeeeeeeeeeees 2 Discussion of social maturity as a basis for graduation........ 1 Interference of classtime.............0es cee eeee ere ee ecceees 1 Standardization of grades and marks................0eeee0: 1 Ri NOE FOMIER S65. 6-0 6055 os oe cts thidecnccesiiesesostvanee 1 DULG MOIS 6:0 5 6-00-6600. cb 00a Wied ine 4c OR 0/050 99h 0.060 4008 1 Statistical comparison with similar schools................... 1 TE aa SK saxo wet hope ae 4 aR SAME e eh ape euelias see maie 88 III. School routine Dee TST Per ET err eer err re rr ee 57 Discussion of administrative organization and regulations..... 12 38 7 is ~ —_— oe ep aw Cw A Stupy OF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION First meeting of the year........ccceccccccecccessscccceeees 3 School routine on special occasions..................eeeeeee 2 TRUM Seca iicxeds Cree con knecaueecse saghes ad Manas aveges 74 IV. Professional growth Book reviews with inadequate discussion................++0. 18 Lecture by educational authorities.................... sag beeen 9 Education convention reports..........cce cece ceeee eee ceeenes 6 Lecture by specialists not in the field of education............ 6 Teacher report on a research problem............---eeeees 2 Prsheessadie) CHARGERS 66.6608 Se Se cic scecddctectcesececeese ys OUR occ Wace FEF ORE ORE Coie SERS CUD AE EROR Me eeR WOE CET ORES 42 V. Studies of individual pupils Discussion of weak pupils..............cccceeeeeceesscceees 5 Me OR OO NG ELE eee hr eee ee re eet ee 3 PR bate aed APE Ce de dae uViec beng Uratenent cer menens 1 MR Bi Rb Ck eua sop oe be RET REKS CRON Lee EEE CHA Oe RE RE OCREE 9 VI. Improvement of classroom teaching Demonstration lessons ..........cceeeecccceeecccceeceeeeees 2 Discussion of teaching pupils how to WOM cdi dnacuudcicrene 2) ROOD sinla b> Cae ee LaUeECVVEA CGR EREKAA DER er Reni dee he encores 4 The evidence presented seems to indicate that faculty meetings which lack planning are most apt to be unproductive of results. The teachers think that meetings should be of interest to the entire group and not a discussion of questions merely of departmental or individual concern. They think that meetings consisting merely of announcements are of little value and that any item presented for faculty consideration should facilitate enough discussion to arrive at an adequate conclusion. Table XXIV presents a composite treatment of the two types of evidence presented in the two preceding sections. Table XXIV indicates that high-school faculty meetings may be valuable depending upon the way in which they are planned and the method used in conducting them. TABLE XXIV Number and Percentages of Replies Classified Under Six Headings Represent- ing Teachers’ Estimates of the Value of the Type of Faculty Meetings Held P Productive of | Unproductive of Meetings Good Results Good Results Relevant to No. er, | Rank | No. Per Rank School routine..... 27 5.8 6 14 23.8 3 Educational Policy ......+-- 145 31.5 1 88 28.3 2 Classroom Instruction ..... 96 20.8 3 4 1.3 6 Individual ‘ differences ..... 31 6.7 5 9 2.8 5 Professional growth ........ 115 25.0 2 42 13.5 4 Miscellaneous : matters ........ 47 10.2 | EEE 30.3 1 Total .......... 461 100.0 — | gi 100.0 _ 39 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS For example, a book review may be productive of good results, if it is well prepared and presented with adequate time allowed for group discussion. Conversely, a book review may be unproductive of good results, if among other things it is poorly prepared and the time for discussion is inadequate. 4. Professional Value Secured from Departmental Meetings. Some claim that the departmental organization in the public high school is largely a myth.1_ The evidence indicates that the professional value secured from departmental meetings is slight. The teachers were given the following list on which to check their opinions. Check the statements that most nearly indicate the professional values of the department conferences and meetings held during the past. 1. No value, since no department conferences or meetings were held. 2. Slight value, since only a few department conferences and meet- ings were held. 3. Much assistance in the organization of course materials. 4, Much assistance in the diagnostic study and remedial treatment of problem pupils. 5. Much assistance in the improvement of teaching procedures. 6. Much assistance in securing promptly needed supplies and supplementary materials. Table XXV gives the percentage distribution of the judgments of TABLE XXV Percentages of Teachers’ Replies to the Professional Value Secured from Departmental Conferences Statements Department cake 1 2 3 4 5 6 Total eengement English ....... 19.4 | 11.8 | 20.1 | 29.3 | 6.4) 15.6] 16.8] 100.0 3 For. Lang...... 6.4 | 19.2 | 17.5 | 33.3 | 8.3} 12.5] 9.2] 100.0 3 Math. ......... 16.4 | 18.3 | 39.7 | 21.5] 5.4) 6.5] 8.6} 100.0 2 Nat. Sci....... 16.3 | 21.7 | 22.5 | 19.3 {11.4} 11.4] 13.7] 100.0 2 Social Studies..| 18.6 | 21.9 | 27.2 | 20.2] 7.8) 13.2] 9.7] 100.0 2 Voc. Sub...... 15.7 | 16.2 | 18.1 | 21.8 {11.6} 15.8] 15.5] 100.0 3 Fine Arts...... 23.5 | 20.0 | 10.0 | 32.5] 5.0) 15.0] 17.5 100.0 3 Phys. Ed....... 20.5 | 26.4 | 23.7 | 29.0] 7.9) 2.7] 10.3] 100.0 3 More than One.| 11.0 | 20.2 | 22.1 | 19.3 | 9.4; 11.5] 17.5 100.0 2 Total ...... 15.7 | 18.3 | 22.1 | 24.1] 8.6) 12.8] 14.1] 1000); — the group regarding the value of department meetings. The findings indicate some departmental variation. It is not significant, however, and may be due to the fact that the departments which emphasize the third statement are traditionally older in departmental organization. If the percentages found under the first and second statements are combined, it will be found that approximately 40 per cent of the teachers have few or no departmental meetings or conferences. Those departments reporting meetings spend most of their time in 1 Harlan C. Koch, “Is the Department Headship in Secondary Schools a Professional Myth,” School Review, XXXVIII (May, 1930), 336-49. 40 ~~, eos fh 22 Ge 2c s —=w @ A Stupy oF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION the correlation of the work of the department. It is a matter of concern that so little attention is given to the consideration of the problem pupils: the laboratory subjects, natural science, and the vocational sub- jects apparently spend the most time on this important item. ‘The mathematics department is conspicuous in the small percentage of teachers reporting professional value secured in the remedial treatment of prob- lem pupils and the improvement of teaching procedures. Apparently an adequate amount of assistance is given in those departments needing supplies and supplementary materials. Spontaneous remarks made by the teachers are of little departmental significance. The general attitude seems to be that the professional value secured from these smaller group meetings is nil. ‘There seems to be the feeling that informal conferences, individual conferences, and discussions during vacant periods and other odd moments during the day are of more value than departmental meetings. Teachers often remark that the de- partmental meetings now held are too theoretical and a waste of time. The feeling that departmental meetings are too theoretical may be due to the topics proposed for study and discussion, there being little of specific value in them to help the teachers in solving their classroom problems. Meetings which are a waste of time may be due to the fact that they are inadequately planned or that they may consist entirely of departmental routine, such as, checking supplies and equipment. VIII. THE RESULTS OF SUPERVISION The principal, usually, acts as the chief supervisory officer in the high school. His activities are sometimes supplemented by departmental directors from the Superintendent’s office, the assistant principal, or de- partmental heads within the school organization. Numerous means of supervision are employed. Classroom visitation and its attendant practices has long been considered important. Other more objective practices such as testing, experimental procedures, cur- riculum reconstruction, and the like are fast assuming importance as means of supervision. ‘This section attempts to ascertain what assistance the teachers receive from supervisory officers and also what supervisory assistance they would welcome, which they did not receive. 1. Professional Assistance Received from Supervisory Officers The check list submitted was as follows: Check the statements that most nearly characterize the professional assistance received by you from supervisory officers last year. 1. Confirmed my judgment regarding teaching practices which I thought were good. . Condemned practices that I formerly considered satisfactory. Helped me to diagnose the learning difficulties of my pupils. . Helped me to plan remedial measures for certain learning diffi- culties encountered by my pupils. Helped me to acquire better control of pupils in the classroom. Helped me in general to increase my efficiency as a teacher. Helped me to acquire better teaching procedures. 41 wh NON DEPARTMENT OF SECONDARY-SCHOOL, PRINCIPALS 8. Ne by classroom teaching the procedures expected of me. Table XXVI shows that the largest amount of assistance which the teachers received from supervisory officers lay in the confirmation of the teaching practices which the teachers thought were good. This may indicate that little critical and constructive supervision was needed by at least 31 per cent of the group. It may indicate that this group of teachers were employing satisfactory teaching procedures. TABLE XXVI Percentages of Teachers’ Replies on the Assistance Given by Supervisory Officers N Statements . | | Department Reply “CCW SS BEBE CRE Total | sme ae ee — — | | English ...... 31.1/26.2] 3.9/10.812.2| 4.4/16.5/23.2] 2.8 100.0 1 Foreign Lang. ....-+|46.2|27.6] 4.3|12.9| 8.6) 2.1/10.5/22.5] 1.5) 100.0 1 Mathematics ./28.4/26.5] 4.3/11.8| 8.6) 5.3] 9.6/21.5] 2.1) 100.0 1 Natural Science ..../35.5/40.9] 4.7] 8.6 7.6) 4.7/11.5/20.1) 1.9) 100.0 | 1 Social Stud... ./34.5'31.5] 6.8] 8.3/10.6) 4.5|15.3/21.3] 1.6) 100.0 1 Voc’l, Sub... ./30.4/31.1] 2.8|10.8)10.4) 6.1/15.2/22.8] 0.8} 100.0 1 Fine Arts..... 47 .0/31.3] 6.3] 6.3) — |15.6/12.5|24.8] 3.2} 100.0 1 Phys. Ed..... 33 .3|23.7] 7.2) 9.5)11.8) 7.2) 7.2|28.7| 4.7) 100.0 7 More than One ....... 26.8/29.1] 3.7/13.4) 9.6) 6.5/12.8/22.2) 2.7) 100.0 1 Total ..... 34.0/31.2] 4.2/12.3| 8.8) 5.3)13.7|22.6] 1.9) 100.0 _ Almost 23 per cent of the entire group of teachers received assistance in acquiring better teaching procedures. It is safe to assume from the evidence reported under statements three and six that the help mentioned lay in diagnosing the learning difficulties of their pupils and in the general increase of the teachers’ efficiency. Little help was received in planning remedial measures for certain learning difficulties encountered by the pupils and still less help was received in the control of pupils in the class room. The natural science, foreign language, and mathematics departments show the highest percentage for the first statement in which confirmation of teaching practices was expressed by the supervisor. With one excep- tion the foregoing departments rank highest in the column under “no reply” and lowest under the seventh statement: help in acquiring better teaching procedures. These departments also rank slightly above the median in academic training above the high school level. The teachers in the foreign language and natural science groups have had more teaching experience than the teachers in the other groups. The natural science group ranks highest in the professional training in Education, and the foreign language group is decidedly highest in the professional training in special methods. It may be assumed that the teachers in these depart- ments are well prepared for their particular work and therefore need little supervisory help. The physical education and English departments, in most respects, are at the other end of the scale. ; 42 A Stupy OF THE INFLUENCE OF DEPARTMENTAL SPECIALIZATION The fine arts teachers received least help in diagnosing the learning difficulties of their pupils. This may be due to the unfamiliarity of the supervisory officers with the learning involved in these special subjects. The same tendency is shown in physical education and the vocational subject groups. ‘The social studies, natural science, and English groups, also, are somewhat below the average in this respect. The significance, if there is any, is difficult to determine. The supervisors offer less assistance to the physical education and mathematics groups than the other groups in helping them to acquire better teaching procedures. In the mathematics department the teaching procedures are fairly well defined, which may account for the low per- centage in Table XXVI. In some instances, general supervisors may not be familiar with the work of the special departments. The fine arts department reports no help received from supervisory officers in planning remedial measures for certain learning difficulties encountered by their pupils. This again, perhaps, involves a special type of supervisory assistance. Other departments, however, report remedial assistance in about equal proportion to diagnosis. Condemnation of practices employed by the teacher are little voiced by the supervisor; this is especially true of the vocational subjects. Relatively no demonstration lessons are given in any of the groups. The fine arts department indicates a slight increase in percentage over the other departments in the amount of help received in the control of pupils in the classroom. This may be significant since there usually are unlimited opportunities for disciplinary infractions where such individual instruction is practiced in large groups. The large percentages of teachers who did not reply to the items of the check list may indicate that they did not receive any professional assistance from supervisors. ‘This may be due to the fact that supervision was not welcomed by them, or it may indicate that the supervision, which the teachers did receive, was not considered significant by them. The voluntary comments offered by the teachers on this question are of little significance. Several teachers say that they receive no supervision “so long as results are produced.’ ” A very few report individual con- ferences. 2. Unhelpful Supervisory Acts ‘ As a corollary, teachers were asked to check any unhelpful super- visory acts which they had experienced during the past year. They were asked to check the statements which most nearly represented their personal views. . Offered suggestions which did not appear to be valid. . Condemned practices which I considered, and still believe, good. . Approved practices which I considered, and still believe, un- satisfactory. . Criticized my teaching but offered no constructive measures for improving it. . Interrupted my program of work too frequently. Failed to reveal an appreciation of my efforts or an interest in my professional improvement. Nn Wh 43 DEPARTMENT OF SECONDARY-SCHOOL, PRINCIPALS Table XXVII presents the percentage distribution of the teachers’ replies. MSEC eer Sere very vey eae Pager yy TL yt $.25 Bulletin No. 32, May, 1930. Diploma Practices in Secondary Schools. oe) errr rs $.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 63 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS. Publications, Place of the Junior College, Improving Teachers in Service, Pupils of limited Ability, and Tests. (251 pp.)............00. $2.00 Bulletin No. 16, April, 1927. Directory of Members. (106 pp.)..........ccccccecceceee $.25 Bulletin No. 17, May, 1927. Abstracts of Books and of Magazine articles on Administration and A, iss iid aivds shade bedsddeeendeecouw $.25 Bulletin No. 18, October, 1927. Abstracts of Books and of Magazine articles on Administration and I, 6 ao his kkkuccedseenienssssbieaia $.25 Bulletin No. 19, January, 1928. Report of the Committee on Guidance in Secondary Schools. (94 OD -cxevuwek ine eneekendeeeeedeehicusneuees Temes $.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 Gonseei: 408 Ws i'n edn dcxaciadsacacewesuseeetsaaue $.25 Bulletin No. 22, May, 1928. Abstracts of Books and of Magazine Articles on Administration and Sens, TE ooo 554d Aeneas $.25 Bulletin No. 23, October, 1928. Abstracts of Books and of Magazine Articles on Administration and Renee, CORD ida a ckckcesceseceessiesweneeseanl $.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 Rie: Ce ica cs sivnvccassccdadassetisuew anaaiael $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 62 Si e, 0 DEPARTMENT MATTERS 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)..........0.cceeeeeeees $2.00 Bulletin No. 26, April, 1929. Abstracts of Books and of Magazine Articles on Administration and Supervision. Constitution of National Junior Honor Society. (pp. BED tibkees Viskseeen ene $.25 Bulletin No. 27, May, 1929. Rituals of Induction for the National Honor Society (pp. 32) .$.25 Bulletin No. 28, October, 1929. Abstracts of Books and of Magazine Articles on Administration and a, i Bias 64-5 65 sks 0:8 00 40465 $.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 a, Sh, io inch ck ceswnesederdedticivatesseesee $2.00 Bulletin No. 31, April, 1930. History and Organization of the National Honor Society. (pp. DR ic cndsndedetewexises 0004 aeih eee $.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 63 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS Bulletin No. 34, January, 1931. Abstracts of Unpublished Masters’ Theses in the Field of Secondary- School Administration, University of Southern California. (116 pp.) OEE CCT eR ee rT Cm $.50 Bulletin No. 35, Mar., 1931. Proceedings of the Detroit (1931) Meeting. (pp. 235)..... $2.00 Bulletin No. 36, April, 1931. Abstracts of Unpublished Masters’ Theses in the Field of Secondary- School Administration, University of Southern California, concluded. REED ( cctvenwenksendueeanensessanenetéaseeneene $.50 Bulletin No. 37, May, 1931. A study of the influence of departmental specialization on the pro- fessional attitudes of high-school teachers toward certain administrative Ss 6 ko ten sa tcdeevensuseensueeataausesuaul $.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 “ iy 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, IIlinois. 64+ ury- Pp.) 50 ry- ed. 50 ve 50 or p- S = wwe MO OO CO DEPARTMENT MATTERS 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 such items as ‘Vocational Preference,” it is suggested that it be written in pencil so that it can be erased and changed when necessary. The schedule of prices, postpaid, follows: 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 6 1.45 2.85 5.30 9.55 7 1.48 2.90 5.40 9.75 8 1.50 2.95 5.50 10.00 The cards will be shipped on receipt of price, or C. O, D. Direct orders to, H. V. Church 3129 Wenonah Avenue Berwyn, Illinois 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. 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. 65 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 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. 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 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: Age Premium Age Premium Age Premium ee $11.10 rrr $16.90 | RE ee $28.15 rrr ry T 11.65 Oe Sieacaees sas 18.15 Re eee 30.40 SPO ree 12.30 Be paWereige ae 19.50 | Re ee 32.90 WN caeeveeviawes 13.05 Me) voccceer eens 20.90 errr ere 35.50 _._ DEAR een = 13.90 Be anie owas 22.50 ME eo ene ecawes 38.40 Bi clpwetisaomne se 14.80 BP vscadarawsks 24.25 OF dns cercscas 41.50 Ol sa vweewsedes 15.80 OP. ésvesasxaues 26.10 errr ree 44.90 Send your applications to H. V. Church, Executive Secretary, 3129 Wenonah Avenue, Berwyn, Illinois. 66 . pro- may term r the and » OF 5 re- In- sur- age ent —- we we & 0. im 15 +0 50 +0 0 0 DEPARTMENT MATTERS 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. 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. Direct inquiries to H. V. CHURCH Executive Secretary 67 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 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. pared F you / you . V. state are ecial - re- tive ers. can DEPARTMENT MATTERS Inquiry BLANK—AUTOMOBILE INSURANCE Te on i hose Cede ineredenninssieesee. Oe ee 6.5 eke dens kasneeksstsande be es ete (street) ‘ceenenae esc erenecnes olathe tad cea Date of expiration of policy you now hold..............eccececeees (policy expires on this date) Annual premium you now pay. $..........ccceccecccccccceveecs I i icinacanskncdbcssnendeenenctideuetieemueteees (Husband’s occupation, if married woman) Desevintion ef car: Male... oc cccccccccccvccccectscveceocsese Type of body.............05. WL 445 445ss besarewnene Factory number.............. Engine number ............... CI. nk 6cccdscedzineees pO err eer rrr New or second hand. Is car fully paid for?........ccccccccccccs (cross out one) I oo. 6. 06 4.60048 Sh bANKEE EON OO RRR The car is for business or pleasure ? (cross out one) Car kept in public or private garage? (cross out one) DN ii. cisetiiesetieeee eesti teed (where car is kept) Coverage you carry (Place cross in proper square.) TR cccnancuws ik keane C) Property: (J 500 (1 1,000 () 1,500 (amount) SE iu epecedeegeenunte CJ Liability : ZF 5-10,000 (J 10-20,000 CJExtra equipment.............+. C 20-30,000 PS 0. cc icivaxcunasen CZ Collision: (J Full (J $25 deduction [Plate glass...........seseseeeeee (J $50 deduction Mail this inquiry blank to H. V. Church, J. Sterling Morton High School, Cicero, Illinois. 69 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS LOS ANGELES MEETING DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS President. C. H. Threlkeld, Principal, Co- lumbia High School, South Orange, N. J. First Vice President, W. W. Haggard, Prin- cipal, Joliet Township High School, Joliet, Ill. Secretary-Treasurer, H. V. Church, Superin- tendent, J. Sterling Morton High Schools, Cicero, Ill. Program Chairman, Louis E. Plummer, Prin- cipal, Fullerton Union High School and Junior College, Fullerton, Calif.; Past President of the Department. First Session Monday i , June 29 Presiding, Louis E. Plummer re Music—White King Male Quartet Room 206 AGENCIES CONTRIBUTING TO GENERAL Administration EDUCATION Building University of Tully C. Knoles, President, College of the South Pacific, Stockton, Calif. outhern California EpucaTIon, A FouNDATION FOR BUSINESS Will C. Wood, Vice President, Bank of America, Oakland, Calif. Second Session Wednesday Presiding, Louis E. Plummer July 1 1:45 p.m. Music—(To be arranged) Foyer of the How EpucatTion Serves Business To-Day Sala de Oro Ballroom Hotel Biltmore A. M. Jones, Personnel Director, Chase National Bank, New York City Wuat THE Wor.p oF To-mMorRow WILL DEMAND OF THE SECONDARY SCHOOLS or To-Day Chester H. Rowell, National Crime Commis- sion; President of the League of Nations Non-Partisan Association 70