BULLETIN OF THE DEPART- MENT OF SECONDARY-SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION - Issued Five Times a Year January, March, April, May, and October APRIL, 1982 Entered as second-class matter, December 29, 1925, at the postoffice at Berwyn, Illinois, under the Act of August 24, 1912, Acceptance for mailing at special rate of postage, provided for in Section 412, Act of February 28, 1925, author- ized March 30, 1927, EE BULLETIN NUMBER 41 Secondary-School Administration Abstracts THE DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION H. V. CHURCH, Executive Secretary. _ 8219 Wenonah Avenue, BERWYN, ILLINOIS J. Sterling Morton High School CICERO, ILLINOIS The Department of Secondary-School Principals of the National Education Association H. V. CHURCH, Executive Secretary 3219 Wenonah Ave., Berwyn, IIl. J. SterlingMorton High School CICERO, ILLINOIS Bulletin of the Department of Secondary-School Principals of the National Education Association 3 Issued Five Times a Year January, March, April, May, and October APRIL, 1932 Secondary-School Administration Abstracts Published under the direction of the Department of Secondary-School Principals of the National Education Association with the co-operation of the Judd Club The Judd Club is a group of principals of the high schools of the suburbs of Chicago who meet once a month during the scholastic year for dinner and the evening with Charles H. Judd, Director of the School of Education of the University of Chicago. At the meetings administrative problems of the secondary school are discussed. Members of the Judd Club contributing to this issue: Editor-in-chief, W. C. Reavis Under-editors F. L. Bacon C. D. Lutz F. L. Biester M. R. McDaniel C. C. Byerly W. E. McVey H. V. Church C. H. Perrine T. M. Deam W. C. Robb R. W. Feik R. L. Sandwick M. P. Gaffney A. L. Spohn W. W. Haggard A. E. Traxler A. V. Lockhart H. E. Underbrink O. Winter BULLETIN NUMBER 41 All communications for secondary-school administration abstract service should be directed to H. V. Church, 3129 Wenonah Avenue, Ber- wyn, Illinois; J. Sterling Morton High School, Cicero, Illinois, Executive Secretary of the Department of Secondary-School Principals of the Na- tional Education Association. These abstracts are free to all members of the Department of Sec- ondary-School Principals of the National Education Association. 3 Officers OF THE DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS NATIONAL EDUCATION ASSOCIATION 1932-1933 OFFICERS f President W. W. HAGGARD Superintendent Township High School and Junior College, Joliet, Illinois First Vice President ROBERT B. CLEM Principal Shawnee High School, Louisville, Kentucky Second Vice President E. E. CHURCH Principal of Central Junior-Senior High School, Parkersburg, W. Va. Executive Secretary H. V. CHURCH Superintendent of J. Sterling Morton Schools, Cicero, Illinois EXECUTIVE COMMITTEE M. C. JONES Principal Union High School, Huntington Beach, California. HARRISON C. LYSETH Al State Supervisor of Secondary Education, Augusta, Maine C. H. THELKELD Principal of Columbia High School, South Orange, New Jersey NATIONAL COUNCIL OF NATIONAL HONOR SOCIETY President EDWARD RYNEARSON Director of Vocational Guidance, The Administration Building, Bellefield Avenue at Forbes, Pittsburgh, Pennsylvania CHARLES FORREST ALLEN Supervisor of Secondary Education, Little Rock, Arkansas IRA W. BAKER Principal of Harding Junior High School, Oklahoma City, Oklahoma L. W. Brooks Director of Secondary Education, Wichita, Kansas H. V. KEPNER Principal of West Side High School, Denver, Colorado M. R. MCDANIEL Principal of Oak Park anc River Forest Township High School, Oak Park, Illinois Louis E. PLUMMER Principal of Fullerton Union High School and Junior College, Fullerton, California DE HARRY C. SIEBER Principal of Junior-Senior High School, Red Bank, New Jersey Bo . CHANNING WAGNER Assistant Superintendent of Schools, Wilmington, Delaware Secretary PUI H. V. CHURCH Superintendent of J. Sterling Morton Schools, Cicero, Illinois 4 PUBLISHERS :...... Contents ABSTRACTS OF BOOKS: Knudsen, Charles W., Evaluation and seaeial digas of Teaching..................--- Fretwell, Elbert K., Extra-Curricular Activities in Secondary Schools. 9 Alberty, H. B., and Thayer, V. T., Superpision in the Secondary School...... 10 Douglass, Har! R., Organization and Administration of Secondary Schools...... ‘ 11 Edmondson, James B.; Roemer, Joseph; and Bacon, Francis L., Secondary School Administration........ 13 ABSTRACTS, MAGAZINE ARTICLES: Bulletin of the Bureau wer Service, University of Ken- tucky..... 15 School and Society.................. esiesedtbebites 17 Teachers’ College Record REED TM EM AEALF 22 Junior-Senior High School Clearing House 25 School Review................ wishtlieeidhsniccamieaciaedaleds 29 Nation’s Schools.............. 31 Educational Administration and dieiliaiin ER 33 School Executives’ Magazine..............-....c-0.csscesceeeeeceeeeees 35 American School Board Journall.....................00--00c000---00-ee 36 School Life...... ° 38 Journal of Educational Research. 39 DEPARTMENT MATTERS ‘..............0<--0c-0<:sesssecseenseesseacereseatetensseese 40 SI IES ci ecsenictvensinsopisnsiceiintagty- Spnteietelehtetateiignapensondiosenined 58 62 ABSTRACTS on oye BOOKS Knudsen, Charles W. Evaluation and Improvement of Teach- ing. New York: Doubleday, Doran, and Co., 1932. Pp. 538. Schools afford children means to develop their talents. The best schools offer the most favorable opportunities for learning. The evaluation of teaching is a step in the improve- ment of the procedure of learning. Therefore the directive procedures of teaching should be inventoried to find whether pupils are stimulated and directed in proper learning activi- ties. Recent studies show that secondary-school teachers are poorly prepared to teach the subjects in which they are especi- ally trained. Furthermore many high-school teachers are placed in charge of classes for which they have no special tui- tion. If there is to be improvement in teaching, there should be supervision of teaching by one who has a knowledge of the general methods of teaching. This supervisor should be well conversant in the typical outcomes of learning, such as specific habits, ability to respond to new problems, and patterns of conduct. The supervisor and the teacher should know the meaning and value of direct experience, of vicarious experi- ence, of generalization, and of proper responses to new sit- uations. Then learning exercises can be adjusted to specific and immediate objectives, and the acquisition of the desired patterns of conduct can be effected. The supervisor should apprize himself, through class visitation and by studying teach- ers’ reports, of their learning exercises and of the scope and quality of the immediate objectives to which his teachers are directing their pupils, for these learning exercises should be so allocated that specific habits, knowledge outcomes, and pat- terns of conduct have equal and proper emphasis. Teachers and supervisors should study teachers’ exercises, which con- sist of questions, assignments, presentations, and explanations, to end that the exercises may be classified as to function and evaluated as to objectives. The methods of teachers should be analyzed and evaluated to see whether a teacher is developing 7 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS specific skills, is engendering abilities, and is developing pat- terns of conduct. Criteria for the evaluation of teachers’ ex- exercises should be set forth so that teachers as well as super- visors can carefully estimate the value of the learning services, This is generally done by the use of rating devices, which aid supervisors to estimate the successful or unsuccessful qualities of their teachers, to evaluate teaching exercises, and to meas- ure the results of teaching procedures. Still further the abil- ity of teachers to command the attention of class groups every minute of the class period should be estimated, the evidences of attention evaluated, and the factors of group control stud- ied. By means of standardized tests the products of teaching can be measured. A teacher’s ability can be evaluated to a de- gree by standardized tests, which should portray objectivity, validity, comprehensiveness, and other phases of the subjects studied. On the other hand these tests reveal the caliber of pupil material that faces the teacher. The supervisor has in tests of this kind a measuring rod for comparing his school with that of others. The rating of pupil achievement requires the evaluation of all the kinds of tests constructed by the teacher. From this items of improvement can issue, for the methods of constructing, giving, scoring, and interpreting can be carefully considered. Besides standardized tests, the essay type should be used as well. Supervisors should have a plan for the evaluation and im- provement of teaching procedures. This demands on the part of the supervisor a knowledge of subject matter fields, a sur- vey of pupil material, a study of teaching exercises, and the hearty codperation of the teachers. The supervisor’s program must be known to the teachers, and the teachers must temper their teaching activities to accord with the supervisor’s pro- gram. Group conferences and individual conferences give solidarity to the supervisor’s program. The individual con- ference with teachers is the most important and most effec- tive procedure of the supervisor, if the teacher is stimulated to evaluate and improve his teaching activities. Finally the supervisor should evaluate his own program and his own ac- tivities. — wa =f as "Oo 5 02 70 © DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS Fretwell, Elbert K. Extra-curricular Activities in Secondary Schools. Boston: Houghton Mifflin Co., 1931. Pp. 552. Almost every phase of school life outside the classroom can furnish opportunity to practice with satisfaction to pupil and teacher the qualities of the good citizen. Extra-curricu- lum activities can grow out of the curriculum and again re- turning, enrich it. The school clubs, the home room, the stu- dent council, the assembly program, the school publications, the care of extra-curriculum finances and finally commence- ment itself can afford opportunities for student activity to be- come highly educative when guided by wise teacher advisers. Pupil guidance in home rooms includes educational, social, and vocational aims. Suggestions are given as to how long the teacher should remain with a home room group as adviser, what organization of the group is best, what the basis for se- lecting the group, and what programs are advisable. The dis- cussion passes from home room guidance to class and council guidance. Properly guided the class abandons its hereditary class fights and rowdy “hobo” days to welcome new pupils and help to orient them. Student councils in their great variety of form and function are discussed at length, especially in the important aspect of participation in school government. Student participation in school assemblies through ade- quate guidance becomes a means of forming intelligent public opinion, of exploring new fields of study, interest, and occupa- tion, and of celebrating special days. Singing should help in school integration, and every individual and group should feel free to ask for a place on the program. In school clubs, the members can learn how to work together, explore new fields of interest, discover their own talents, and interpret the world about them. But bright pupils and desirable members must not hold too many offices nor membership in too many clubs. The council should grant charters. Among school publications the annual and the magazine (especially the omnibus type) are tending to disappear. The newspaper is passing into the curriculum, being published by students in the second semester of their year’s study of jour- nalism of the department of English. The handbook is fre- quently published by the council. Commencement should grow out of the life and work of the school as the guided but not dominated work of students. 10 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS It should be educative of students and community in all its phases, including senior dinner, class play, class sermon, class day exercises, and commencement proper. In athletics, too, there is opportunity for a more discriminating guidance to avoid the pitfalls of commercialism, coaching from the side- lines, “burning out” of good players, and state championships, and to utilize athletics as a builder of character and good citi- zenship. ; The financing of school activities, sometimes involving annual receipts of a hundred thousand dollars, or more, should be done by students in the commercial department guided by a teacher in the department. There should be a board of finance, budgeting the receipts, a teacher treasurer under bond, purchases by requisition only, and payments properly checked. The accounts must be audited from time to time. An activities ticket admitting to all games and shows and giving subscription to publications is a financing measure most eco- nomical of time and money. Alberty, H. B., and Thayer, V. T. Supervision in the Secon- dary School. New York: D. C. Heath and Co., 1931. Pp. 471. Supervision is primarily encouraging and assisting teach- ers to organize the details of teaching in harmony with the larger purposes of secondary education. Teacher growth, guidance of pupils, and the growth of pupils in the direction of worthy adulthood are the outcomes of supervision. A great majority of the supervisors to-day signify their loyalty to scientific supervision and are emphasizing the need for an objective appraisal of teaching results. The critically minded educator, however, will bear in mind that at best sci- ence is an instrument designed to realize outcomes which may require justification outside of the scientific method. He will also scrutinize scientific findings in relation to the extent and conditions of their validity. Nevertheless, the scientific method is indispensable for progressive supervision. Science insists upon objective judgment, refinement of conclusions based upon old data, gathering of new data, and loyalty to truth defined by James as “an unusually obstinate attempt to think clearly and consistently.” em mmm he: lt, 06 @ & we DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 11 Democratic supervision implies the organization of school life so that supervisor, teachers, and pupils will carry on their functions codperatively in such a manner that each can per- form his duty with an increasing appreciation of the functions of others. Codperative thinking and action in the direction of a progressive realization of the purposes of secondary edu- cation will be stimulated by democratic supervision. If possi- ble, a democratic supervisor will teach some. He will organ- ize his teachers to secure committee concentration upon definite problems, coérdinate distinctive work of teachers, and serve as a clearing-house of educational practices. If pupils are to exercise the democratic functions of citizenship, we should or- ganize our schools as replicas of democratic life. Lesson planning to be vital must relate itself to the ele- ments causing difficulty in the teaching situation. Lesson planning in particular as against lesson planning in general should be stressed. Rating scales in the supervisor-teacher relationship may engender misunderstanding. When a super- visor works intensively with his teachers in the solution of their problems and in the undertaking of new veutures, he will know their qualities more accurately than is possible from a few observations with a score card. The individual conference should be regarded as an opportunity to discuss and solve prob- lems codéperatively. A continuous experimental study of cur- riculum problems in a coédperative manner is a most effective way of improving learning and teaching. Finally, the super- visor must attack these problems: classification of pupils, in- dividualizing instruction, measuring pupil progress, diagnos- ing pupil difficulties, and school-home relationshps. Douglass, Harl R. Organization and Administration of Sec- ondary Schools. Boston: Ginn and Co., 1932. Pp. 579. A problem of current importance is the question of the type of secondary-school organization which is most desirable and effective. The six-year school is recommended for a large majority of the districts maintaining high schools. The exten- sion of secondary education is being developed through a num- ber of different forms.. The planning of the modern high- school building is becoming increasingly difficult and impor- tant. A number of factors must be considered. The prospec- 12 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS tive school population, the increase in enrollment, the utiliza- tion of the present capacity must all be carefully estimated. A number of different agencies determine the subject character of the curriculum, but the main responsibility lies with the professional executive officers. These officers are concerned with the selecting and organization of the subjects of the cur- riculum and of the materials of instruction within the subjects. There are also several principles of curriculum organization which should be applied. There are certain standards which should be set up for the selection of teachers and for assigning the staff. A formula may be applied for measuring the:teach- er’s load. The proper construction of the school schedule with adequate consideration to many different elements requires skill and care; it is a major test of administrative competence. The high school of to-day, is not only a teaching agency, but also an agency for enabling students to study themselves— their capacities, their interests, their needs, and possibilities open to them educationally and vocationally. The modern high school must render a diversified service with adequate in- dividual adjustment through guidance. The extra-curriculum should be related to the objectives of secondary education and desirable outcomes should be realized through proper admin- istrative practice. A program of operation, regulation, par- ticipation, and supervision is necessary. There are specific objectives of discipline to be appled and realized through agencies of disciplinary guidance. Pupil participation in the government and management of the school is definitely asso- ciated with the questions of discipline and citizenship. Scholar- ship may be stimulated through the application of proper or- ganization and the use of administrative devices. Criteria should be set up for evaluating these methods. There are a number of administrative problems relative to ability group- ing and prevention of failure. Many different agencies within the school organization contribute to the solution. The prin- cipal must realize that a successful administration of a high school involves successful relations with, and leadership of, the local community ; that it involves a study of the local com- munity, its needs and its possibilities. Many different types of publicity may be used to keep the community properly in- formed. The high-school principalship is rapidly becoming a position demanding not only administrative personality, but Co am 3) SS FF i i a a DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 13 also specialized, intensive professional training, comparable with that of the dentist, physician, and attorney. Certain qualifications are necessary to the successful administrator and there are definite means whereby they be obtained. Edmondson, James B.; Roemer, Joseph; and Bacon, Francis L., Secondary School Administration. New York: The Mac- millan Co., 1932. Pp. 483. ‘ The remarkable growth of secondary education has brought about extensive re-organization. It has introduced new problems in school administration. These are concerned chiefly with the establishment of the junior high school, the junior college, and the continuation school; the broadened cur- riculum and varied types of its organization; the need for ef- fective articulation between the respective units of second- ary education ; the introduction of extra-curriculum activities ; an extension of the aims and functions of the secondary school ; and the increased size of high schools. The practical aspects of these new problems have always confronted the secondary school: the selection, duties, and organization of the administrative and teaching staff; office routine; care of the school building; construction of the daily schedule; the school assembly; the school library ; the selection of textbooks; and the problems involved in the relations of the school to the public. The importance of pupil guidance has been increased by the complexity of our civilization, by the fact that all classes and types of pupils are flocking into high school, and by the ever increasing curriculum problems due to numerous electives and wider offerings. Pupil guidance of all kinds has become necessary : moral, social, ethical, educational, leisure time, civ- ic, and vocational. A guidance program that is properly. de- vised and administered should reduce both maladjustment and school mortality. In this program the significance of health education should not be overlooked. In the modern school intelligent judgment must be used in the building of the extra-curriculum activities program. It should be based on a sound educational philosophy, and should have as its ultimate objective the training of boys and girls to live by actual living. 14 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS Upon the principal rests the obligation of adapting the new and re-organizing the old in secondary education to meet the needs of his school. He must be the dynamic force in the school. The activities of the school, its spirit and morale, its ideals and standards, the quality of its instruction all depend upon his vision and leadership. In addition he must serve as the agent to meet, enlighten, and advise the public relative to school affairs. ABSTRACTS Gyooye MAGAZINES Chamberlain, Leo Martin. “The Housing of Thirty Public Junior Colleges of the Middle West and Tentative Stand- ards and Principles Relating to Buildings, Equipment, and Associated Administrative Problems,” Bulletin of the Bureau of School Service, University of Kentucky. Vol. 3, No. 4, (June, 1931). The thirty junior colleges studied ranged in size from 21 to 759 pupils. The capital investment behind each school ‘ranged from $2600 to $664,000. Three of the thirty colleges have all or a major portion of their work in separate buildings. Eighteen are housed with other units of the public school sys- tem in large, modern buildings. Seven are occupying space in smaller buildings and two are in temporary quarters as a re- sult of over-crowding of the existing plant. There is a marked tendency to relegate the work of the junior college to unoccu- pied space in the school system. Expediency has been the dom- inant factor in determining the division or divisions of the school system with which the junior college is housed. Three types of segregation were found: (1) Complete segregation of the junior college work in a separate building. Two were of this type. (2) Joint housing with part segrega- tion of the junior college classes in a particular wing or on a particular floor of a building or with certain rooms specifically reserved for the college work. Fifteen schools were of this type. (3) Joint housing without special effort at segregation of college classes. Thirteen schools were of this type. Facilities in use in fifty per cent or more of the col- leges include academic rooms and offices of the administrators of the college, biology, chemistry, and physics laboratories, science lecture rooms, a mechanical drawing room, a special junior-college library, an assembly or auditorium, and a gym- nasium. Twenty to fifty per cent also made use of shops, com- mercial rooms, and music rooms. The median enrollment of these thirty colleges was 108.5. 15 16 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS The mean enrollment was 147.5. The enrollment is for the first semester, 1928-29. Where all other factors are assumed to be average, the junior college may be expected during its first year to have a freshman enrollment which will approximate fifty per cent of the twelfth grade enrollment for the previous year. In succeeding years the total enrollment will, if other condi- tions are average, approximate twelve or thirteen per cent of the total enrollment of the high school with which it is associ- ated. The figures based on the twelfth-grade enrollment seem to be the most accurate. The sophomore enrollment of the junior college will be approximately fifty per cent of the fresh- man enrollment for the previous year and will be approximate- ly thirty-five per cent of the total enrollment of the college. Many other factors, of course, influence the enrollment of the public junior college such as, curriculum offered, tuition charged, building and equipment provided, amount of adver- tising and publicity, proximity of the junior college to compet- ing colleges, etc. The length of time of establishment of the college seems to have little influence on the enrollment. Tentative conclusions resulting from the study indicate that both economy and trend in the development of the organi- zation of the school system will lead to joint use of building facilities by the high school and junior college with probable complete coérdination of junior college and upper years of the high school. There is some evidence to indicate that the 6-4-4 organization may become the dominant type. The usual plan for management, and the one recommend- ed, is for one person to have charge of the junior college and the high school. This person is usually the high-school princi- pal and is also designated as the dean of the junior college. He is directly responsible to the superintendent of schools. It appears that the average junior college will offer ap- proximately seventy-three per cent of its work in courses re- quiring the use of academic space only and about twenty-five per cent in subjects requiring use of specialized rooms and equipment. Twenty-two of the thirty schools studied are making use of combined high-school and junior-college libraries, twelve x DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 17 of which have provided, in addition, special junior-college study rooms. Six have set up special junior-college libraries. Two offer no opportunity of study to junior-college students other than un-equipped study rooms. Administrators have been forced to view the curriculum function of the junior college in terms of the limitations im- posed by existing plants and equipment. Hurd, A. W. “Does Remedial Instruction Pay?” School and Society, XXXIV (October 3, 1931), 467-8. One of several experiments on a teaching unit in high- school physics carried on under the direction of the Institute of School Experimentation at Teachers’ College, Columbia Uni- versity, during 1930-31, sought to discover if an added six days of instruction would significantly raise achievement measured by objective test scores. For the experiment a pre- liminary test preceded fourteen days of instruction, after which, Final Test Form A was given. Six days of remedial instruction were then followed by Final Test Form B, which test covered the same instructional objectives. Both forms had possible scores of 79. The objective test data give distinct evidence that remedial instruction pays in experiments similar to those conducted. The gain due to the six days of remedial instruction is then 11.9 score points (standard deviation graph), or 14.0 (percentile graph). This procedure was fol- lowed for 33 classes in 22 schools enrolling 688 pupils. Reme- dial instruction pays in terms of measured achievement. This statement is premised by the supposition that instruction is directed toward the objectives which the tests are designed to . measure. Gerberich, J. R. “Validation of a State-Wide Educational Guidance Program for High-School Seniors,” School and Society, XXXIV (October 31, 1931), 606-10. A state-wide program of testing high-school seniors for purposes of educational guidance was inaugurated by the Uni- versity of Arkansas in the spring of 1930. Twenty-three hun- dred students from thirty-nine high schools took three tests each—the American Council psychological examination, an English test, and either a mathematics test or the foreign lan- 18 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS guage aptitude examination. During the school year 1930-31, with the codperation of other Arkansas higher educational in- stitutions, the survey students were followed through their first term or semester of college attendance to determine how satisfactorily the survey tests had predicted scholastic suc- cess in college. Correlation coefficients obtained between per- centile scores on the psychological examination and a measure of general scholastic success were at least as high as compar- able coefficients obtained with college entrance testing. Simi- lar relationships between the three aptitude and training tests and scholastic success in those subjects showed the high-school testing to compare very favorably with prediction based upon college-entrance testing. Strang, Ruth. “Knowledge of Social Usage in Junior and Senior High Schools,” School and Society, XXXIV (No- vember 21, 1931), 709-12. Knowledge of social usage is often a factor in happiness and success. Many moments of adolescent unhappiness are due to unintentional discourtesy on the part of the adolescent or to rude treatment by some one else. Good manners which appear somewhat superficial and trivial may be an important factor in adolescent adjustment and an aid to good mental hygiene. Courtesy, like moral behavior, may be interfered with by three things: (1) Lack of knowledge of the approved way to act in a particular situation; (2) Indifference, thought- lessness, failure to reflect upon the best course of action; and (3) Deliberate refusal to be courteous when the court- eous conduct is clearly recognized. The second cause of discourtesy is undoubtedly the most common, but the first should not be neglected. A test of knowledge of social usage designed for junior and senior high schools should be of value not only in discovering the pupils’ lack of knowledge but also in reminding them of rules of courteous conduct which they know but do not always practise. A simple test of this kind was devised and given to 1,614 pupils in four senior and two junior high schools. The test consisted of 110 statements, se- lected from standard books of etiquette and adapted to the experience and vocabulary of high-school pupils. This test has shown: (1) An increase in mean scores from the seventh to the twelfth grade. (2) A less marked increase in mean — ~ .3 TD PB Swe Ky COT SO aS. a a ae ae ae DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 23 zation as a principle, knowledge as mere mental power, even science, were held up as supplying a world philosophy of life. That was followed by internationalism. At present the ideal is dual. They desire to cultivate the ideal of national integrity and also a spirit of peace and harmony among nations. Since the war there has been a great turning toward a religious con- sciousness. Spiritual forces are asserting themselves. Art, music, creativeness in general, so long held back, are now as- serting themselves. Emphasis on athletics, sports, and gym- nastics is coming fast as a result of the Youth Movement. Kefauver, Grayson N. and Bullard, Catherine. “The Organi- zation of the Junior College as an Agency of Democracy,” Teachers College Record, XX XIII (December, 1931), 251- 61. The junior college has rendered a democratizing function by providing educational facilities for those unable to gain ad- mission to colleges and by providing local education for those unable to meet the larger costs of living away from home. The junior-college program should be differentiated so that every high-school graduate chooses a program which is a challenge to him and in which he has a reasonable chance for success. The junior college should be under local control and meet the needs of the community. It is able to eliminate overlapping of the high school and the first two years of college. A study of jun- ior colleges shows that 49.9% of the one hundred four public schools and 73% of the private schools are under the same leadership as the high schools. In 72.7% of the schools some of the junior-college teachers also teach classes in the high school. It is not a general practice to have junior-college and high school students together in the same class. In public junior colleges other student activities are carried on separate- ly. The extent to which the high-school and the junior-college students are segregated varies directly with the size of the school. Becker, Carl H. “Secondary Education and Teacher Training in Germany. II. The New Program of Secondary Educa- tion in Germany,” Teachers College Record, XXXIII (De- cember, 1931), 262-78. The World War removed much of the old caste system. All students spend four years in the Grundschule. The secondary 24 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS school extends nine years above this. The graduate of the sec- ondary school is approximately equal to the American student who has completed the sophomore year of college. There are no four-year colleges in Germany. The secondary-school grad- uates enter the university. Through a new school, the Aufbau- schule, it is possible for a student of ability to pass from the elementary school to the secondary school. Since the war the secondary-school enrollment has increased approximately fifty per cent. Of the secondary school graduates approximately one-third enter business, one-third enter the university, and one-third enter the teachers’ college. There are four kinds of secondary schools. All have the same cultural core. On top of this each has certain feature subjects. Therefore, the stu- dent elects the type of school and thereafter has little choice. In the past decade a marked change has occurred in the free- dom of the teacher and in the freedom given the students. The socialization influences of dormitory life are absent. This is due to lack of financial means, certain traditional views, and to habits of feeling. Much more attention is being paid to extra- curriculum activities. Newlon, Jesse H. “Administration of Secondary-Schools,” Teachers College Record, XXXII (January, 1932), 305- 13. The modern large secondary school is outstanding as to its efficiency. It meets the demands of formal education and ex- tra-curriculum activities in a most generous way. Its admin- istrative equipment and methods are up to date. The pupils are classified on the basis of ability. The teachers are con- versant with the latest methods of teaching. The codperation is good. But the principal has not learned how to delegate the routine of administration to subordinates. He needs to know more about the social, business, and scientific problems of the day, in order that he may be the leader of thought with his teachers and in the community. Kefauver, G. N., and Hand, H. C. “Measurement of Outcomes of Guidance in Secondary-Schools,” Teachers College Record, XXXII (January, 1932), 314-34, The measurement of guidance in the secondary schools, is based upon the number of pupils who make a wise choice of a life career. Such a choice depends, upon, harmony of choice ee ee ae a oe Tae Th — — ae SS SS OO CO 25 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS with curricula and student subject matter and with pupil ca- pacity and interest. These are influenced by adjustments with teachers, with pupil relationships, with pupil prejudices, fears, and the like. Measurement depends also on the ability of the student to recognize types of guidance, accuracy of self rating, nature of reasons of choice of curricula, choice of college and of after school activities. Failures, leaving school, and changes from one curriculum to another are due to maladjustments. Becker, Dr. Carl H. “Secondary Education and Teacher Train- ing in Germany. III. Character and Aims of the New German Teacher Training System,” Teachers College Record, -XXXIII (January, 1932), 347-63. The elementary-school teacher is trained in the teachers’ colleges and receives a thorough foundation in pedagogies. The secondary teacher is trained in the university and receives lit- tle or no training in pedagogies but devotes his entire time to his special subject which he is to teach. The teaching in the elementary schools must not rest with the training of the in- tellect alone. A well-rounded individual must be produced, hence the training of the elementary teacher must be wide. There is a great contrast between the aims of the teachers’ colleges and the universities. Those of the latter are purely intellectual while those of the former are more well-rounded. Teachers’ colleges are developed to teach that teaching is a science, an art, and a technique. The universities treat teach- ing only as a science. In Germany the school is built up around the teacher, not around the textbook. The teacher is to be trained not only as a specialist but also as a teacher of people, as a leader, and as an example both for adult and for youth The central purpose of the training school curricula must be the development of the social and teaching personality. Spears, Harold. “High School Journalism: Present Tenden- cies and Practices,” Junior-Senior High School Clearing House, VI (October, 1931), 89-92. The present tendencies of high-school journalism indicate that advisers are training themselves and organizing into as- sociations; that the courses are becoming curriculum and are being recognized by colleges; that certain objectives are moti- vation of English composition, character training, apprecia- 26 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS tion, and vocational training; that there is an increasing ten- dency for advisers to guide rather than dominate; that there is a marked tendency towards the newspaper and handbook, and away from the traditional annual magazine; and that state and national contests are exerting great influence upon high- school publications. Allen, Richard D. “Required Subjects in the Secondary School,” Junior-Senior High School Clearing House, VI (October, 1931), 112-16. Requirements result in a static condition and electives in a continually changing and evolving one. A wider application of the elective system is made possible by a well-developed guidance program providing continuous long term planning of -each child’s educution with objective and personal records, in-. dividual examinations and diagnosis, and providing for each child a type of education adapted to his own needs, abilities, in- terests, and resources. The organization for guidance must in- clude the principal and every teacher, but the tasks that require continuity, such as records, research, counseling, and follow- up studies require a class counselor. With such principles and facilities in any senior high school, required courses and sub- jects become unnecessary and even undesirable. Bristow, William H. “Planning an Educational Program,” Junior-Senior High School Clearing House, VI (Novem- ber, 1931), pp. 158-61. To meet the questionings of those who ask in these uncer- tain times, “Whither education?” the author suggests that guiding principles should be stated in clear terms, and definite educational objectives formulated for each unit of the school with concrete plans for reaching these objectives; granting that the objectives will have to be changed as knowledge in- creases. The plan must be on a long term basis. Research groups studying various phases of education should pool their findings in a clearing house. Adequate cumulative records of school pupils must be kept during their school life. The suc- cess of the school’s work should be evaluated by follow-up of graduates. Periodic surveys might well be made to learn what changes graduates would suggest in the school course. Tech- niques should be developed which make sure that each day QQ. ef rm am DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 27 and each year bring gains; that boys and girls know they are actually learning something socially of value. By such means school organization, materials of instruction, procedure and technique must be justified if they are to withstand the present demand for economy in education. Pelton, Frank M. “Radio in Education,” Junior-Senior High School Clearing House, VI (December, 1931), 229-33. People who have used the radio believe that it has some- thing to offer and are experimenting to discover how it can be used to the best advantage, but little has been done to show its positive value in education. Leaders do not expect radio to supplant the teacher, but to supplement ordinary classroom procedure and become an appropriate tool for education, al- though as yet they are not sure how to use it. Before radio can become a powerful factor in education there is needed more governmental control, less commercial domination, more programs constructed by experts in the field of education, and teachers better trained in using such programs. Carrothers, George E. ‘“High-School Curriculum Revisions and Innovations,” Junior-Senior High School Clearing House, VI (January, 1932), 262-70. Data from certain Michigan and North Central Associa- tion reports show various trends. For example, large high schools offer an array of curricula, but the small high schools, which comprise about half the high schools in the country, have a single track curriculum; accredited high schools of all types are increasing the proportionate amount of non-academic work offered, with public schools showing the greater rate of change; sciences are offered more extensively in public than in private schools, and in order of frequency are physics, chemistry, bio- logy, and general science; principals express a desire for re- duction in the extent to which ancient, modern, medieval, and English history are offered, and they would like to see com- munity civics, American history, and world history given more extensively; principals are studying the curriculum but are conservative when it comes to making changes, and the changes now being made are apparently as extensive as prin- cipals have definitely desired. 28 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS Cole, Robert D. “The Old and the New in Modern Language Teaching,” Junior-Senior High School Clearing House, VI (January, 1932), 286-91. Fundamental differences of opinion exist among foreign language teachers as to content of courses, purpose, and method. One school of thought adopts the findings of the Mod- ern Foreign Language Study, 1924-1927, as given in a sum- mary by Algernon Coleman emphasizing the importance of teaching pupils to read in the modern language material with- in the scope of their interests and intellectual powers and makes the study of grammar incidental to reading. On this point especially the opposition takes issue, maintaining that grammar should be studied as such in the first year. The oppo- sition appear to think in terms of the selective college-prepara- tory high school of a generation ago, instead of one which pre- sents “material in itself worth while to the extent to which it is pursued.” They speak of “lack of linguistic capacity,” al- though an experiment under the study argues against a special language capacity. To resolve the conflict, experiments should be conducted in a large city, over two years’ time, with equated groups, one using the reading, the other the grammar—inten- sive reading approach. Towne, Charles F. “Plan for the Appraisement of Pupil Prog- ress in the Junior High-Schools of Providence, Rhode Is- land,” Junior-Senior High School Clearing House, VI (January, 1932), 294-95. The fact that children do not all learn at the same rate each year should replace the old idea of failing or passing sub- jects in the junior high-school program. Certain subjects are cumulative, like mathematics, English, and foreign language, and a pupil cannot progress until he has mastered certain skills. Other subjects are non-cumulative, as health education, social studies, and general science. Their object is to provide as many varied and valuable experiences as possible, in order that the adviser may be able to discover the direction which further education should take. If repetition must be required, let it be in the cumulative subjects only. > a ee, ee ee ee a ee | eubs tle fm Ole Plt etl fUDlC Klee lle lw eS DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 29 Van Dyke, G. E. “Trends in the Development of the High- School Offering,” School Review, XXXIX (Nov., 1931) 657-664 ; (December 1931), 737-47. A comparison of the present curriculums of a fairly large number of selected high schools indicates a much greater di- versity in their offerings in 1929-30 than in 1906-11 and 1915- 18. The general curriculums with those of fine-and-practical arts have come into new importance. The college-preparatory function is not less important but newer studies have been in- troduced in keeping with the objectives of modern secondary education. When these apparently chaotic changes are ana- lyzed, it is clear that the schools are endeavoring to provide through an expanded and enriched curriculum for those wide variations in abilities; interests, and needs of adolescent youths. The experimentation and enrichment in the modern sec- ondary-school curriculums are particularly significant within the various subject groups. A good example is in the field of English where many new courses, such as journalism, dram- atics, debate, and speech have appeared. Another field which has been greatly expanded is that of social science where the variety of new courses is almost bewildering. The most notable expansion, however, has occurred with the commercial and the industrial-arts groups. Secondary education is clearly not static but is undergoing experimentation and change in keep- ing with its dynamic character. Larger numbers of boys and girls are being attracted into our high schools, and the expand- ing curriculums reflect the efforts of these schools to meet their needs. McCarty, P. S. “Increasing Comprehension in Silent Reading,” School Review, XXXIX (December, 1931), 758-66. An experimental group of seventeen ninth-and tenth- grade pupils of the West Virginia University High School who were below grade level in reading comprehension were paired with a control group according to chronological age, intelligence quotient, comprehension scores, grade, and sex. The control group did the regular school work, while the ex- perimental group were given special exercises in reading daily for twelve weeks. Magazines and newspapers furnished the remedial material used. Careful measurement of both groups 30 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS showed that the experimental group increased its comprehen- sion score 14.5 points on the Iowa Reading Scale above the con- trol group. This was only 1.4 times the standard deviation of the difference. Shipp, Frederick T. “Social Activities of High-School Boys,” School Review, XXXIX (December, 1931), 767-74. Information on certain phases of boy life gathered by means of a questionnaire from 681 boys in San Jose, California High School reveals the following facts: more than half of the boys go out on school nights “when they please”; only twenty per cent dance well; ninety per cent seldom or never attend dances ; seventy-five per cent seldom or never go out with girls; more than half attend the movies at least once a week; forty per cent have the use of an automobile when they wish. In spite of the opportunities for excesses in the freedom allowed by the home and in the use of the automobile these facts re- garding dances, parties, movies and going out with girls indi- cate a rather wholesome condition. Whitney, F. L. “Recent Legislation Affecting The Junior Col- lege,” School Review, XXXIX (December, 1931), 775-81. By 1927 a total of seventeen states had made some kind of legislative provision for junior college work ranging in detail from simple enabling statements as in Oklahoma to the elabo- rate provisions in California involving 144 items. Since 1927 six more states have been added to the list having junior col- lege laws and five of the others have changed their provisions. On the whole the junior college seems to be more than holding its own. It is evident that it is meeting a need in American education and thaf it has come to stay. Gould, George, “Practices in Marking and Examination,” School Review, XL (February, 1932), 142-46. A questionnaire was sent in April, 1931, to one hundred twenty-five secondary schools in the forty-eight states to de- termine the present status. of their marking practices. Many schools are using the percentage system in reporting marks al- though there seems to be an increased tendency to evaluate scholarship by letter marks. Where the percentage system is used the lowest passing mark ranges from sixty to seventy- DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 31 five per cent. A number of the schools using the letter system give attention to the normal curve in distributing marks but teachers are not required to conform to it. Considerable varia- tion exists in the scales used by schools awarding letter grades. The majority of such schools, however, employ a five point scale. Sixty-one of the secondary schools concerned in this study required final semester or year examinations. In the remaining thirty-two schools final examinations are optional with the teacher. The objective type test has little influence in the final examination. Where final examination exemptions are allowed teachers are permitted considerable freedom in determining who shall be exempt. The most frequently men- tioned exemption mark is ninety per cent although in one school it was eighty. Infractions of school regulations are factors in determining exemptions. In one school all seniors were relieved from the burden of final examinations. The weight assigned to the various elements entering into the final mark varies considerably. Twenty-three schools give a weigh* of one-third to the final examination. In a few instances t* final examination was allowed to count for as much as one- half. Nutt, H. E. “If You Would Organize a High School Band,” Nation’s Schools, IX (January, 1932), 27-30. The school band, a comparatively new type of organiza- tion, has been organized within the last ten of fifteen years. The movement grew out of the failure of the so-called com- munity bands to function properly. These were sometimes organized with a fairly large group of high-school students as a part of the personnel. These bands were generally of a tem- porary type and se'dom ready when needed. A school band was accepted as the solution. Difficulties of organization were pri- marily of two kinds. In the first place, how properly to finance a school band and secondly, the problem of proper leadership. Instrument companies were quick to assist in solving the finan- cial difficulty by agreeing to provide six or more weeks of free instruction on condition that instruments were purchased from them. At the end of this period schools generally discov- ered that an inferior kind of instrument had been sold an? that they had a band without a leader. Thus, in one way or another, communities have come to realize that the only satis- ~~ 382 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS factory way to set up a school band is to have it finance? through the school office, either by tax funds or tuition direct from the pupils. Further, that satisfactory leadership can only be secured by having the band director as a member of the faculty either on part or full time. In general, bands are now organized on the basis of a well trained director, hired by the school board, without right to sell instruments. Instru- ments and uniforms are either purchased wholly or in part by the school. Moehlman, A. B. “Interpreting the Secondary School to its Community,” Nation’s Schools, IX (January, 1932), 51-4. An institution which changes its personnel and its prac- tices as rapidly as the modern secondary school has been doing in the past few years needs to set up a well defined public rela- tions program. This program has two distinct phases, one having to do with the interpretation of the school to the com- - munity and the other, the interpretation of the community to the school. In carrying out this program the high-school prin- cipal carries the major responsibility. A successful program will involve first of all a careful social survey of the community and a careful choosing of the agencies which are to become a part of the public relations program. These agencies may either be those who will assist in making the interpretation or be such as will offer contact through which the school itself may attempt to make its own interpretation. Much of the work of discovering the school to the community and keeping it ac- quainted with what it is attempting to do will be done quietly through contacts with various organizations rather than through too much publicity by way of parent-teacher organiza- tions or newspapers. One thing to be stressed is that the pro- gram must be continuous and that it will of necessity proceed slowly. A well worked out public relations program should produce the proper attitude in the community toward the schools, absence of community conflict and better understand- ing among the four groups concerned in a program of public relations; namely, the faculty, the board, the parents, and the children. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 33 Fowlkes, J. H. “The High School: Principal Analyzes His Teacher Difficulties,” Nation’s Schools, IX (January, 1932), 78, 80-2. The outstanding teacher difficulties discovered by high- school administrators are set forth in an analysis made by some fifty men who were or had been high-school principals. A list of forty-five teacher difficulty situations was compiled. This list was sent to five hundred high-school principals in communities ranging in population from ten to thirty thous- and. These lists were checked on the basis that the situations presented major difficulty, minor difficulty, or no difficulty at all. Three hundred-eighty replies were received. On the basis of these replies the major difficulties were ranked as to fre- quency. The problems of first and second rank were: (1) “Do you have difficulty with the failure of teachers to rely upon themselves in matters of discipline?” (2) “Do you find it diffi- cult to secure a development of tact in teachers who are too impulsive?” Each of the other difficulties received a similar rating down to the forty-fifth, which was: “Do you hav? diffi- culty with teachers who are not neat in appearance?” Valuable conclusions were suggested among which are the following: (1) Size of school seems to effect very little the nature of the difficulty encountered, (2) Degree and nature of difficulties encountered do not vary to a great extent from section to sec- tion of the country, (3) Considering all replies, fifty per cent or more of the principals reported a difficulty in twenty-four, of fifty-three per cent of the situations noted in the study. French, Will. “Curriculum Revision as a Summer Session Ac- tivity,” Educational Administration and Supervision, XVII (October, 1931), 512-21. During the summer of 1931 a group of Tulsa mathematics teachers and school executives, representing all grades of work, spent six weeks at the University of Iowa on curriculum revi- sion for the Tulsa schools. The university furnished office space, equipment, library and research facilities, and a con- sultant from the department of education. The teachers were paid twenty-five dollars per week by the Tulsa Board of Edu- cation, and received regular university credit for the work. The desirable features of this plan of curriculum revision are 34 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS economy of time, access to expert consultant, use of library and research facilities, use of best teachers without drawing them from classrooms, and moderate cost. The same plan in Reading-English will be followed by Tulsa teachers the forth- coming summer at Columbia University. Dix, Lester, “Judging the Junior High School,” Educational Administration and Supervision, XVII (December, 1931), 641-48. The junior high school is characterized by a great variety of courses and of administrative procedures. Lack of uniform- ity makes it difficult to set up adequate criteria for judging the success and worth of the junior high school as an organization. Such criteria should be grouped under three general heads: (1) Adaptation to broad policies and aims of the whole sys- tem; (2) Adaptation to pupil needs; and (3) Adaptation of organization to the aims of the school. These criteria include holding power, economy of time, transition between schools, caring for individual, social and guidance needs, department- alization, home room, advisory, and school cabinet functioning, and pupil participation. Miller, Van. “Student Government that Governs,” Educational Administration and Supervision, XVII (December, 1931), 677-82. The small as well as the large high school may profit by a practical plan of pupil control and participation in the man- agement of school activities. In the high school at Hordville, Nebraska, a pupil advisory board of five members acts as the governing body of the school. There is a chairman of athlet- ics, of finance, of publicity, of music, of forensic activities, and of social events. New extra-curriculum activities have been introduced, improvements effected in various departments of the school, and the problem of discipline practically eliminated. A student government should not be one that serves merely as a protective barrier for a weak administration, but one that really functions in the conduct and development of the school. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 35 Fitzpatrick, J. L. “Schedule Making in a Typical Junior High School,” Educational Administration and Supervision. XVIII (January, 1932), 1-12. In preparing a schedule for a large junior high school, pu- pil registration should be secured at least four weeks before the opening of the term. From these registrations determine first the number of class sections needed, and then prepare for each teacher an individual schedule showing assignment for every period and day of the week. Compare these indivi- dual schedules and balance the teacher load. Using at least two operators, check carefully for errors and make corrections at once. Prepare the home room teacher lists and individual pupil schedules. Allow several days at the beginning of the term for schedule testing, make desirable changes, and com- plete the final draft of the schedule to be used for the remain- der of the term. Bacon, F. L. “Supervision and the High-School Principal,” School Executives Magazine, LI (October, 1931), 53-5, 88. The secondary school lags behind the elementary school in efficiency of supervision. Lack of specific training, a heavy teaching program, a burden of administrative and managerial duties, and a lack of office help are factors preventing efficient supervision by high-school principals. However, conditions are improving because of increased professionalism on the part of teachers, the employment of departmental leaders or a director of instruction for supervision, and the organization of definite plans for objective supervision. The development of a set of standards and principles is one of the greatest needs for suc- cessful supervision. Eells, W. C. “The New California Junior College Legislation,” School Executives Magazine, LI (October, 1931), 67-8, 90. Far-reaching effects upon public junior colleges of Califor- nia were caused by 1931 legislation. The new law provides for only one type of junior-college district. Formation of a new district requires a report by an expert survey commission to the State Board of Education and authorization of the-district by a majority vote of the people. Adequate financial ability must be shown.. Junior colleges must be accredited according 386 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS to standards of the State Board of Education in order to re- ceive state financial aid. A survey of the needs of public edu- cation higher than high-school grade with recommendations as to a suitable future policy and plan of operation is to be com- pleted by July, 1932. Scott, C.W. “Effective Telephone Equipment for Public Schools,” School Executives Magazine, LI (February, 1932), 220-21. In the modern school, telephone equipment is now consid- ered equally as necessary as the electric clock, the fire alarm system, or any other commonly used service system. The scope of the program and the size of the building determine the type of equipment selected. Some systems permit several conversa- tions simultaneously, but intercommunicating systems of the centralized type have proved most practical. This equipment is often economically combined with the program bell system. The power supply may come from the regular light current or from wet or dry batteries which practical use shows preferable. Annunciators may be included, but their use is not reeommend- ed. The installation of any system involves engineering prob- lems which require expert advice. Maxwell, C. R. “The Score Card as a Tool in the Selection of Textbooks,” American School Board Journal, 83 (Novem- ber, 1931), 54. As an instrument in developing a better technique for the selection of textbcoks, the score card has been greatly misun- derstood. It has been misunderstood because it has not been sufficiently used by those trained in the important problem of textbook selection and too little attention has been given to the training of teachers for this work. The score card is not a wooden instrument if prepared with care in the light of changing educational objectives, and in detail sufficient to an- alyze the excellencies and weaknesses of individual texts. When intelligently used, it will minimize political influence in adop- tions, supplant subjective standards by more objective ones, and substitute careful analysis for high pressure salesman- ship. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 37 Holy, T. C. “Junior and Senior-High-School Growth and its Effect on Housing Requirements,” American School Board Journal, 84 (January, 1932), 32. ‘The rapid increases in senior high-school enrollments since 1905 and the development of the junior high school since 1910 have been accompanied by a big increase in the number of small high schools. In 1926 over 8,500 high schools in the United States had an enrollment of 100 or less; and there have been sweeping changes in the program of studies. The smaller high schoo!s have madly attempted to keep pace with the larg- er ones in housing facilities, laboratories, shops, gymnasiums, etc., and‘in curriculum offerings with the result that buildings have been poorly utilized, since classes are necessarily small. From the point of view of instruction, and economy of operat- ing cost and capital outlay, this is unfortunate. The standards set up by the state departments of education which require well-equipped laboratories, gymnasiums, etc., have resulted in further increasing capital outlay. All this partially explains rapidly mounting cost of education, about which so much is now being said, and about which much more will probably be said and done. While the increase in enrollments may be much slower in the near future, there is little to indicate that there will be any decrease. Green, R. E. “The High-School Cafeteria,” American School Board Journal, 84 (January, 1932), 68; Continued (Feb- ruary, 1932), 98, 100. The proportion of high-school buildings providing cafe- teria service increases with the enrollment of the school. In buildings constructed since 1920, there has been considerable tendency toward providing a greater number of features in connection with the cafeteria. These include faculty dining room, storage room, locker room, dishwashing room, pantry, refrigeration, and modernized serving counters. While the cafeteria is operated to permit students to obtain wholesome food at a reasonable cost, its construction should provide for pleasant surroundings. If the cafeteria is to be operated eco- nomically, it is necessary to provide the very best arrangement of rooms and equipment, to buy in wholesale quantities, and to arrange lunch periods so that pupils may be served in shifts with a minimum of equipment. 38 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS Johnson, B. L., “Solutions for High-School Library Problems,” School Life, XVII (January, 1932), 87-88. As a part of the library study of the National Survey of Secondary Education information regarding the methods used to increase the service of the high-school library to pupils and teachers was received from 390 high schools which had been recommended as having outstanding library service. Modern methods of teaching require that pupils be given access to li- brary books during the classroom period. Many schools have met this requirement by setting up classroom libraries. A few schools permit books to remain in the classroom throughout: the year but most schools using classroom labraries have adopted some plan for moving books from room to room as they are needed. Some schools report sending pupils to the library to work individually or in groups during the class periods. Libra- rians in a number of schools have provided a shelf of discard- ed magazines from which pupils may cut pictures for use in booklets. Several high-school librarians prepare a library news bulletin which they distribute to the teachers. Other librarians serve tea to the teachers and use this opportunity to bring books of interest to their attention. In a few schools, teachers work in the library one period each day. School li- brarians use various devices for encouraging pupils to do recreational reading, but they emphasize the fact that no device can take the place of personal contact and acquaintance with the pupils. Evenden, E. S., “The Supply and Demand for Senior High- School Teachers,” School Life, XVII (January, 1932), 93. In the National Survey of the Education of Teachers data bearing on demand and supply and unemployment of teachers were gathered by submitting questions directly to the teachers themselves. Some of the tables based on the teachers’ answers are to be presented, as they are completed, in School Life. One such table accompanies this article. Every line is filled with interesting and challenging facts. By finding one’s own state in the table and comparing the figures given for it with those for neighboring states one may gain a better understanding of current state problems. Those responsible, in any way, for the education of teachers will find this table a valuable reference. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 89 Mayberry, Burt A. “A Study of High-School Pupils to Deter- mine the Effect of Student Participation on the Forma- tion of Certain Habits of Citizenship,” Journal of Educa- tional Research. XXIV (November, 1931), 305-7. Participation in the activities of pupil government in high school aids in the formation of citizenship habits if we consid- er the Upton-Chassell Citizenship Scales a fair measuring stick. The basis for this conclusion was arrived at by com- paring the citizenship habits formed by thirty-nine pupil mem- bers of the Student Council of the Lincoln High School, Kansas City, Missouri, with the citizenship habits formed by thirty- nine pupils of the same school who were not members. Nanninga, S. P. “Costs and Offerings of California High Schools in Relation to Size,” Journal of Educational Re- search. XXIV (December, 1931), 356-64. High schools in California with enrollments ranging up to 1400 fail to function at the lowest per pupil cost until the en- rollment reaches 500. For schools enrolling over 500 pupils, the per pupil salary cost, as well as the current expense cost, increases with enrollment but slightly. In educational oppor- tunity, as gauged by curriculum and extra-curriculum offer- ings, the small high school is at a disadvantage. But in schools with 500 enrolled the variety of types of curriculum and extra- curriculum activities begin to approach the number in larger schools. Upon the basis of this study, one would conclude that a high school should have an enrollment of at least 500 in order to function at the lowest cost and at the same time provide approved educational opportunities. 40 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS DEPARTMENT MATTERS NATIONAL HONOR SOCIETY Over ten years ago the Department of Secondary-School Principals (then the National Association of Secondary-School Principals) organized the National Honor Society with the end in view of stimulating scholarship in the secondary schools of the United States. To-day there are over twelve hundred chapters and these are in the best high schools in the country. The four objectives of the society are: to create an enthusiasm for scholarship, to stimulate a desire to render service to pro- mote worthy leadership, and to encourage the development of character. Every high-school principal who has a chapter is enthusiastic over the productive results of this organization in his school. Direct all requests for literature to H. V. Church, 3129 Wenonah Avenue, Berwyn, Illinois. THE NATIONAL JUNIOR HONOR SOCIETY The National Junior Honor Society is patterned very closely after the Senior Honor Society. The Junior Society is designed for ninth and tenth grades in four year high schools, and for eighth, ninth, and tenth grades in junior high schools. This organization is now a going concern, and already there are a number of chapters, both in senior high schools and jun- ior high schools. The national constitution, the model consti- tution, and booklet of information as well as the application blank will be sent on request. Direct all applications to: H. V. CHURCH, Executive Secretary, 3129 Wenonah Avenue, Berwyn, Illinois. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 41 WARNING The National Honor Society has met with such great success that imitations are springing up in different parts of the country. These pseudo honor societies seem. to have largely a commercial objective, and plan to exploit scholarship for finan- cial ends. Members of our department are warned to beware of any plan to set up chapters, to grant charters, and to sell pins or emblems to pupils un- der the guise of scholarship, and are urged not to lend their aid or influence to such organizations. The Department of Secondary-School Principals recommends only the National Honor Society and the National Junior Honor Society. 42 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS EMBLEMS NATIONAL HONOR SOCIETY This emblem is made in two sizes: a watch charm size, and a pin (smaller) size. All pins have 10k safety catch. The prices are as follows: 14k Charm........ $2.50 14k Pin.............. $2.00 10k Charm........ 2.20 10k Pin.............. 1.75 Gold Filled........ 1.25 All orders must have the approval of the principal and will be sent C. O. D.° ADDRESS ORDERS TO H. V. CHURCH 3129 Wenonah Avenue, Berwyn, Illinois NATIONAL JUNIOR HONOR SOCIETY Thig emblem is made in two grades: ten karat gold and gold filled. All pins have safety catch. The prices are as fol- lows: Ten Karat Pin.......................... $1.50 Gold Filled Pin 1.00 All orders must have the approval of the principal and will be sent C. O. D. Address orders to H. V. CHURCH, 3129 Wenonah Avenue, Berwyn, Illinois NATIONAL HONOR MEMBERSHIP CERTIFICATES In response to repeated demands, the Department of Sec- ondary-School Principals has prepared membership certifi- cates 814x11 for members of the National Honor Society. These certificates are lithographed on artificial parchment with the die of a facsimile of the emblem stamped in gold. They sell for ten cents apiece postpaid. Address orders to H. V. Church, 3129 Wenonah Avenue, Berwyn, Illinois. MEMBERSHIP CARDS Since the organization of the National Honor Society there has been a growing demand for membership cards in the organization. Cards of membership both for members of the DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 43 National Honor Society and for the members of the National Junior Honor Society are now on sale. The cards (214”x 334”) are engrossed on a fine quality of cardboard, have the emblem of the Society embossed upon them, and require only the insertion of the name of the member. The price of the cards is five cents apiece. Send orders to H. V. Church, 3129 Wenonah Avenue, Ber- wyn, Illinois. SEALS The seal (114”x114”) is a gilt embossed sticker to be affixed on the diplomas of members of chapters. A replica of the emblem is embossed on the seal. The price of the seals is five cents apiece. Address orders to H. V. Church, 3129 Wenonah Avenue, Berwyn, Illinois. PLAQUES A bronze wall plaque has been designed and manufactured. Schools that have chapters of the National Honor Society will now have the opportunity of having this plaque. It consists of a solid bronze casting mounted on a walnut back. The size is thirteen by sixteen inches and the weight is‘ten pounds. A chain is furnished. All lettering, as well as the name of the school chapter and the emblem, is raised and polished above the bronze background. The price is $30.00, which includes transportation and packing. Order only from: H. V. Church, 3129 Wenonah Avenue, Berwyn, Illinois. 44 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS PUBLICATIONS OF THE DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS OF THE NATIONAL EDUCATIONAL ASSOCIATION The publications below are sent postpaid. In lots of ten or more of the same issue a reduction of ten per cent is grant- ed, and the shipment is by express collect. PUBLICATIONS First Yearbook, 1917, Kansas City Papers on Student Government, Cardinal Principles, Sup- ervised Student Activities, Supervised Study, Measurement Tests, Credit for Quality, and Relations between High Schools and Colleges. (87 pp.).......... $2.00 Second Yearbook, 1918, Atlantic City. Papers on The All-Year Schools, Administration, Physi- cal Education, Military Training, Social Life, Junior High- School Curriculum, and the Place of the Junior College (66 ccc $2.00 Third Yearbook, 1919, Chicago. Papers on Student Government, Cardinal Principles, Democracy and High School, Social Science, Curriculums, Homogeneous Groupings, and the Social Recitation (87 pp.) .---$2.00 Fourth Yearbook, 1920, Cleveland. Papers on Training for Leadership, Technique in Teach- ing, Program of Small High School, Continuation Schools, So- cial Studies, High-School Principals, Homogeneous Grouping, and Co-operative Courses. (114 pp.) -..222........22.-..--00cc000+ $2.00 Fifth Yearbook, 1921, Atlantic City. Papers on Pupils with Less Than Average Ability, Moral Education, Character Education, the Principals’ Duties and Intelligence Tests, (69 pp.) _...........--------c--ec--cccseeeeeeeeeeeeeeeeees $2.00 *Figures show number of papers. 45 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS Sixth Yearbook—(out of print)— Seventh Yearbook, 1923, Cleveland. Papers on Guidance, Rating of Pupils, Moral Training, Sex-Social Training, Finances (2) *, Curricula (4), Social Life, Platoon Plan, Student Activities, Cardinal Objectives, Physi- cal Education, Deans of Girls (4), Compulsory Education, and Supervision. (150 pp.) ; ...-$2.00 Eighth Yearbook, 1924, Chicago. Papers on Retention, Student Activities, Adjustment of Curriculum to Pupils, Faculty Meetings, the Small High School, Teacher Development, Finances (3), Social Science (4), and Deans of Girls (5). Junior High School: Curriculum (4) and Guidance, Junior College: in California, Co-ordination of High School, and Place of. (221 pp.).... $2.00 Ninth Yearbook, 1925, Cincinnati. Papers Guidance (4), International Relations (3), Rural High Schools, Administration, College Relations, Curricu- lum (2), Physical Education, High-School Principals, Scholar- ship, Junior High School (3), Ability Grouping, and Teacher Training: (GOR: Wii) esi cock dunia $2.00 Bulletin No. 10, January, 1926. Abstract of Books and of Magazine articles on Adminis- tration and Supervision. (32 pp.) me 45) Bulletin No. 11, Tenth Yearbook, 1926, Washington. Papers on Social studies (2), International Relations (2), Record Forms, Fraternities, Scholarship, Administration (5), Curriculum (3), Personnel Charts, Guidance, Marks (2), Principals, Student Activities (2), National Honor Society (5) and Culture. (259 pp.)........... ; $2.00 Bulletin No. 12, May, 1926. Abstracts of Books and Magazine articles on Administra- tion and Supervision. List of, and Rituals of Induction to Chapters of the National Honor Society. (46 pp.).....:.....$.25 46 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS Bulletin No: 13, October, 1926. Abstracts of Books and of Magazine articles on Adminis- tration and Supervision. (20 pp.) .............---------2.-------eeeeeesee-s $.25 Bulletin No. 14, January, 1927. Abstracts of Books and of Magazine articles on Adminis- tration and Supervision. (28 pp.).... , $.25 Bulletin No. 15, Proceedings of the St. Louis (1927) Meeting. Papers on Modern Youth, Curriculum (4), School Achievement, Physical Training, Size of Class, Junior High School Curriculum (2), Six-Year High School, Chaos in Sec- ondary Education, High-School Publications, Place of the Ju- nior College, Improving Teachers in Service, Pupils of limited Ability, and Tests. (251 pp.) -.......222.2...22--eeeeseecceeeeeeceeeeees $2.00 = ‘ Bulletin No. 16, April, 1927. Directory of Members. (106 pp.).......-......-..----:----+--- $.25 Bulletin No. 17, May, 1927. Abstracts of Books and of Magazine articles on Adminis- tration and Supervision. (29 pp.).... aitibaettsiae $.25 Bulletin No. 18, October, 1927. Abstracts of Books and of Magazine articles on Adminis- tration and Supervision. (26 pp.).... $.25 Bulletin No. 19, January, 1928. Report of the Committee on Guidance in Secondary RR RRC HL ELINA EY RNR $.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 Teach- ers, Curriculum (2), Business and High Schools, Supervision (4), and Guidance (2). (206 pp.) -....22..220..--.ccec--cccceeeeeeeeee ee nt ee ee ae a, ee DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 47 Bulletin No. 21, April, 1928. . Abstracts of Books and of Magazine Articles on Adminis- tration and Supervision. (31 pp.) $.25 Bulletin No. 22, May, 1928. Abstracts of Books and of Magazine Articles on Adminis- tration and Supervision. (24 pp.).... $.25 Bulletin No. 23, October, 1928. Abstracts of Books and of Magazine Articles on Adminis- tration and Supervision. (16 pp.).. $.25 Bulletin No. 24, January, 1929. Abstracts of Unpublished Masters Theses in the Field of Secondary-School Administration, University of Chicago. Al- so a Directory of Members. (202 pp.) $1.00 Bulletin No. 25, Proceedings of the Cleveland (1929) Meeting. Papers on Supervision (7), Curriculum, Articulation, Training Pupils to Study (2), Selection, Guidance, Use of the plant, Commercial Education, and Surplusage of Teachers. Junior High School: Schools of Ohio, Schedule Planning, Char- acter Training, Teacher Training, Individual Differences, Elec- tives, Short Unit Courses, Vocational Training, and Obliga- tions of Junior to Senior High School. Junior College: Func- tion of, Criteria for, Relation to University, Present Status, Service to Community, Orientation Program, Duplication of Courses, and Future of Junior Colleges (pp. 389)............ $2.00 Bulletin No. 26, April, 1929. Abstracts of Books and of Magazine Articles on Adminis- tration and Supervision. Constitution of National Junior Honor Society. (pp. 35) $.25 Bulletin No. 27, May, 1929. Rituals of Induction for the National Honor Society (pp. 32) $.25 48 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS Bulletin No. 28, October, 1929. Abstracts of Books and of Magazine Articles on Adminis- tration and Supervision. (pp. 28).... fonds $.25 Bulletin No. 29, January, 1930. Reports on Studies in Class Size and on Failures, Biblio- graphy on Relative Efficiency of Classes of Different Sizes. (pp. 44)........... $.25 Bulletin No. 30, Proceedings of the Atlantic City (1930) Meet- ing. Papers on Curriculum, Guidance, Technical Courses, Graduation, Finances (4), Standards and Future of High Schools. Junior High School: Finances, Reading and Articula- tion, (4). Junior College: A State Institution (2), Standards, Articulation, Terminal Courses, Four-Year Junior College, in California, Curriculum, and Teacher load. Reports of Depart- ment Committee on Investigation of Secondary Education. EN SIDED xntinsihsscsnsenesetrebsenpnendriesttilidiammeasiaarniaduiamieaisalanital $2.00 Bulletin No. 31, April, 1930. History and Organization of the National Honor Society. CT pervect npreseinnnastersiionseeteinepsonstacaiiaialinanieantdibialitl $.25 Bulletin No. 32, May, 1930. Diploma Practices in Secondary Schools. (pp. 31)....$.25 Bulletin No. 33, October, 1930. Abstracts of Books and of Magazine Articles on Adminis- tration and Supervision. Also a Directory of Members. (pp. 91) $.50 Bulletin No. 34, January, 1931. Abstracts of Unpublished Masters’ Theses in the Field of Secondary-School Administration, University of Southern Cal- ifornia. (116 pp.).... $.50 Bi re Bi Se Bi 49 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS Bulletin No. 35, Proceedings of the Detroit (1931) Meeting. | I Pept renin oshanssidhccniniphipncipnipiadshvebioinaasiehnieiiguesda $2.00 Papers on Philosophy of Education (1), of Secondary Education (2); Guidance (2); Extra-Curriculum Activities (2) ; Teaching Methods (1) ; Curriculum (1) ; Dramatics (1) ; Teaching load (1); Department Heads (1); and Libraries (1). Junior High School: The Principal (1), Function of (1), Guidance in (1), Home room Program of (1), and Parent- Teacher Activities ‘of (1). Junior College: Finances of (1), Defense of (3), Curriculum of (1). Bulletin No. 36, April, 1931. ® Abstracts of Unpublished Masters’ Theses in the Field of Secondary-School Administration, University of Southern California, concluded. (pp. 68) $.50 Bulletin No. 37, May, 1931. A Study of the Influence of Departmental Specialization on the Professional Attitudes of High-School Teachers To- ward Certain Administrative Problems. (pp. 70)............ $.50 Bulletin No. 38, October, 1931. Secondary-School Administration Abstracts, and Di- rectory, (pp. 112).................. $.50 Bulletin No. 39, January, 19382. Abstracts of Unpublished Masters’ Theses in the Field of Secondary School Administration, Ohio State University $1.00 Bulletin No. 40, Proceedings of the Washington (1932) Meet- ing. (pp. 330) $2.00 Papers on National Survey of Secondary Education (7): (a) Organization of Survey, (1). (b) Guidance (2); (c) Extra-curriculum Activities (1); (d) Organization of Junior High Schools (2) ; (e): Curriculum of High Schools (1). Phil- osophy of Secondary Education (1); Study Habits of Pupils (1); Class size (1); Teachers’ salaries (1); Pupil Adjust- 50 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS ment (2) ; Articulation of High School and College (1) ; Men- tal Hygiene (1); Technical Education in High Schools (2). Junior College: 6-4-4 Organization (1); 6-3-2 Organization (1). Bulletin No. 41, April, 1932. Secondary-School Administration Abstracts.............. $.50 Bulletin No. 42, May, 1932. Handbook of National Honor Society and National Junior NI TI a scciceckcisincisntncinsatdnsenctbonvicaiasbadaiatcaall $1.00 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 became a burden to the treasury. Therefore was a change made. The blanks are used in transferring pupils from one sec- ondary school to another and particularly from high school to college. The certificates are sent postpaid at the following prices: Mailing from Chicago 100 290 300 400 500 1000 1st zone_______-_-_-_ $ .80 $1.50 $2.20 $2.80 $3.40 $6.00 Saget eee ere .80 1.50 2.20 2.80 3.45 6.10 BS. icacacwae 85 1.55 2.25 2.85 3.50 6.20 i aE LIE SES AE. .85 1.60 2.30 3.00 3.75 6.45 Bk a .90 1.65 2.40 3.05 3.90 6.60 NN do - pc ciceonmntiecbiate ah .90 1.70 2.45 8.15 4.00 6.80 ee a eee. 95 1.75 2.55 3.25 4.15 7.00 ne ee eK 1.00 1.80 2.60 3.35 4,25 7.20 The blanks will be mailed on receipt of price, or C. O. D. Direct orders to: H. V. Church, 3129 Wenonah Avenue, Berwyn, Illinois. me vel sm for hig for rig oft sug ant DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 51 THE STANDARD HIGH-SCHOOL PERSONAL RECORD CARDS The standard record forms (5x8) which were approved by the Department of Secondary-School Principals at the meeting at Boston are now printed on cardboard suitable for vertical filing systems. This card is especially desgned 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 recom- mended 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. 2. No medical examination (with exceptions). SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS Total and permanent disability benefits. If an insured member becomes totally and permanently disabled, his insurance will be paid in monthly installments. . Conversion privilege. When an insured member leaves the profession to enter another professional or eco- nomic group, he may convert his group policy into any of the policies (except term insurance) customarily is- sued by the insurance company for the same amount at the current rates of the attained age. Age Limit is sixty-five years. 6. Individual policies. These show rights of insured amount, and beneficiary. . Current protection. There are no savings, accumula- tion, or paid-up features. Insurance is for one year at a time, and is renewable each year, at the option of the insured member. . 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 46 to 65 (nearest birthday) inclusive. Annual Rates per $1,000 for those 45 or older: Premium Age Premium Age Premium Ns caeaaecessaies $11.10 §2__-..__-___$16.90 59___-_______ $28.15 sea A eae aie 11.65 Seems "| 60__-._.--.-. 30.40 PR eet 12.30 | ee 61_........... 82.90 saatackecisiotec 13.05 | ee ee digg canes 13.90 | SEE 68___..._-.-. 38.40 tet SL. 14,80 675...-....~. 8496 64___._.--__. 41.50 SRE 15.80 58__--..._--. 26.10 65__-..--.--. 44.90 Send for application blanks to H. V. Church, Executive Secretary, 8129 Wenonah Avenue, Berwyn, Illinois. 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 53, and send it to H. V. Church, 3129 Wenonah Ave- ct ta = © 0 @® A ee a, eo oo ee eee | ey boil re rT rT rT DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 53 nue, Berwyn, Illinois. Be sure to state clearly what coverage you now have, and particularly what you are now paying for this insurance. If you will fill the application blank and send it to the Ex- ecutive Secretary, the insurance company will quote their spe- cial rate to members. You will receive this quotation, and you can then decide if you can save money by accepting this special rate. APPLICATION BLANK—AUTOMOBILE INSURANCE Your name .... f FREE SAR eee AMOR REN ORR 8 WAPI NN TD BME ks Loe ope (Street) (City) (State) Date of expiration of policy you now hold (Policy expires on this date) Annual premium you now pay. $ Occupation .... (Husband’s occupation if married woman) Description of car: Make Type of body..... Year built Factory number .. Engine number List price Actual cost New or second hand. Is car fully paid for?... (Cross out one) Mortgage clause to The car is for business or pleasure? (Cross out one) Car kept in public or private garage? (Cross out one) Address (Where car is kept) Coverage you carry (Place cross in proper square) QO Fire O Property: [© 500 © 1,000 © 1,500 (Amount) QO Theft D Liability: [5 5-10,000 [5 10-20,000 QO Extra equipment... . 920-30,000 orn QO Tornado 5 QO Collision: O Full 9 $25 deduction QO Plate glass Jove © $50 deduction Mail this application blank to H. V. Church, J. Sterling Morton High School, Cicero, Illinois. 54 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS SPECIAL CLUB RATES FOR CONSUMERS’ RESEARCH The Department of Secondary-School Principals can now offer to its members a special club rate for subscription to Con- sumers’ Research (one year) and to membership in the De- partment (one year) for three dollars. Following are excerpts from a leaflet issued Fa Com sumers’ Research: CONSUMERS’ RESEARCH Incorporated under the laws of the State of New York as a membership corporation 340 WEST 23rp STREET New York City Organized to provide unbiased information and counsel on goods bought by the ultimate consumer; not a business enterprise, not operated for profit. What widely advertised hair remover, sold by department stores throughout the country, has poisoned a number of users? What make of vacuum cleaner, out of seven tested, removed the highest percentage of dirt? What kind of gasoline injures the valves of many cars? What shaving soaps will reduce your shaving soap expenditure to three cents a year? Consumers’ Research Was Organized to Give You the Answers to These and Hundreds of Similar Questions. The answers are given as confidential information to sub- scribers only and come from impartial technical experts, not from manufacturers, merchants, agents, or advertisers. Such information cannot be obtained by individual consumers from government bureaus or any other sources. All available data are supplied to Consumers’ Research’s subscribers in an annual Handbook of Buying listing by name necommended and not- recommended brands of hundreds of different commodities, and in periodic Bulletins which supplement the Handbook and DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 55 bring it up to date. The Confidential Service costs $2 a year (Canadian, $2.50; Foreign, $8). Consumers’ Research Tests and Compares Many of the Things You Buy. CONSUMERS’ RESEARCH is organized, supported and man- aged entirely by consumers and devoted to their service. It is designed especially for those who cannot afford to spend un- wisely either one dollar or one thousand dollars in a blind se- lection from dozens of competing articles, each asserted to be best. It is intended to fill the gap resulting from the failure of government adequately to protect the consumer against the ad- vertising and selling of completely worthless or even dangerous commodities. With full allowance for the efforts of the Federal Trade Commission and the Food and Drug Administration, the government affords practically no protection against fraudu- lent and misleading advertising and selling. Consumers’ Re- search is the only organization in the world which takes the risks of controversy with business interests involved in dis- cussing infenior products in terms which anyone can under- stand and apply in the selection and purchase of goods in the retail market. COMMITTEE OF SPONSORS OF CONSUMERS’ RESEARCH Who vouch for its integrity, and esteem tt to be competently administered: Grace Abhoy, suief of the Children’s Bu- pens, U. Dept. of Labor, Washington, Mary Arnold, Head of the Consumers’ Co- operative Services, New York City. Edith Ayres, Assistant Professor of Eco- nomics. Washington Square College, New York University. Harry Elmer Rarnes, historian and _ socio- logist, New York City. Otto S. Beyer, consulting engineer, Wash- ington, D. C H. H. Broach, International President, In- ternational Brotherhood of Electrical Workers, Washington, D. C Frederic C. Clark, consulting Boston, Mass. J. M. Clark, Professor of Economics, Columbia University, New York City. Agues De Lima, author and _ educator, alo Alto, Calif. John Dewey, author and educator, Presi- dent, League for Independent Political Action, Professor Emeritus of Philos- ophy, Columbia University, N. Y. City. Paul H. Douglas, Professor of Industrial Relations, Warereiy of Chicago, Chi- cago, engineer, Institute of Radio Carl Dreher, Fellow, ‘ar reher, ellow te and, RKO Engineers; director of. Studios, Los Angeles, Calif. Morris Ernst, attorney-at-law, N. Y. City. vee R. Fairchild, Professor of Economics, Yale University, New Haven, Conn. Clinton S. Golden, Vice-President, Amer- ican Fund for Public Service, dirt farmer, Solebury, Penna. Henry Harap, author of The Education of the Consumer; Associate Professor of Education, Western Reserve University Cleveland, Ohio. M. H. Hedges, Research Director of the International Brotherhood of Electrical Workers, Washington, D. C Melville Herskovits, Associate Professor of Anthropology. Northwestern Univer- sity, Evanston, II. William Hodson, Director, Welfare Coun- cil of New York City Edward V. ae Professor of Mechanics, versity, Cambridge, Mass. Joseph Jastrow, psychologist, N. Y. City. Dexter M. _ Keezer, economist, editorial staff, the Baltimore Evening Sun, Balti- more, mathematician; Harvard Uni- Arthur Kellogg. Maneging Editor, The Survey, New York City Dorothy Sangyem, attorney-at-law, New York City 56 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS Frank H. Knight, Professor of Economics, University of Chicago, Chicago, III. Harry W. Laidler, Executive Director, League for Industrial Democracy; Presi- dent, National Bureau of Economic Re- search, New York City. Abraham Lefkowitz, Vice-President of the American Federation of Teachers, New York City. Eduard C. Lindeman, Professor of Social agsophy, New York School of Social Work, New York City. Rokert Littell, New York City Isador Lubin, Institute of Economics of Brookings Institution, Washington, D. C. George S. Luckett, State Director 2f Public Health of New Mexico, Santa e, N. M. J. McGlogan, International Vice-Presi- “2: Brotherhood of Electrical Work- author and _ critic, ers, ’St. Paul, Minn. R. M. McIver, Professor of Political Science, ee University, New York Cit Julian W. Triad: Judge, Circuit Court, New York City James Dysart Mawes, hm rage 4 of Eco- nomics, New York University, N. Y. City. John Howard Melish, gh Church of the Holy Trinity, Brooklyn, 'N N. Y. Fred J. Miller, Past President, American Society of Mechanical Engineers, New York City. Wesley Mitchell, Professor of Economics, Columbia University, New York City. American Chairman of A. J. Muste, Vice-President, Federation of ‘Teachers; Faculty, Brookwood Labor Katonah, N. Y. Harlow S. Person. Taylor Society, New York C Sumner H._ Slichter, tle "al Eco- nomics, Harvard University, Cambridge, Mass. Norman ‘Thomas, Executive Director, League for Industrial Democracy, New York C City. Richard C. Tolman, Professor of Physical Chemistry and seatnee tical Physics, California _ Institute Technology, Pasadena, Calif. R. G. Tugwell, Professor of Economics, Columbia University, New York City. Oswald Garrison _ Villard, Editor, Nation, New York City. Colston E. Warne, Professor of Economics, Amherst College, Amherst, Mass. W. F. Willcox, Professor of Economics and__ Statistics, Cornell University, Ithaca, N. Y. and the following, who are also members of the Corporation: Morris L,. meg consulting engineer and member, New York State Power Author- ity, Philadelphia, Penna. Walton Hamilton, Professor of Economic Law, Yale University, New Haven, Conn. Benson Y. Landis, Associate Secretary, Federal Council of Churches of Christ, in America, New York City. Matthews, Executive College, Monaging Deen. The Secretary, BR. J: Fellowship of Reconciliation, N. Y. City. Nature and Extent of Benefits to Subscribers. Those most familiar with the work of Consumers’ Research be- lieve that if its subscribers follow the advice it furnishes, they will be enabled, with few exceptions, to make their incomes go farther, and their purchases serve them better and longer and with less risk to life, health, and comfort than they possibly could without its assistance. The Cost of the Confidential Service. The Confidential Service is supplied for $2 a year (Canadian $2.50, Foreign $3). Subscription is open to any individual con- sumer who in good faith signs the application blank agreeing to keep the information confidential and remits the proper amount. in of r, DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 57 APPLICATION BLANK DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS OF THE NATIONAL EDUCATION ASSOCIATION I enclose $2.00, for one year’s subscription for membership, whereby I shall be furnished with all the publications and granted all the privi- leges of the Department of Secondary-School Principals, to begin Pak A IA OEE sa , 193_--. month Name-_---__ SH STAI EP PO TFET Te Cad PIT STE OE ST BET A Sy family first IE ae sins ws ds ache pc on gs ennek to legte eee nt plied tiie eee gh eae aioli bachelor’s year master’s, year doctor’s, year POnttOR 2 52 tn on peer ine mienimminninnin ewe sini o~ mermeapina sine eaicin first year here title name of institution ANOGS 8 nn iodo b cette akan staple Cs Bae CLUB RATES WITH CONSUMERS’ RESEARCH, INC. I enclose $3.00 for full subscription to the Department of Secondary- School Principals and to Consumers’ Research, Inc., to begin_----------_- 58 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS BOOK NOTICES OF NEW ACCESSIONS Genevieve Darlington Mursell, James L. and Glenn, Mabelle. The Psychology of School Music Teaching. New York: Silver, Burdett & Co., 1931. Pp. 378. $2.40. Prepared in the belief that a competent knowledge of the established results of psychological investigation in the field of music can be of the utmost value to the working teacher, and can further the cause of music education in America. Biblio- graphies are given at the end of the chapters. Cowley, Elizabeth Buchanan. Plane Geometry. New York: Silver, Burdett & Co., 19382. Pp. 368. $1.40. The development and presentation of the subject matter affords the student opportunity to acquire (1) a thorough un- derstanding of each geometric term; (2) skill in distinguish- ing between what is given and what is required in a theorem or a construction; (3) the habit of assembling information bearing upon the geometric problem in hand; (4) skill in per- ceiving the relations of the various parts of a problem. Glenn, Earl R. and Gruenberg, Benjamin C. Instructional Tests in General Science. Thirty-five Tests Covering the Various Units of the Subject for Junior and Senior High Schools. Yonkers-on-Hudson: World Book Co., 1932. Pp. Teachers’ Manual. Pp. 11. $.16. Key and Directions for Scoring. $.16. These tests cover the essentials of any ninth year course in secondary schools. They may be used with any of the popu- lar textbooks. They are broad in scope, dealing with phenom- ena, principles, and applications of the various sciences. Woods, George B. and Stratton, Clarence. Drills in English. Garden City, N. Y.: Doubleday, Doran & Co., 1931. Pp. 100. $.80 (incl. Tests). Designed to accompany the authors’ A Manual of English to which page references are given as well as to five other well- DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 59 known texts. The perforated pages may be torn out and given to the teacher for grading. Woods, George B. and Stratton, Clarence. Tests for “Drills in English.” Garden City, N. Y.: Doubleday, Doran & Co., 1931. Pp. 22. Perforated pages containing diagnostic and achievement tests to be given by the teacher as indicated in the authors’ Drills in English. Lomax, Paul S. Commercial Teaching Problems, a Classroom Teaching Manual for Commercial Teachers in Secondary Schools, Normal Schools, Teachers’ Colleges, and Univer- sity Schools of Business and Education. New York: Prentice-Hall, Inc., 1929. Pp. 200. Lomax, Paul S. and Agnew, Peter L. Problems of Teaching Bookkeeping, a Classroom Manual of Prectical Helps for Teachers of This Subject in Public and Private Secondary Schools, and in Teacher-training Institutions. New York: Prentice-Hall, Inc., 1930. Pp. 263. Lomax, Paul S. and Walsh, John V. Problems of Teaching Shorthand, a Classroom Manual of Practical Helns for Teachers of This Subject in Public and Private Secondary Schools, and in Teacher-training Institutions. New York: Prentice-Hall, Inc., 1930. Pp. 236. Lomax, Paul S. and Haynes, Benjamin R. Problems of Teach- ing Elementary Business Training. a Classroom Manual of Practical Helps for Teachers of This Subject in Public and Private Secondary Schools. New York: Prentice- Hall, Inc., 1930. Pp. 199. These four books by Mr. Lomax and others stress their educational value with reference to the educational values of the other subjects of the curriculum. Thompson, Clyde O. Drills in Business Arithmetic Fundamen- tals. New York: Prentice-Hall, Inc., 1980. Pp. 64. A pad in two parts of thirty drills each which can be used in any of the different types of schools teaching arithmetic. 60 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS The drills can be featured as part of the instruction and drill in arithmetic classes, or they can be used independently. Thompson, Clyde O. and Kroner, Frances Warner. Thompson- Kroner Business Arithmetic Test. Series A. 1-6. New York: Prentice-Hall, Inc., 1931. Contents: 1. Arithmetic Adjustment. 2. Achievement Test in Measurements. 3. Achievement Test in Percentage, Trade Discount, Profit and Loss, Commission and Brokerage. 4. Achievement Test in Interest. 5. Achievement Test in Taxes, United States Duties, Insurance, Stocks and Bonds, Exchange, Settlement of Accounts, and Partnership Settle- ments. 6. Comprehensive Achievement Test. Thompson, Clyde O. and Kroner, Frances Warner. Teacher’s Manual, Thompson-Kroner Business Arithmetic Tests. New York: Prentice-Hall, Inc., 1931. Pp. 16. The aim has been to make the tests thorough, complete and comprehensible. Hansen, Rowna. Report Cards for Kindergarten and Elemen- tary Grades. Washington: Government Printing Office, 1931. Pp. 24. $.10. U.S. Office of Education. Leaflet No. 14. This study of 628 report cards in use in 515 city school systems presents some facts which might be serviceable to those who are constructing new cards. Reynolds, Annie. Certain State Programs for the Improve- ment of Rural School Instruction. Washington: Govern- ment Printing Office, 1931. Pp. 32. $.10. U.S. Office of Education. Bulletin 1931, No. 18. The programs of Minnesota, Missouri, North Dakota, and Idaho, which have met with a high degree of success, are pre- sented. L DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 61 Lake, Charles H., Welton, Louis E. and Adell, James C. A Test to Accompany a General Science Workbook. Form A. Unit 1-16. Newark: Silver, Burdett & Co., 1931. $1.80 per pkg. of 16 units. Contents: 1. Atmosphere. 2. Sound. 3. Water and its Uses. 4. Weather. 5. Earth, Sun and Stars. 6. Soil. 7. Ele- ments, Compounds, and Mixtures. 8. Forces and Their Appli- cations. 9. Machines and Their Uses. 10. Heat in Everyday Life. 11. Light and Color. 12. Electricity and Its Uses. 13. How Green Plants Store Up Energy. 14. Animal Life. 15. Food and Digestion. 16. Our Invisible Friends and Enemies. The tests are True Statements, Completion, or Matching types. Bishop, Florence and Irwin, Manley E. Instructional Tests in Plane Geometry, Comprising Thirty-six Tests Covering the Various Phases of the Subject. Illus. by W. H. Schanck. Yonkers-on-Hudson; World Book Co., 1932. Pp. 62. $.36 each. Teacher’s Key, $.16. These tests were used experimentally in classes in Flint, Mich., and elsewhere, 1926-1930. The series cover the work of one year in plane geometry, and may be used with any of the most widely used textbooks. Stewart, Oscar M., Cushing, Burton L., and Towne, Judson R. Physics for Secondary Schools. Boston: Gon and Com- pany, 1932. Pp. 736. The content and the organization have been planned so that subjects which are usually considered too technical for high school pupils may be omitted. The questions at the end of each chapter present excellent problematic situations to test the pupils’ understanding of the principles. 62 SECONDARY-SCHOOL ADMINISTRATION ABSTRACTS ADDRESSES of PUBLISHERS WHO HAVE CONTRIBUTED TO THIS BULLETIN Doubleday, Doran, and Company Pr Garden City, New York Ginn and Company Fi 15 Ashburton Place Boston, Massachusetts : Se D. C. Heath and Company 239 West Thirty-ninth Street New York City Se Houghton, Mifflin, and Company 2 Park Street Boston The Macmillan Company 60 Fifth Avenue New York City Pr Prentice-Hall “S 70 Fifth Avenue New York City Silver, Burdette and Company “g 41 Union Square, W. New York City World Book Company ; Yonkers-on-Hudson Di New York City Pr “EB ‘ “- Dis SUMMER PROGRAM oye ayo ATLANTIC CITY, NEW JERSEY Department of Secondary-School Principals High School and Junior College, Joliet, Illinois School, Louisville, Kentucky. Secondary Schools, Cicero, Illinois. FIRST SESSION Tuesday, June 28, 1:45 P. M. Presiding, E. E. Church. Discussion. SECOND SESSION Wednesday, June 29, 1:45 P. M. Presiding, E. E. Church. delphia. of Public Instruction, Harrisburg, Pennsylvania. Discussion. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS President, W. W. Haggard, Superintendent, Joliet Township First Vice-President, Robert B. Clem, Principal, Shawnee High Second Vice-President, E. E. Church, Supervising Principal, Junior-Senior High School, Parkersburg, West Virginia. Secretary-Treasurer, H. V. Church, Superintendent, Morton “Secondary Education During the Next Decade from the Point of View of the Principal”, Frank E. Eversull, Prin- cipal of Senior High School, East St. Louis, Illinois. “Secondary Education During the Next Decade from the Point of View of the Professor of Education”, Forrest E. Long, Professor of Education, New York University. “Extra-Curriclum Activities During the Next Decade”, Theo- dore S. Rowland, Principal, Northeast High School, Phila- “The High-School Teacher Surplus During the Next Decade”, William H. Bristow, Deputy Superintendent, Department