BULLETIN: OF THE DEPART- 
MENT.OF SECONDARY-SCHOOL iE 
PRINCIPALS OF THE NATIONAL 3% 

EDUCATION; ASSOCIATION 





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








MAY, 1932 


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, WH, author- 
: ized March 30,1927. 








BULLETIN NUMBER 42 


- Fourth Handbook of the 
NATIONAL HONOR SOCIETY. 











CEERI 
EEE 











THE DEPARTMENT OF. 
 SECONDARY-SCHOOL PRIN CIPALS 
OF FEES NATIONAL EDUCATION ASSOCIATION 


lan H. V. CHURCH, Ezecutive Secretary. | 
42 3129 Wenonah Avenue, BERWYN, ILLINOIS (Main Office) 
2 J. Sterling Morton High School — 
GIORNO, ILLINOIS 














» 


SERS Se Net UTP: Bee 


Fourth Handbook 


of the 


National Honor Society 


Prepared by 


EDWARD’ RYNEARSON 
President of the National Council 


of the 
National Honor Society 


THE DEPARTMENT OF SECONDARY-SCHOOL 
PRINCIPALS OF THE NATIONAL 
EDUCATION ASSOCIATION 
H. V. CHURCH, Secretary 
3129 Wenonah Avenue, BERWYN, ILLINOIS (Main Office) 
J. Sterling Morton High School 
CICERO, ILLINOIS 











DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


National Council 
of the 


NATIONAL HONOR SOCIETY 
OF SECONDARY SCHOOLS 


“EDWARD RYNEARSON, President 
Director of Vocational Guidance 
The Administration Building 
Bellefield Avenue at Forbes 
Pittsburgh, Pennsylvania 


H. V. CHURCH, Secretary 
Superintendent of J. Sterling Morton Schools 
Cicero, Illinois 
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 and River Forest Township High School 
Oak Park, Illinois 
LOUIS E. PLUMMER 
Principal of Fullerton Union High School and Junior College 
_ Fallerton, California 
HARRY C. SIEBER 
Principal of Junior-Senior High School 
Red Bank, New Jersey 
M. CHANNING WAGNER 


Assistant Superintendent of Schools 
Wilmington, Delaware 











NA’ 


Assi 
RIT 


JUN 


NEV 
ADD 


SPE‘ 
WAI 


LIST 


DEP. 




















CONTENTS 





























FOREWORD 
NATIONAL HONOR SOCIETY 
ACTIVITIES Page 

St. Louis (Grover Cleveland High School, Missouri)_~-~---- 7 
Wilmington (Delaware) ~--..-.-------.----------------- 7 
Wilkinsburg (Pennsylvania) __----.-----._.---------_--- Ue 
Rechester (New York) __..----------------_------------ 8 
Gary (Indiana) iil ainsi GEE OER FS ies 8 
pe PIR gg 9 AP RR ere pe Tee eM prs ed 8 
Cleveland Heights (Ohio) ~--_-----~_-_---_---------_--- 8 
Pittsburgh (Perry High School, Pennaylvania) Sai nny hota 8 
St. Louis (Soldan High School, Missouri) _--------------_ 9 
Wilmington (Delaware) ---.$__--_.-.---__------.------- 10 
Winston-Salem (North Gaxelina) Feo at cia Re aia ai eve ak 10 
Meadville (Pennsylvania) ~.....-------- 11 
Oklahoma City (Central High School, Oklahoma)--...---- 42 
Gait CORIO a ee 43 
Mobile (Murphy High School, Alabama) 43 
Bartlesville (Oklahoma) --- 43 
St. Louis (Sumner High School, Missouri) 44 
Denver (South High School, Colorado) _..---------- 44 
Rochester (Minnesota) ~-.-.-----------------------.---- 45 
Honommna CHAWSE) ooo aoe ck 48 

Assignments for Members of Local Chapter -_-_-_-- 50 

RITUALS 
Postemouth: (Oliie) 22,2 oes s noon 52 
Winston-Salem (Reynolds High School, North Carolina)--. 52 
Evansville (Reitz High School, Indiana) RCA RACE EO AER 53 
Dearborn (Michigan) ~-----.-...-------------------_--- 59 
Newtonville (Massachusetts) .....---------------_------ 63 
Dee VEPRNGY eas sas cee ce ute a bee lee 68 
Sioux City (Central High School, Iowa) ........-------- 72 
St. Louis (Grover Cleveland High School, Missouri) ~~ 76 
Lorain (Ohio) ...-.-------- 80 
Lansdowne (Pennsylvania) “ Bed aS Giana rela, 89 
PERETIIE CAIGES) oc oie ietrnidiniincnneeneescneone 92 
Denver (West High School, Colorado) - - 96 

JUNIOR HONOR SOCIETY 


Louisville (Southern Junior High School, Kentucky)-__--_- 100 
Cicero (J. Sterling Morton High School, Tilinois) ices 204 
Oklahoma City (Harding Junior High School, Oklahoma)... 107 


NEWS ITEMS OF CHAPTER ACTIVITIES 
ADDRESSES . 











Dr. Frank G. Smith, Omaha, Nebraska ~.-~---.~-- te a 116 

Mr. Walter L. Pierpont, Omaha, Nebraska _....--------.- 118 

Mr. I. M. Brook, Arthur Hill High School, Saginaw, Mich- 

igan ogous ten 

SPECIAL NOTICE TO CHAPTERS—“Every Chapter Should”_---- 122 
WARNING ON HONOR SOCIETIES 

Correspondence --.- 124 
LISTS OF CHAPTERS 

National Honor Society -..--- 127 

National Junior Honor Society 153 





DEPARTMENT MATTERS --.- 








Edward Rynearson 


Edward Rynearson “passed away on May 24, 
1932. Mr. Rynearson was the father, the founder, 
and the guardian of the National Honor Society. 
It was his child; carefully did he rear and fondly 
did he cherish this daughter of his brain. Ev- 
ery constitution of the more than twelve hundred 
chapters he read with care and discrimination. 
He spared neither time nor pains to have the basic 
regulations of the local chapters on safe and se- 
cure ground. The National Honor Society stands 
an enduring monument to his keen insight, his 
farseeing thought, and his sincere solicitude for 
the welfare and the future of the youth of the sec- 
ondary-schools of America. This book, which he 
was never to see in its final form, closed his ast 
loving labor for the chapters of the National 
Honor Society. A kindly, noble schoolman has 
done his work. 




















5 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 


FOREWORD 


The National Honor Society has proved itself of great 
value to the secondary schools of America. Its steady and 
healthy growth is evidence of its worth. There are now over 
twelve hundred chapters with over ninety thousand members 
scattered through every part of the Union. Membership in the 
National Honor Society is the most coveted honor even in 
many of the large high schools where there are many clubs of 
distinction. Letters to the National Council reveal many new 
ways in which the members of the National Honor Society 
exemplify service, leadership, character, and scholarship. In- 
teresting new rituals to meet local conditions are being con- 
stantly worked out. Writing these rituals often takes the form 
of assignments in English. Newly formed chapters will find 
here additional activities and rituals and the older chapters 
may be glad to find ways of varying their routine. 


Members of the Council will welcome: (1) Copies of new 
rituals; (2) Methods of evaluating qualities of leadership, 
character, and service, and how-to use these in selecting mem- 
bers; (3) News items; (4) Descriptions of activities that have 
rendered service to the school or community or that have 
brought the chapter into prominence before the school; and 
(5) Suggestions for making the National Honor Society more 
useful to the local chapters so that they may render more 
service to the youth who will follow the leadership of the 
highest ideals. Likewise, the Council would be glad to receive 
questions that are perplexing any chapter; another chapter 
may have met the same problem and solved it. The Council 
might act as a clearing house for the many chapters. 


EDWARD RYNEARSON, President. 











DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


National Honor Society — 


ACTIVITIES 


As the National Honor Society has grown older, the scope 
of its activities has grown broader. Numerous lines of useful- 
ness have been found. Many, if not most, of the high schools 
still prefer no separate organization of the members of the 
National Honor Society during their school life. As one spon- 
sor puts it, “These folk have earned their laurels; they have 
established their reputation, and for these reasons were made 
members of this society. We simply decorate them with the 
laurels of membership as required for long and prominent 
service to the school.” Often no members are elected until the 
end of the 12A semester. The organization is, therefore, a 
graduate chapter. These chapters keep in close touch with 
the school and are very active. On the other hand, many prin- 
cipals feel that the school should capitalize whatever asset 
membership in the National Honor Society may give. They 
feel that this membership has a momentum that is a great 
force for emphasizing scholarship, character, leadership, and 
service, and that the longer the members are in school, the 
more influence will they exert upon the school. Most schools 
need all the help they can get in order that scholarship, citizen- 
ship, and character may be recognized as the real objectives 
of the secondary school. 


Some activities might be listed as follows: Awarding 
scholarship plaques; coaching failing pupils; interesting 
alumni in various projects such as placing class numerals in 
front of building in cement; putting pictures in the school 
building, and the like; holding various interesting social func- 
tions, and really serving a8 a means by which the members 
of the alumni keep in touch with each other. The South Phila- 
delphia High School for Girls issues a little Torch Bulletin 
which contains items of interest concerning the chapter and 
personals concerning the members. 














J- 


2 an ee we a Se 











FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 7 


In the majority of schools where election is made from 
the 11A, 11B, and 12A classes, the members have a distinct 
place in the school economy. Often there is a separate organi- 
zation with meetings ranging from twice a week to twice a 
year when interesting programs are presented. At the Grover 
Cleveland High School in St. Louis, the programs consist of 
biographies of men and women of outstanding records of 
service and achievement such as Dr. Grenfell, Commander 
Byrd, and Jane Addams; review of books of exploration, 
travel, fiction, and science; talks on student life and various 
colleges and universities. These chapters codperate whole- 
heartedly with all student representative bodies in establish- 
ing and maintaining school standards and ideals. Coaching 
pupils is still one of the chief forms of service. It is managed 
in various ways before and after school or during study 
periods as best suits local conditions. At the Wilmington High 
School (Delaware), for example, the work of the honor society 
relative to the weak students is carried on through various 
heads of departments. This committee secured from each 
head of a department a list of all students needing help and 
worthy of receiving it. The committee then selected members 
of the National Honor Society best suited to give help in the 
particular subjects needed. A definite time and place was 
assigned to each student, usually either during a vacant period 
or before classes in the morning. If, after two or three weeks, 
the student seemed to be able to get along without help, the 
Honor Society member was assigned to another student. Other 
activities include: Patroling halls during class periods to 
prevent students from loitering; establishing a lost and found 
department; obtaining home work assignments for pupils 
absent during illness; securing a good assortment of current 
catalogues of colleges and universities; planning a series of 
six or eight posters designed to encourage better citizenship; 
sponsoring a series of vocational guidance talks; and, help- 
ing with registration. 


The social side is not neglected and social activities vary 
from the informal picnic to the formal banquet. In the Wil- 
kinsburg High School (Pennsylvania) the most interesting 
activity of the chapter is the “Get Together” luncheon meet- 











8 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





ings of active members and alumni which is held during the 
Christmas holidays and in May. There is a usual attendance 
of about seventy-five per cent of the membership. At these 
meetings the Honor Society has an outside speaker who brings 
an interesting message relative to the ideals of the Honor 
Society. At the Rochester High School (New York) there is 
a combined banquet of all the chapters in the city at which 
there is some speaker of note along with other speakers from 
the various high schools represented. During the year the 
various chapters entertain each other. Similar banquets are 
held at Gary (Indiana). Also, a “Pot Luck” dinner at the 
summer home of the sponsor proved a most successful social 
affair. This year the Honor Society of the Central High 
School (Tulsa) sponsored an all-school assembly to acquaint 
students with the ideals and qualifications of the society. They 
also codperated with the administration in such activities as 
the Parent-Teachers’ Association meetings and the football 
parade, etc. The Tulsa Chapter of the National Honor Society 
sponsored the inauguration of a local Junior Honor Society. 
It also sponsored an art fund to collect money with which to 
beautify the building, and the establishment of an advertising 
board to advertise dramatic productions. 


At the scholarship assembly of the Cleveland Heights 
High School (Ohio) held once each semester, they try to have 
short talks by the students concerning the records made by 
graduates of the school who are in college. They often have 
some former student who has done exceptional work in college 
give a short talk. They also have occasional letters from for- 
mer pupils who always say that they could not have accom- 
plished the things they have in college without the good 
foundation established by careful, conscientious high-school 
work. The idea of the importance of thorough scholarship is 
thus kept before the pupils. Since the great majority of the 
students of this high school go to college, this is an interesting 
activity. 


The Honor Society of the Perry High School (Pittsburgh, 
Pennsylvania) is sponsored by the principal, and is used by 
him as an advisory council. “He calls them together and con- 











sult 
sch 
wai 
que 


Pre 
siol 
the 
sch 
Ohi 
Pe 


to 1 
at 1 


bee 
hav 
loy: 
the 
obt. 
con 
Hig 
on 
ma! 


tic 
ser 


act: 
nin 
org 
one 
sch: 


tive 
in t 








’ the 
ance 
hese 
ings 
nor 
e is 
hich 
rom 
the 
are 
the 
cial 
igh 
‘int 
hey 
as 
Jall 
ety 
ty. 
to 
ing 


ats 
ve 











FourtH HANDBOOK OF THE NATIONAL HONOR SOCIETY 9 


sults with them on matters pertaining to the welfare of the 
school. On several occasions when the honor of the school 
was threatened and the integrity of some of its students was 
questioned, the Honor Society gave helpful advice. Their 
decisions aided in smoothing out some troublesome questions. 


“For the past three years it has become customary for the 
President of the Society and the President of the Senior Divi- 
sion of the school to visit for two days schools in other cities, 
the expenses of this trip being defrayed by the school. High 
schools in Cleveland, Ohio; Buffalo, New York; Cincinnati, 
Ohio; Rochester, New York; Washington, D. C.; Harrisburg, 
Pennsylvania, and Knoxville, Tennessee, have been visited. 
On their return these students give the reports of their visits 
to the members of council, to the faculty, and to the students 
at the general assembly. In every instance these reports have 
been intensely interesting, have shown that the students have 
been wide awake and observing while on their trip, and they 
have brought back many ideas. It has developed a sense of 
loyalty to, and appreciation of, their home school and improved 
the spirit of the student body, a result which could not be 
obtained by any other means. In addition many wholesome 
contacts have been made. Since the visit to the Knoxville 
High School (Tennessee) a correspondence has been carried 
on between the officers of the councils of the two schools and 
many helpful suggestions and ideas have been interchanged. 


“We believe that the Honor Society has raised the scholas- 
tic standing of the school. It has also developed a spirit of 
service that could not be attained in any other way.” 


The Honor Society of the Soldan High School (St. Louis) 
acts as a super-service club in the high school. At the begin- 
ning of each term, the members assist in the appointment and 
organization of the Service Club which consists of more than 
one hundred members who perform various services in the 
school. Afterwards they act as chairmen of various groups 
within the club and do whatever they can to assist in its effec- 
tive working. The members of the Honor Society also assist 
in the enrollment of the pupils within the classes by acting as 
registering clerks while the semester organization is being 














10 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





completed and their work in this capacity is quite valuable 
because members of the program committee and teachers who 
are advisers are thereby released for other supervisory work. 


“The chapter of the National Honor Society in the Wil- 
mington High School (Delaware) has always been quite 
active. Since our graduation classes each year usually number 
five or six hundred, our chapter is always large. This gives 
the society an opportunity to make its influence felt on the 
school. This year the members have been trying to do some 
constructive work against cheating in the school. The Junior 
Honor Society drew up a resolution, which the Senior Honor 
Society approved, and presented to the Student Council for 
adoption. The resolution concerned penalties for cheating. 
As the resolution did not pass the Student Council, we have a 
committee working on a new resolution now with less strin- 
gent penalties which we hope to get through the Student Coun- 
cil. The event of the year to which all members look forward 
is the Washington trip. The senior classes of a great many 
schools in this vicinity have a three-day trip to Washington, 
but this is a privilege, granted to members of the Honor 
Society only in our High School.” 


The activities of the Winston-Salem Chapter (North 
Carolina) of the National Honor Society are varied and many, 
and may be listed as follows: 


“First: The most important is the aid which they give 
to the faculty during registration days. This consists of the 
tabulation of all of the class assignment tickets. These are 
distributed into envelopes so that at the close of our two regis- 
tration days each teacher may be presented with her complete 
class enrollment. This method of registration would be prac- 
tically impossible without the aid of reliable students. 


“Second: Student sponsors of freshman home room sec- 
tions. Programs are conducted in home rooms, aid is given 
to failing students. 

“Third: Members of the Honor Society have volunteered 


to go to the homes of students who have left school to look 
up library books which they have taken with them. 








be’ 


ne’ 


the 


Ho! 
the; 
and 


the 
of ¢ 
of ¢ 
up | 








able 
who 
rk, 
Vil- 
lite 











FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 11 


“Fourth: Members have charge of the typewriting rooms 
before school in the morning. 


“Fifth: Members are called upon to act as guides for 
new students or visitors. 


“Sixth: Members are sometimes called upon to go into 
the elementary schools and explain the work of the high school. 


“Seventh: A Christmas tea was given for the faculty by 
the society. 


“Eighth: Monthly meetings are held with definite pro- 
grams of a varied nature. These are sometimes musical or 
consist of talks on subjects desired by the members. One of 
the most interesting programs given this year was on 
‘Etiquette.’ 


“Ninth: At least three social affairs for the members 
and their friends are given during the year as we feel that it 
is important to develop that side of these students. 


“Tenth: The National Honor Society Cup is offered each 
semester to the grade in the school which makes the highest 
scholarship average. 


“Eleventh: At least twice each year the society attempts 
to bring into the school the best speakers which can be secured 
on the subject of scholarship.” 


The Meadville Chapter (Pennsylvania) of the National 
Honor Society has for two years sponsored a food drive as 
their part in the community chest drive. Last year it edited 
and published a handbook. 


This year it has undertaken to compile the new entrance 
requirements of the various colleges for the information of 
the students. Its members can be relied upon to take charge 
of a class in case of the sudden illness or unexpected absence 
of a teacher. They are also to assist the principal in checking 
up lists. 


The principal of the Meadville High School says, “We are 
making the four characteristics of the society: Character, 














12 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





Scholarship, Leadership, and Service, the point of departure 
for a four-year series of home room programs.” 


This home room activity seems very valuable. It keeps 
the objectives of the National Honor Society before the entire 
student body during their school life and certainly would tend 
to make them value membership in the Honor Society more 
highly. We are, therefore, printing the program used in the 
Meadville High School (Pennsylvania) for their home room 
activity in this connection: . 


THE MEADVILLE PLAN 


Home rooms in Meadville High School are more than 
mere administrative units. Each home room teacher is the 
adviser for her group. She is responsible for ita instruction in 
those things not ordinarily learned from books. 


Home room programs are held once each month. The 
major traits, which are exemplified in the school by election 
to the National Honor Society, are made the point of departure 
for this major field of direct character training for the devel- 
opment of citizenship. 


To the ninth year is assigned the first requirement, 
CHARACTER; to the tenth year, SCHOLARSHIP; to the 
eleventh year, LEADERSHIP; to the twelfth year, SERVICE. 


Eight programs are taken up under each of these citi- 
zenship traits in each school year. The following is the 
organization : 


Ninth Year—CHARACTER 


Based on Hutchins Code 


September—Courage February—Honesty 
October—Codperation March—Healthfulness 
November—Industry April—Unselfishness 


December—Usefulness May—Reverence 











— ~~ PA 


we ea” ae 


— ey AfAUCUmrKrTK 


is ti 
to hb 
pro; 
rati 
stuc 


gro 


the 








ire 


Ds 
ire 
nd 
re 
he 


le 


5. OO = © 











FourtH HANDBOOK OF THE NATIONAL Honor Society 13 


Tenth Year—SCHOLARSHIP - 


September—Purposefulness February—Language 
October—Mechanism of Study March—Refinement 
November—Use of Leisure April—Open-mindedness 
Time May—Appreciation for the 
December—Self-discovery Beautiful 


Eleventh Year—LEADERSHIP 


September—Self Reliance February—Appearance 
October—Organization March—Forcefulness 
November—Dependability April—Initiative 
December—Judgment May—Vitality 


Twelfth Year—SERVICE 


September—Citizenship February-—-Compensation 

October—Sociability March—Kindness 

November—Humor April—Vision 

December—Family and Home May—Creativeness 
Relationships 


MEASUREMENT OF PROGRESS 
IN CHARACTER EDUCATION 


Modern education is dedicated to the fact that whatever 
is taught can be measured. It must be measured if progress is 
to be ascertained. It is only thus that the effectiveness of the 
program can be determined. 

Measurement is of two types, self-analysis and teacher 
rating. 

Each home room program contains a check list of case 
studies calling for an opinion by the pupil as a test of his 
knowledge of values. This is followed by a discussion of the 
group opinion on each case. 

In addition, a scale is provided for an accurate check for 
the traits of each school. year’s program. This contains on one 














14 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 

side a place for his personal history, attitudes, and interests, 
to be recorded by the pupil. On the other side is a rating scale 
on which the home room teacher-adviser registers the charac- 
teristics shown by the pupil. This is done at the beginning and 
end of each school year. Progress is shown by the advanced 
standings which are achieved. 


If the lessons have been well taught and there has been 
a properly motivated and emotionalized attitude on the part 
of the pupil toward self improvement, a satisfactory degree of 
progress will be shown. Where this is not true pupil- 
teacher conferences must follow. 


A quantitative value for each trait is reached by the 
assignment of six values to each trait: 


Plus 


+1 Receptive, open to influence 
+2 Productive, spreading influence 
+8 Creative, originating influence 


Minus 


—1 Defective, partial influence 
—2 Perversive, twisting influence 
—3 Destructive, destroying influence 


The following is a sample of the card which is filled out 
for each pupil: 





P be filles 


fame of I 


student 
mptly : 

influes 
—3 


yes up 


( ) 
—f 
s Down 
( ) 


-3 


sents 
Work 


() 
= 
Ipless 


( ) 
-—3 


























lous 


( ) 





—3 
sickly 
iling 


( ) 


—3 
ofane 
heistic 


( ) 


=f 
tisfied 
with 
ything 














pacher — 


FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 































































































ts, fo be filled in by the Teacher: 
le MEADVILLE HIGH SCHOOL 
Ale Jame of Pupil CITIZENSHIP RECORD Date 
Ry Rae a ee CHARACTER Home Room____----.. 
nd student may gain recognition in character by meeting his social obligations 
ed romptly and completely, by honesty in class work, by helping to rid the School of 
influences, and by cordiality and sincerity at all times. 
en —3 ei - —1 I +1 8 ‘a +3 
mpro- agnifies Does not ya P 
rt = & mises difficulties | Courage | complain | conviction Heroic 
of fl ) ( ) ( ) f ( ) 
l- J; 2 — Il 41 +2 +3 
Indifferent é 
Down; Opposes : 5 Well Polite | Eager to be 
ne fpsocial {social plans| %° Social | Coopera- | behaved | Willing | helpful 
( ) ( ) ( ) ( ) 
hoa ee 
Shuns Wastes ee ae a 
work time Industry Busy pn ee 
( ) ( ) ( ) ( ) ( ) 
—2 —1 IV +1 +2 
Meets diffi- ..._ (Always mas- 
Loses ‘ s Remedies y 
Iti em 
Head __ |impractical Usefulness ale <a troubles | ter = 
( ) ( ) ( ) ( ) 
—2 —1 Vv +1 +2 +3 
Tricky |Not always Has clear | Honest and| Faithful 
Unreliable square Honesty | convictions| ypright and true 
( ( ) ( ( ) ( ) 
t +2 
ae =i vi +1 No need for +3 
Complains | Slight | 1 sitnful- | Free, f°°™ | thought of | Strong 
often weakness “a” "| weakness | health 
( ) ( ) ( ) ( ) ( ) 
—2 —1 VII +1 +2 a *. e 
Skeptical Slight Vv 
Agnestic deregard Reverence | Tolerant | Reverent |" ‘ideals 
( ) ( ) ( ) ( ) ( ) 
—2 —1 I 1 +2 +3 
VIII + i Tireless in 
Slipshod | Indifferent | Responsi- | Careful good work reaching 
- bility perfection 
(_) (_) (_) (_) (_) (_) 





























eacher rating score, October 


tenet Teacher rating score, June..-...---- 














DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





16 
































HOME ROOM PROGRAM 
COOPERATION a 
Coéperation—the voluntary association of persons to as 
“carry on” for the common good. foi 
sol 
wi 
Teamwork ha 
It’s all very well to have courage and skill wi 

And it’s fine to be counted a star, 

But the single deed with the touch of thrill on 
Doesn’t tell us the man you dre; “y 
For there’s no lone hand in the game we play, lv 
‘y We must work to a bigger scheme, iss 
And the thing that counts with the world to-day lan 
Is—How do you pull with the team? ro 


The Four Horsemen 


noi Take the four horsemen: These four lads averaged only 
158 pounds but, in spite of their lack of avoirdupois, they 
made a wonderful record. What stands out in my mind to-day 
regarding these boys is their resiliency of mind and 
»ussco6peration, 


I had a fifth-string backfield that year who averaged 185 
pounds and were tough and fast. The reason that they sat on 
bench was because they were four individuals suffering 
from charley horse between the ears and would not work 


together. 
—Knute Rockne. 


bsjova(l 


i pe 
PEs os 737! 


Is there any place for the star who won’t work with 
the team? 
ni easier!’ What kind of person do you think suth an indi- 
‘ution vidual is? 
Do you think that a player should be taken out of 
the game for one mistake? 








—s O™ OS 


rere ENse al Ww 














FourRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 17 


Play the Game! 


We are indebted to Michael Pupin, who came to this 
country as a Serbian immigrant, for his impressions of 
America, published in his memoirs. He had just been admitted 
as a freshman at Columbia. The annual cane rush was being 
fought. Ignorant of the rules and feeling that he ought to do 
something for his class, he dashed across the line and clinched 
with another student. After a fierce tussle, his opponent shook 
hands with him and said, “You will be a good fellow if you 
will learn to play the game.” 


This was a new expression to this boy from a foreign 
country. Pupin comments upon it in the following words, 
“I studied it long, and the more I thought about it, the more 
I was convinced that one aspect of the history of this country 
is summed up in those three words, ‘Play the game.’ No Latin 
language can so translate the phrase as to reproduce its 
brevity or convey its meaning.” 


Who is Michael Pupin? 

What is a person supposed to do in a cane rush? 
What is the game? 

What does Pupin mean when he says that part of the 
secret of America’s greatness is in playing the game? 
What game? How is it played? 


COOPERATION IN SCHOOL 


There is a breathless hush on the field to-night, 
Ten to go and a game to win — 

A bumping run and a blinding fight, 
A minute to play and the last man in; 

And it’s not for the sake of a lettered coat, 
Or the selfish hope of a season’s fame, 

But his Captain’s hand on his shoulder smote 
“Play up! Play up! And play the game.” 


This is the code that year by year, 
While in her place the School is set, 
Every one of her sons must hear 

















18 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





And none that hears it dare forget. 
This they all with a joyful mind 

Bear through life like a torch in flame, 
And falling fling to the host behind— 

“Play up! Play up! Play the game!” 


The Code of Meadville High School: 


We will never bring disgrace to Meadville High School 
by any act of dishonesty or cowardice. 

We will never desert our comrades regardless ‘of race, 
creed, or social affiliation. 

We will fight for the honor and sportsmanship of the 
school. 

We will revere our school laws and try to incite a like 
respect in others. 

We will strive to do our whole duty as school citizens, 
that thus, in all these ways we may transmit our school, not 
less, but greater, better, and more beautiful than it was trans- 
mitted to us. 

What is a code? 

How did we get this code? 

What was the code or motto of Col. David Mead, 
founder of Meadville?—of the Red and Black News?—of 
the Three Musketeers? 

Would you like to have a code for yourself? 

Would you like to have a code for your home room? 


The Modern School 


“The basis of our Political System is the Right of the 
People to make and to alter their Constitutions of Govern- 
ment. The very idea of the Right of the People to Establish 
Government presupposes the Duty of every individual to Obey 


the Government.” 
—George Washington. 


There is much more freedom and play in the twentieth 
century school than ever before. There was, in fact, a time 








per 
of - 
for 
the 
the 








01 
e, 
ne 
ce 
8, 


ot 
S- 


d, 
»f 











FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 19 


when even the smallest pupils had to sit rigidly in their seats. 
Enough has been learned about young people to know that 
they need activity, restrained freedom, and self-control. 


Methods of teaching have been changed to correspond 
to what is known about how we learn. Its rigid discipline has 
been changed to match our knowledge of human nature. 


There is no such thing as “student self-government.” All 
of the various forces, the board of education, the superintend- 
ent, the principal, the teachers, the pupils codperate in the 
management of the school. In our school the elected repre- 
sentatives of the pupils have formulated a Constitution and 
a Set of School Rules. They have been adopted by vote of the 
students. The school is conducted on this basis of student 
coéperation. 


Do you think that this method of school control is 
better than the old way of exacting obedience by 
compulsion ? 

Are high-school students old enough to accept this 
responsibility? 

Read over some of the rules which the students have 
adopted for our school. Are there any there which can- 
not be followed? 

For how much of the observance of these rules is 
each student responsible? 


COOPERATION IN THE HOME 


“Honor thy father and thy mother.” 

“Are parents people?” was a question asked by a young 
person. At a certain age, the ideas of young people and those 
of their parents sometimes conflict. Young people are eager 
for more freedom and their parents seek to protect them from 
the world still longer by obedience. Under such circumstances 
there may arise misunderstanding. 


What about the parents’ side? Of course they love us as 
we love them. However, when the parents of the pupils in a 
large high school, similar to our own, were asked to list the 











20 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


faults of their children they coéperated splendidly. The fol- 
lowing were sent in, in order of their frequency: Stubborn, 
argues, thoughtless, slow to obey, teases, impatient, hates to 
go to bed, careless, nervous, forgetful, bad temper, untidy in 
dress, and too easily influenced by companions. 
How about this? Are there any pupils like these in 
Meadville High School? : 
What one big trait should these pupils cultivate to 
offset their faults? 
How are some ways that this trait can be practiced 
around the home? 


A Modern Home 


A man and his wife are both teaching in a large city 
school system. They have four children, two of whom are in 
the university and two in high school. The entire family ot 
six is busy away from home at least six hours each day. 
Although they can well afford it, they have no hired help; but 
each member of the family has specific tasks for which he is 
responsible. So systematically is everything planned, and so 
thoroughly does the system work, that even unexpected guests 
never discern any indication of flurry or anxiety. Meals are 
well prepared and on time; the house is in perfect order. The 
reason—because from the father down to the youngest daugh- 
ter responsibilities are allotted and accepted. 

Do you like this modern type of home? Should the 
mother work as she does? 

Do you think that this codperation is possible in 
every home? 

What is the reason for the codperation in this home? 

Is this codperation possible in any organization? 

What kind of young people do you think come out 
of this home? 

Describe their appearance, manners, ability. 

What kind of a picture of the father do you have?— 
of the mother? 











wit 
ou: 
the 


ba 








fol- 
rn, 
3 to 
in 


t 











FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 21 


Washington the Boy 


Washington was eager to go to sea. The winds and waves — 
beckoned to him, as they do to many boys along the coast. He 
left his bed and slept on the floor of his room to harden 
himself. 


Finally, all arrangements were made. His luggage was 
packed and about to be taken to the boat. But his mother 
began to reason with him. She questioned the advisability of 
his course although she would give her consent if he desired it. 


The boy overruled his determination to become a sailor 
in the King’s Navy and decided to codperate with his mother 
in her wishes for his future. 

Do you think that Washington could have rendered 
as great service on the sea as he did on land, had he not 
coéperated with his mother? 

What do you think about Mrs. Washington’s way 
with him? 

Is it better to reason with young people or to exert 
absolute authority in the matter of their vocation? 


COOPERATION WITH OTHERS 


3. Let nothing be done through strife or vainglory but 
in lowliness of mind let each esteem others better 
than himself. 


4. Look not every man on his own things but every man 
also on the things of others. 
II Phillipians 3-4. 


Begin the morning by saying to thyself, “I shall meet 
with the busybody, the ungrateful, arrogant, deceitful, envi- 
ous, unsocial. All these things happen to them by reason of 
their ignorance of what is good and evil. But I, who have 
seen the nature of the good, that it is beautiful, and of the 
bad, that it is ugly, I cannot be injured by any of them. Nor 
can I be angry with my k:~sman nor hate him. For we are 

















22 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


all made for coéperation, like feet, like hands, like eyelids, 


like the upper and lower teeth.” 
—Marcus Aurelius, 21 A. D. 





1. Do we to-day meet these same types of people, the 
envious, deceitful, unsocial? 

2. Has human nature changed much—in tolerance, en- 
viousness, arrogance, deceit? ‘ 

3. What is an unsocial person? 

4, What should be the attitude of a cultured person 
toward individuals of these negative types? 

5. How can one win-their codperation? 





The Good Scout 


The good Scout does a good turn every day. He is on the 
lookout for opportunities to codperate with others for their 
well being. Every Scout makes a promise which is good 
enough for every boy or girl and for every man or woman. 
It is called the “Scout Oath”: 


“On my honor, I will do my best— 
1. To do my duty to God and my country, and to 
obey the Scout law. 
2. To help other people at all times. 
8. To keep myself physically strong, mentally 
awake, and morally straight.” 
What Scout troops are there in our community? 
Get some member of the Scouts to tell your room 
what he thinks about scouting. 
A good Scout does a good turn every day. How many 
good turns have you done this week? 


MAN 


“A new commandment I give unto you, that ye love one 
another; as I have loved you, that ye also love one another.” 


—John 18:84. 











ids, 


the 


son 


he 
ir 











-FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 23 


“There is a fable out of unknown antiquity, which con- 
veys an unlooked-for wisdom, that the gods, in the beginning, 
divided Man into men, that he might be more helpful to him- 
self; just as the hand is divided into the fingers, the better 
to answer its purpose. 


“The old fable covers a doctrine new and sublime—that 
there is one man. Man is not a farmer, or a professor, or an 
engineer, but he is all. Man is priest,.and scholar, and states- 
man, and producer, and soldier.” 

—Emerson. 


What must man do if all are to benefit? 

Can you suggest a way by which man can be per- 
suaded to do this? 

If the ideal of this fable were realized, would there 
be any depressions, war or famine? 

From your study of history, do you think that the 
general policy of men and nations, through the ages, has 
been one of coédperation? 

How about the present day? 


COOPERATION WITH ONE’S SELF 


“T desire to so conduct the affairs of this nation that if I 
lose every friend on earth, I shall have at least one friend 
left, and that shall be the one down inside of me.” 

—Abraham Lincoln. 


To thine own self be true, 
And it must follow, as the night the day, 
Thou cans’t not then be false to any man. 
—Hamlet. 


O wad some Power the giftie gie us 
To see our sels as ithers see us! 
—Burns. 


Whatsoever things are true, 
Whatsoever things are honest, 
Whatsoever things are just, 

Whatsoever things are pure, 














24 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Whatsoever things are lovely, 
Whatsoever things are of good report, 
Think on these things. 


Deep within ourselves we realize the presence of a self 
that is infinitely greater than anything that we have ever been 
or done. Scientists declare that we use a small proportion of 
our powers. . 


How can we allow this self to find expression? 


CASE STUDIES 
I 


Jack is a healthy, clever and attractive boy. He is in 
many activities, is very popular with his companions, and is 
always in the good graces of his teachers. He has an excellent 
mind capable of doing the type of work that would earn him 
an A grade in any of his scholastic subjects. 


However, Jack is somewhat smugly satisfied with his 
social success. He is a leader in a group whose membership 
depends upon sociability only. He says, “Being a good fellow 
is better than good marks. A-C is a gentleman’s grade any- 
way.” 


Should Jack be content to just “get by”? 

Is he coéperating with the Giver of Life who gave 
him his fine intelligence and power of leadership? 

What will happen to his ability if he does not use it? 

To what better uses can he devote his ability? 


II 


Several pupils in John’s study hall have thrown paper on 
the floor near him. He adds some, while he works, to the pile 
himself. Finally at the end of the period the teacher requests 
that all paper be removed from the floor. He picks up what 
he threw down and leaves the rest. The teacher orders him to 








pic 
do; 


pr 
yo 


yo 


do 


re 
ap 


las 
en 








f 











FouURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 25 


pick it up. But he says, “I didn’t throw it down. My parents 
don’t send me to school to do janitor work.” 
The teacher takes him to the principal. 
Was the teacher wrong in ordering him to remove 
all the litter? 
Does a pupil’s duty to the school extend to picking 
up paper wherever it is? Or is this the janitor’s duty? 
What should the principal say to John? 


III 


You are taking an English quizz. The test is fair, but is 
pretty hard. You are working intensively, when behind you 
you hear: 

“Hist! How about a little codoperation? Slide over in 
your seat so I can see over your shoulder.” 

The voice is from a good friend, a bright chap but who 
doesn’t like to work too hard. 


You want to help him! But— 

What will be the final effect on your friend’s charac- 
ter if you help him now? 

Is there anything to be learned in school that is 
greater than marks? 

How will you feel about it if you succeed in giving 
your friend this temporary advantage? 

What should the teacher do if she sees you appar- 
ently giving assistance? 

What kind of assistance does he really need? 


IV 


The high-school monitors are persons of importance and 
responsibility around the school. You decide to be one. You 
apply for an appointment. The student president does appoint 
you after an examination of your school reputation and scho- 
lastic standing. He explains the necessity for assisting in the 
enforcement of the rules of the school formulated and ap- 











26 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





































proved by the student council. You agree to coéperate in the 
maintenance of the best school conditions. 


The first day you are on post, two of your best friends 
give you a smile and a wink as they pass you. They go on out 
of the building during the class period. You are in a dilemma. 
While you are thinking about what to do, they come back, 
leave some candy on your desk and run back to their room. 


Tattling is extremely distasteful to you. It may result in 
the loss of their friendship. 

What will the community think of a school that per- 
mits pupils to run in and out? 

What will be the effect upon your friends if they 
learn in school to violate rules with impunity? 

Do you think that students are old enough to codp- 
erate in the responsibilty of school control? 

Will your friends think more or less of you if you 
report them to the student president? 

What will you think of yourself? 


What must be the attitude of a community toward 
those who violate its laws? 


V 


The other evening you secured permission from your 
mother to stay out until ten o’clock. However, at ten the crowd 
just began to be interesting. There was too much going on. 
About twelve you finally managed to tear yourself away. 
Rushing home you found your family in an uproar. Anxious 
phone calls had been sent out for you. Your mother was in a 
rage. She demanded that you stay at home each night for the 
next month. 


You protest in tears, citing the example of the other 
young people, but to no avail. Then you decide to think it over. 


What kind of guardianship did your mother probably 
have when she was young? Did it hurt her? 


Is her solicitude for you based upon mere spite? 








Fo 


sck 
len 
po: 
the 


act 
ove 


pal 
cor 








he 


ds 
ut 


k, 











FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 27 


Was she too severe? What would you do were you in 
her place? 

How is the best way to avoid such friction in the 
home? 


VI 


For Seniors 


A few years have passed and you have graduated from 
school and find yourself successfully established in an excel- 
lent business. And you have found another individual of op- 
posite characteristics who is apparently the finest person in 
the world. Your affections seem to be returned. 


You are naturally in the highly emotionalized state which 
accompanies this situation, but you decide to think the matter 
over. You realize that you are about to enter into a situation 
where a lifetime of codperation will be required! 


If you are a woman what are some things that should 
be considered? 

If you are a man what are some things that should be 
considered? 

Will you expect to be always happy? 

How do you expect to avoid friction? Estrangement? 
Poor health? Financial failure? Monotony? Bickering? 


VII 


SOCIAL—adjective; fitted or accustomed to live in com- 
panies with mutual coéperation and division of labor for the 


common good. 
—Dictionary. 


Classify the following as social or unsocial: 


Leaving paper on school floor. 

Bickering at home. 

Teaching a class at Sunday School. 
Disregard for traffic rules. 

Contributing one’s best to class discussion. 














28 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Keeping money when over-changed. 

Helping a student in an examination. 

Working for Community Che+t. 

“Fibbing” when guilty of an infraction of rules. 
Writing one’s own excuse. z 
“Borrowing” a school mate’s gym equipment. 
Keeping found articles. 

Razzing a referee. 

Serving in a military organization. 

Paying taxes. 

Complaining about unsatisfactory conditions. 
Feeding a tramp. 

Giving money to “panhandlers.” 

Snubbing a school mate. 

Rendering the Flag Salute. 

Leaving gum in drinking fountains. 
Contributing food for poor people. 

Marking on school walls. 

Gossiping about fellow students. 

Serving as a monitor. 


VII 


CODE: A body of principles governing in a society, 
class, or profession, i.e., the social code, the code of honor. 

Have your home room draw up a code for your room 
(write on board) : 

“We the pupils of Room............ believe that we shall be 
happier and more helpful to one another, to our teacher, and 
to our parents if we adopt and codperate in maintaining the 
following code:” 

Pupils suggest additions to the code and they are listed 
under the preamble. There should be statements on punctu- 
ality, study, personal and room cleanliness, helping fellow stu- 
dents, parents, etc. 


THE HOME ROOM 


The home room has become the unit of school organiza- 
tion and administration. In the highly mechanized system of 











a |. 


spl 
“ ol 
ser 


lov 
ne 
is 

yo 
or; 


fre 





y 














FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 29 


a large high school, such unit organizations are indispensable. 
However, this mechanization will bring an end to all of the 
splendid pupil-teacher relationships that meant so much in the 
“old red schoolhouse” unless some means are taken to pre- 
serve these contacts and to make them effective. 


Viewed in a larger sense, the home room is the basis of 
the spirit of the school. It is the natural habitat of individual 
guidance, personal inspiration, and character development. 
This takes work and lots of it, work in the form of thought, 
of conferences and of motivation of student activity. Yet 
these things are of utmost importance. Without them 
education is barren and useless, more than useless if its skill 
and power are placed in brains that still are evil. 


First, study your pupils. Try to gain the confidence and 
love of the members of your group for unless you do, you will 
never reach them. Remember that their attitude toward you 
is apt to be a reflection of your attitude toward them. After 
you know them as individuals, organize them. A home room 
organization will never function spontaneously. On the other 
hand, a good organization cannot be imposed by the teacher 
from above. A leader may occasionally be found who will 
make the teacher almost unnecessary. But usually the teacher 
must do most of the organizing herself and yet not appear 
to do so. 


Let the pupils do as they please as long as they please to 
do what they should! This is a good plan. The accent is on 
the word, do. Have something for everybody to do and eager 
hands and minds will take it up, thinking that they have orig- 
inated and carried out the project themselves. Suggestions to 
leaders will usually result in action. Meanwhile the teacher 
maintains the role, as much as possible, as a member of the 


group. 
One may ask, “Why this motivation? Why have any stu- 


dent organization? Why not say, ‘Do this’ rather than ‘Let’s 
do this?” Why work through student leaders at all?” 


Here there is the codperation which the world lacks. The 
primary years are the years for teaching obedience. The sec- 

















80 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





ondary school years are the years for teaching codperation. 
_True, there are some who have not mastered the first step, 
but they can be segregated and treated correctively. The level 
of the group must be kept steadily pointed constructively and 
creatively toward the objectives of codperation, guidance, and 
character development. The world looks to the school for the 
education of its pupils not only in subject matter and obedi- 
ence but also in all of the qualities of life that make for good 
citizenship. 


The development of these social qualities through indirect 
emphasis in the curriculum subjects is difficult. A more direct 
and definite program of citizenship training is necessary. 
This is provided in the home room and adviser system and in 
the extra-curriculum work of the school. 


There existed in the past a belief that “character must be 
caught, not taught.” Investigation has disproved this. Char- 
acter can be taught and must be taught if the idea of the school 
is to be realized. : 


How can we improve our school was asked of our students 
last year. One replied: “Courtesy is needed toward the 
teachers. Honesty in lessons is needed, coédperation, respect- 
fulness, self-control; cleanliness in books, papers, dress and 
speech; you should always be punctual; trustworthiness is 
needed ; accuracy is needed.” These things are splendid charac- 
ter traits. How can our school attain them? 


The answer is in the statement of Angelo Patri, “The 
longer I teach the surer I am that there is no force like that 
of education. Would you have peace? Teach for it. Would you 
have temperance? Teach it. Would you have honorable men? 
Teach honor. Would you produce a nation of self-controlled, 
broad-minded people? Teach to that standard and it shall 
come to pass.” Then how can these things be taught? 


First: By establishing general school conditions which 
invoke high standards of character. Investigation under con- 
trolled conditions has shown that deceit is far less and codp- 
eration greater in schools which have reached a highly social- 
ized level of student participation. 





a hi 
grou 
and 
frie! 
pati 


emp 
lasti 
each 
for | 


ties 
spec 
fron 


opp 
stud 
teac 
isa 
poe! 
tion 
The 
to re 
wise 
stud 
trait 
mim 
forn 
No.. 
and 
arg 
lots, 
the | 


on ¢ 
best 





‘ion. 
itep, 
evel 
and 
and 
the 
edi- 
ood 


‘ect 
‘ect 
ry. 
in 


ar- 
001 


its 
he 
ot- 
nd 


18 


1e 
at 
ju 
1? 
1, 
ll 











FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 31 


Second: By establishing home room conditions that evoke 
a high code of conduct. Pupils are usually good or bad by 
groups. It is the code of the group which is accepted. Deceit 
and mischief are less prevalent in rooms where the teacher is 
friendly and sympathetic and where there is student partici- 
pation and student committees that work. 


Thirds: By indirect teaching, taking every advantage to 
emphasize character traits as they are illustrated in the scho- 
lastic work; by being conscious of the special qualities which 
each particular subject exemplifies and having a definite plan 
for emphasizing these in the regular classroom work. 


Fourth: By fostering the existence of many school activi- 
ties where traits are practiced unconsciously in thousands of 
specific, supervised situations which evoke proper trait actions 
from our pupils. 


Fifth: By direct teaching of character traits. The main 
opportunity afforded for this is in the home rooms. Units of 
study in character or citizenship training are furnished the 
teacher. These consist of parts, each with an object. There 
is a clear, broad definition of the trait, followed by quotations, 
poems, and stories with the object of securing a proper emo- 
tionalized attitude on the part of the student toward the trait. 
Then there are some case studies where the student is asked 
to register an opinion as to the exhibition of the trait or other- 
wise in certain situations. This is to fix a definite idea of the 
student’s conception of truth or falsity on the basis of the 
trait. Finally there must be some specific activity—panto- 
mime, dramatization (as in a program on courtesy), the 
formation of a code or a slogan (a member of Home Room 
} |: armen ato is honest, etc. Suggestions made and discussed 
and codified by the room). Debate may often be used. Friendly 
arguments result in a great amount of thinking. Straw bal- 
lots, mock trials, story telling, and contests between parts of 
the group offer motivation and diversion. 


The teacher is responsible for the teaching of the lessons 
on citizenship. Take the material and use it according to the 
best teaching methods which you know. Such teaching requires 
the highest type of technique. 














32 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


The programs may be cut up to give the pupils assign- 
ments previously to the rendition of the program. If you have 
an excellent program committee, let them do this. If you have 
a good chairman, let him present the questions following each 
story. Otherwise, do this yourself. There must be thought and 
discussion if any minds are to be reached. 


Two things are to be avoided. Do not assert yourself too 
strongly into the picture. And do not permit the program to 
reach a low perfunctory level of recitation without thought, 
discussion or pupil activity. If you can avoid these things and 
have a program that will reach your young people, they will 
live to call you great. And yours will be the accolade of satis- 
faction that comes only to the artist teacher capable of shap- 
ing young lives to greater ends. 


COURAGE 


Courage is controlled fearlessness in the face of ridicule, 
difficulty, or danger. 


Courage consists in doing one’s utmost to make his life 
strong, glorious, and honorable in order that he may benefit 
his own community and serve the race. 


I have a rendezvous with death 
At some disputed barricade 
When spring comes back with rustling shade 
And apple blossoms fill the air. 
I have a rendezvous with Death, 
When Spring brings back blue days and fair, 
When Spring trips north again this year, 
And I to my pledged word am true, 
I shall not fail that rendezvous. 
—Alan Seeger. 


Who was Alan Seeger? 
Did he keep his rendezvous? 


Paris, Sept. 30.—(United News)—Three American mem- 
bers of the French Foreign Legion during the World War 
will make a final effort within the next few days to find the 











ave 
ave 
ach 
nd 


too 


ht, 
nd 
vill 
is- 


fe 
fit 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 33 


shell-torn battlefield on which Alan Seeger kept his “rendez- 
vous with death.” 


The unmarked tomb of the “Poet of the Trenches” will 
be sought by George Delpeuch, of New York, who was injured 
while standing in a wheat field beside Seeger. 


They will be aided by farmers near Belloy-en-Santerre, 
by maps from the ministry of war, and by an undying friend- 
ship for the youth who wrote: 


“,.. I’ve a rendezvous with death 
At midnight in some flaming town; 
When Spring trips north again this year 
And I to my pledged word am true, 
I shall not fail that rendezvous.” 


Seeger, whose poems became famous after his death, was 
killed somewhere in the fields across a ravine from Belloy. 
The records of the Foreign Legion show that he was buried 
with a hundred other dead of the Second battalion on the 
slopes of Hill 76. Marks of the grave were blasted later by 
counter-attacks and hope of finding the grave is remote. If 
it is found a monument will be erected there, commemorating 
in Seeger’s sacrifice the deaths of hundreds of Americans in 
the Legion. 





“He who would save his life must lose it.” 
—Christ. 


What does this imply in terms of unsefishness and 
service? 


What examples can you mention of men who have 
lost themselves for others? 


Does the education of the young people by the com- 
munity imply a return to the community in terms of un- 
selfish service? 


Does this require courage? Devotion to ideals? Self- 
reliance? Bravery? 













































34 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 
For lower grades: 


. DAVID AND GOLIATH 


David was the son of Jesse. He was a shepherd boy. 
One day old Samuel came looking for a man to annoint king. 
The Lord had told him that he must choose one of the sons of 
Jesse. Jesse showed Samuel his seven sons but Samuel said, 
“The Lord hath not chosen these. Are these all thy children?” 
Jesse told him, “There remaineth yet the youngest and he 
keepeth the sheep.” So they sent for David. Samuel saw he 
was ruddy and of goodly countenance and said, “Come anoint 
him for this is he.” . 


Now Saul was king. He was troubled with an evil spirit 
and nothing soothed him but harp music. David could play 
the harp well. Whenever the evil spirit came upon Saul, 
David would play upon the harp so well that “Saul was re- 
freshed and the evil spirit departed.” 


About this time the Philistines gathered an army to give 
battle to the Israelites. Saul and his men went to meet them. 
There went out a champion from the Philistines, a giant 
named Goliath, very tall and strong, and defied any Israelite 
to give him battle. No Israelite dared to go out to meet him. 
David went to Saul and said: “Thy servant will go and fight 
the Philistine.” 


Saul offered David helmet and armor to fight the giant 
but David refused. Instead he took five stones from the brook 
and his leather sling and went out and called on Goliath to 


come forth to battle. 


Goliath scorned young David and said he would feed his 
flesh to the birds and the beasts. David waited until the giant 
was near enough for a good aim. He whirled his sling around 
his head and let go. The stone flew straight and hit Goliath 
in the forehead whereupon he fell down dead. David took his 
great knife, cut off the giant’s head and held it up for the 
Philistines to see, At this they were all so afraid that they all 
fled in great confusion. 





wo 


citi 
car 








yf 
1, 


99 


t 








FOURTH HANDBOOK OF THE NATIONAL HONOR Society 35 


Questions 
Who are some modern Goliaths? Some modern 
Davids? 
Do we have any opportunities to display like 
courage? 





JOAN OF ARC 


Upon the death of Charles VI, many Frenchmen, dissatis- 
fied with the unjust Treaty of Troyes, decided to stand by the 
Dauphin (title given the eldest son of the King of France), 
Charles the VII. So the war dragged on. The dauphin’s sup- 
porters gradually withdrew. Burgundy, a large territory in 
eastern France, had already allied itself with the English. 
Most of northern France was in the hands of the enemy and 
efforts were being made to drive the dauphin south of the 
river Loire. The fortified town of Orleans was the only obsta- 
cle to the English plan. They, therefore, surrounded the city, 
built forts, and proceeded to batter the walls. For six months 
this siege of Orleans continued. If it fell, the French failed. 
The dauphin and his nobles were shamefully inactive, and the 
brave people of Orleans were almost ready to give up when. 
the city was saved by a sixteen-year-old peasant girl, Joan 
of Arc. 


Clad in white armor, on horseback, and carrying a white 
banner embroidered with lilies, Joan led the French troops to 
Orleans in 1429. One after another the English forts fell, 
Joan always leading the attacks. Although she carried a sword 
presented to her by the dauphin, and supposed to have been 
the one used by Charles Martel against Mohammedans, she 
never used it. 


With her banner held aloft she led every attack. When 
wounded, she refused to have the wound “charmed,” the usual 
method of healing at this time. As Orleans and other French 
cities were regained the French grew confident. Rheims was 
captured and the dauphin, conducted by Joan, entered the city. 
Joan of Arc was acclaimed by the common people as the 

















36 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


“savior of her country.” She appealed to the patriotism of all 
Frenchmen, and the spirit of nationalism spread over France. 
Many of the nobles who resented this, because it would mean 
the destruction of their feudal power, conspired against Joan. 
Because of their treachery she failed to take Paris. Later 
when she was captured by the Burgundians and sold to the 
English, not even the French King would ransom her. 


She was taken to Rouen, put in an iron cage, chained to 
the wall, tortured and tormented. The English condemned her 
to die, saying she was a witch, a heretic, and a renegade. She 
was burned alive in the public square at Rouen. A little while 
later the Pope declared her innocent, and in 1920 she was en- 
rolled as a saint of the Catholic Church. 


The spirit of the “Maid of Orléans” lived on, and finally 
in 1453 the English were driven out of France. 


Questions 


1. Name the places in which Joan of Arc showed 
courage. How did she? 

2. Does the courageous person always receive recognition 
at the time of the deed? 

3. What satisfaction did Joan experience? 





SELF-RELIANCE 


One of the great English books is “Tom Brown’s School- 
days.” If you have read it, you will never forget one thing. 
You will remember the new boy who came to school and how 
at night, when all the merry lads and all the bullies were shout- 
ing and laughing the new boy knelt down by his bed and said 
his prayers. You will remember the fun they made of him. 


It is easy to mock a lad when he is remembering his 
mother, but it is hard to do what Tom Brown did; for he too 
went to his bed and knelt down. There was courage in that, 
and it did not fail, for those who came to mock, remained to 


pray. 








—~ »+ 71 © Fe 


OO w~— st Or rs OH ket OOUuUwMtDClC OO Ol KtlC Ms CTOlUC NO SDOODt 














FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 37 


Questions 


1. Was Tom Brown foolish or should he have gone along 
with his crowd and jeered also? What would a group 
of boys say about Tom to-day? 

2. Which do you think is harder, courage in real big 
things or courage in little things? 





DR. GUYON 


Hundreds of thousands of men have laid down their lives 
for their countries. Many have volunteered to go to battle, 
and many have been drafted. They all joined the army with 
some hope of returning home uninjured. Some have gone into 
perilous places in battle with a feeling that the odds were 
much against them but had a little hope. 


This heroism recalls an incident of years ago when the 
plague afflicted Europe. In Marseilles, France, this dreaded 
disease became so terrible that parents deserted children and 
children forgot their obligation to parents. Funeral proces- 
sions were constantly passing along the streets. Everybody 
was sad not knowing when he would become a victim of the 
plague. The physicians held a meeting to see if something 
could be done to stop the wholesale spread of the disease. It 
was agreed in their meeting that nothing could be done with- 
out opening a corpse to discover the character of the disease. 
It meant death to the one who should gét this information. 
Who would make the sacrifice of his life for this cause for his 
country? There was a pause of death-like silence. Then, Dr. 
Guyon, one of the most celebrated among them, wealthy, in 
the prime of life, and with a seeming great field of usefulness 
before him, arose and said: “Be it so; I devote myself to the 
safety of my country. Before this general assembly I swear in 
the name of humanity and religion that to-morrow at the 
break of day I will dissect a corpse and write down what I 
observe.” 


He immediately left the room, made his will, and spent 
the evening in religious exercises. During the night a man 














38 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





died in his house of the plague, and at daybreak Dr. Guyon 
entered the room and made the examination. He then left the 
room, threw the’papers on which he wrote into a vase of vine- 
gar that they might not convey the disease to another, and 
retired to a convenient place, where he died twelve hours 
later. Dr. Guyon’s unselfishness in death left an example to 
inspire and bless. 


Questions 


1. Can you name any other great heroes of science? 

2. Are the greatest battles fought in peace or war? 

3. Was it easy for Dr. Guyon to perform this 
experiment? 

4. What types of courage did he show? 





“FEAR NEVER HELPS US” 


Did you read the story of the steeplejack who spent two 
hours on a ten-inch ledge one hundred fifty feet in the air and 
got down safely? It happened not long ago in Rochester, 
New York. 


His companion had dropped and died, when the scaffold 
broke. James Kemp, warned by the cry of his fellow-worker, 
was able to catch himself. Ladders fell short in the rescue. 
Airplanes were brought into service, but the wind was too 
strong. The ropes they lowered failed of their mark. 


Seconds and minutes clicked by—to the quarter hour, the 
half hour, the hour, and on. The steeplejack still hugged the 
bricks, while the wind sang around him, and the rapidly gath- 
ering crowd below stood in horror. 


A rocket gun was brought into action. After five trials a 
thin cord was shot over the chimney’s top, close enough so that 
Kemp could reach it. Balancing on his ten-inch perch, Kemp 
waited until a heavier line could be drawn over the chimney, 
and then a rope. With this he reached the ground. 


As he landed the man who had been directing the rescue, 
fainted, but not the steeplejack. 

















FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 39 


“I knew better than to let the thing scare me,” he said. 


The situation in the nation and the world to-day is indeed 
serious. And one of the most dangerous factors is fear—the 
thing that didn’t bother Kemp. Nothing is needed now so 
much as a stout heart. 

Fear never helped in any situation. The more intense the 
circumstances the more reason for courage and good nerves. 
That goes for shipwrecks or fires and cyclones or earthquakes 
or economic hurricanes. 


Questions 

1. Is it possible to have hope and vision in the face of 
difficulty ? 
What is the influence of time upon most difficulties? 
What kind of courage do “hard times” necessitate? 
What is the “Ten Year Plan” for the U. S.? 
What can an individual do in time of depression? 


 » PP 





Mr. John Law, young coach of the Manhattan College 
football team, was in to see me yesterday. You will recall him 
as the all-America linesman and captain of the 1929 Notre 
Dame eleven which beat the Army in the Stadium. That was 
the year a flee-footed gentleman by the name of Elder ran 
the length of the field to change in an instant the entire com- 
plexion of a stubbornly fought battle. 


“Was that guy fast!” ejaculated Mr. Law. “I used to run 
interference for him and more than once he caught up with 
me and just naturally ran me right into the ground.” 


“It’s an interesting story how Mr. Law happened to go to 
Notre Dame. He listened in on a radio broadcast of the 1924 
Stanford-Notre Dame game. The exploits of the Four Horse- 
men thrilled him. Without further ado he announced he was 
going out to South Bend. “What are you going to use for 
money ?” asked the elder Law, a day laborer and not precisely 
a plutocrat. 








40 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Young Mr. Law answered that he would get out there 
some way or other. Presently he saved enough to pay his rail- 
road fare and shoved off. Up to that time all he knew about 
Notre Dame was that it was a place where the Four Horsemen 
galloped and a bald-headed fellow named Rockne coached. 


Contrary to skeptical opinion there are certain regula- 
tions which must be respected before even a football player 
may matriculate at Notre Dame. One of these is that your 
tuition must be paid. Young Mr. Law didn’t have a dime when 
he arrived at the registrar’s office. He didn’t know anybody. 
There was no friendly alumnus to iapewent himself in the 
young man’s predicament. 


“They seemed amused at my audacity,” relates Law, “but 
that was all. At least a part of my tuition had to be paid in 
advance, and that was final. I wandered around the field and 
after a while I came across one of the priests batting a hand 
ball up against the wall. 


“Mistaking me for one of the new freshmen, he called 
out, ‘How about a game?’ This was a break, because I always 
played a good game of handball. I don’t remember whether 
I won this game or not, but anyway I told the priest my story 
and he became interested in me. ‘I’ll try to get you a job in 
the furnace room,’ he promised. What’s more he did, and 
after a day or so I was accepted.” 


Here Mr. Law paused and smiled reminiscently. “I had 
the idea that after you got started and made the squad they 
took care of you out there. Well, they did. I did such a swell 
job in the furnace room that I managed to hold it until I grad- 
uated. In fact I was practically indispensable. They wouldn’t 
even think of letting me go during the holidays. Still I oughtn’t 
to kick at fifty cents an hour; the pay wasn’t bad.” 


Questions 


1. Was John Law foolish or courageous in starting to 


college without any money? 
2. What does the world usually do for the man who is 


truly courageous? 











Al 









FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 


THE WINNING GIFT 


Take for yourself the gift of the gods, 
But give me courage; 
Give me the heart that knows no odds— 
Yes, give me courage. 
Reach for the laurel that rules the game, 
Wealth, position, the crowd’s acclaim, 
For the great white spotlight’s blinding flame, 
But give me courage. 













Ask your gods for wealth or a throne, 
But give me courage; 
The soul to face red fate alone, 
Yes, give me courage; 
Shadows of sorrow hide the shore, 
The weaker stumble to rise no more, 
But life and death fall back before 
The charge of courage. 












—Grantland Rice. 










CASE STUDIES 


Secure a group expression of opinions on these. If 
opinions are honestly expressed there will be much diversity 
and room for discussion. 















Honesty and Courage 


1. You have broken a school rule and are caught but deny 
it. Is your attitude................ ? y 















Cocperation and Courage 


2. You see another student persistently violating a school 
rule and you conceal his delinquency. Are you.................- : 






Individuality and Courage 

8. You are invited by two boys to play truant and you have 
just study periods for the afternoon and won’t get cought. 
You go along. Are you. ..................c---ceceeeeeeeeeesseeeeeeeneseees ? 







42 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Fearlessness and Courage 
4. All pupils in your school must stay when tardy. You are 
late and go back home. Are you ? 





Judgment and Courage 
5. You are seated next to a dull student during an examina- 
tion. He is persistently copying from your paper. You do 
not conceal it. Are you re 





Fairness and Courage 
6. You have accompanied a school chum to several school 
dances. He or she decides to go to the next dance with 
another friend. You are greatly peeved about it. Are 


you ? 








Dependability and Courage 


7. The teacher is depending on you for a report. You come 
to class without it and offer many excuses. Are you........ ? 


Duty and Courage 


8. You have duties at home. The gang comes along and 
wants you to go to the ball game. You refuse in the face 


of ridicule. Are you ? 





Responsibility and Courage 
9. You break a classroom window and preserve silence. 
Are you?.... ? 





Open-Mindedness and Courage 


10. You dislike another pupil and have the opportunity to 
make him or her appear small in the eyes of the gang. 


Are you ? 








The main activity of the chapter of Central High School 
(Oklahoma City, Oklahoma) is that of sponsoring the Honor 
Roll. This Honor Roll is made up every six weeks and contains 
the names of all students in Central High School who made 
“A’s” and “B’s” only for the preceding six weeks. These 














FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 43 


names are published in the school paper. They are now plan- 
ning a special certificate, signed by the principal, to be given 
those who make all “A’s.” At the end of the year, in the award 
assembly, those who have been on the Honor Roll the entire 
year are called to the platform and awarded certificates. This 
Honor Roll is kept from year to year and they are planning 
to present to those who keep their names on it for two years, 
a silver pin (the school letter) and to those who are on the 
Roll the entire three years, a gold pin, possibly with pearls 
in it. 

The Vernon Chapter of the National Honor Society at 
Gallia Academy High School (Gallipolis, Ohio) does not hold 
stated meetings but does encourage scholarship by presenting 
a scholarship plaque each six weeks to the home room having 
the highest point average for the particular time. The points 
computed by counting four points for A, three for B, two for 
C, and one for D. At the end of each year, the senior having 
the highest four-year average has his name inscribed on the 
plaque. 


Last year, the chapter at Murphy High School (Mobile, 
Alabama) had a candy booth on Welfare Day, the proceeds of 
which were donated to the welfare work in the school. In the 
spring of last year, a banquet was given so that the graduate 
members could get to know the new members. 


The greatest service which the chapter at Senior High 
School (Bartlesville, Oklahoma) renders to the school is that 
of ushering at all school performances, both free ones and 
those calling for reserved seats, at matinee and evening per- 
formances. Under the direction of a head usher, each member 
is designated to a certain ushering task, ranging from the sale 
of tickets at the box office to receiving tickets and the actual 
ushering. Often the members act as guides for Parent-Teacher 
Association occasions when the entire. building is used: Attrac- 
tive arm-bands of the National Honor Society have been made 
for use while members are ushering. The members feel that 
services which they do are not tasks but rewards and the work 
they do clearly shows this. 








44 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


The activities of the chapter at the Sumner High School 
(St. Louis, Missouri) consists of: (1) A committee of the 
chapter assumes full responsibility for the arrangement of the 
stage in the auditorium for all regular auditorium pericds. 
The actual work is done by the regularly appointed custodians. 
It is the responsibility of the chapter to see that plants are 
properly placed and that the general appearance is satisfac- 
tory. (2) At the beginning of each semester the Honor Society 
sponsors a “Fellowship Party.” The purpose of this party is 
. to welcome all pupils who are entering Sumner High School 
for the first time. A pleasant hour is spent playing games. 
Refreshments are served and two or three brief speeches by 
active and graduate members of the society serve to inspire 
the pupils to do their best from beginning to end of their high 
school life. (3) A study hall committee composed of active 
members of the society serves in the various study rooms, 
under the supervision of teachers. They assist pupils who are 
in need and help to create a wholesome attitude of study. 


The members of the chapter at the South High School 
(Denver, Colorado) have established and operated a lost and 
found department for the past three years. Articles that are 
found are turned over to this bureau and are recorded as 


follows: 


Article and Whom Where Date To Whom Home . 
Date Description Found Found Returned Returned Room Remarks 
In this way an accurate check is maintained and seldom are 
articles returned to others than the rightful owners. A small 
room lined with shelves is used for storing articles and regu- 
lar office hours are held before and after school, during the 
lunch hour, and at certain study periods when members record 


the articles, etc. 


In the fall of the year, the South High School (Denver, 
Colorado) chapter holds a mock initiation and a party to 
which the alumni members are invited. At this time the initi- 
ates are formally taken into the organization. For two weeks 
preceding the initiation copies of the little booklet concerning 
the history of the organization, the symbolism of the pin, the 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 45 


constitution, etc., are “on reserve” in the school library so that 
the initiates may prepare themselves for the written test 
which takes place a couple of days before the initiation cere- 
mony. The spring initiation is usually in the form of a “steak 
fry” held in the mountains at a cabin owned by some one of 
the members or alumni. A mock initiation held out-of-doors 
and a formal initiation within the cabin are the main events 
of the afternoon and evening. This chapter sponsors at least 
one assembly program a year in which the members take part. 
This program usually consists of a play or skit and some 
musical numbers and is intended to show the school that the 
members are not only good students but have other talents as 
well. Last year, the chapter installed a local honor suciety, 
based purely on scholarship, to which all students who have 
attended South High School at least one semester and who 
have made two “A’s” in academic subjects and have “B’s” 
in all the rest of their subjects at the end of the semester be- 
come members of this organization called the South Scholas- 
tic Society or the “Triple S” Society. It is the feeling that this 
organization stimulates good scholarship and gives recogni- 
tion to those who have done well. The organization holds regu- 
lar meetings and gives the members a chance to become 
acquainted with one another. Because of the method of elec- 
tion and the active part the members play in school affairs, 
the students regard membership in the National Honor 
Society as the highest honor which can be conferred upon 


them at South High School. 


THE NATIONAL HONOR SOCIETY 
of the 
Junior-Senior High School (Rochester, Minnesota) 


ACTIVITIES 


The following are suggestions to enlist assistance by spe- 
cial assignments of members of the National Honor Society: 


I. Concerning students who should have advisers: 





46 


II. 


III. 








DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


A. Students new in the system (9th graders) ; assigned 
during the second week of school. 


B. “Problem” students (9th graders); assigned dur- 
ing the first six weeks of school or at any time 
during the year that the need is felt. 


C. Ninth graders who fail in one or more subjects; 
assigned at close of first six weeks or at any time 
during the year when failures occur. 


Concerning those who will select advisers (from the 
Junior Honor Society) for the advisees: 


Faculty committee working with the officers of the 
society. 


N. B. It might be advisable for the two 9th grade Eng- 
lish teachers and the two 9th grade mathematics 
teachers to be on the faculty committee since they 
could easily keep in touch with all 9th grade pupils 


Suggestions for student advisers to follow: 


A. Upon being given an advisee, go to home room of 
that student and meet him through the teacher 
there. 


B. Make an appointment to talk with him within three 
days from time you have been given advisee. 


C. Adviser should make an effort to confer with ad- 
visee as often as possible—once in two weeks at 
least; but if student is failing in any subject, 
once a week should be the minimum. 


D. Make a report at least once in two weeks to faculty 
member on committee who appointed him to 
advise. 


E. Try to discover indirectly these facts concerning 
advisee: 

1. Amount of time regularly given to study out- 

side of school. 








IV. 








igned 


dur- 
time 


cts; 
time 


the 


the 


ng- 
‘ics 
1ey 
ils 


er 


ee 


— 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 47 


2. Outside activities he enjoys during recreation ° 


hours. 

3. “Home” conditions, especially if not living at 
home. 

4. Activities in school he does or would like to par- 
take of. 


5. Amount of time spent after school receiving 
help or suggestions from teachers. 


6. Future vocational interests. 


F. Ways in which adviser may help advisee: 








1. Suggest to student how to qualify for activity 
he would like to enter. 

2. Advise him to consult teachers more often con- 
cerning his perplexities. 

8. Give him suggestions as to the most effective 
time and ways of studying. 

4. Answer any definite questions concerning par- 
ticular subject that you can; however, this 
does not mean getting his lesson for him. 

5. Be encouraging in every way possible. 

6. Aim in every way. to have a friendly, cordial 
attitude toward advisee, never one of su- 
periority. 


IV. Suggestions to faculty committee: 


A. On uniformly-sized cards keep a record of names 
of advisees with names of the advisers, followed 
by any pertinent facts obtainable, especially those 
given by advisers in their reports to you. 


B. Have a complete list of Junior Honor Society mem- 
bers from which advisers are appointed; chair- 
man should be consulted, however, before this is 
done so as to prevent duplications. 


C. Instructors should follow up as closely as possible - 
the work of the advisers so that their interest or 
efforts do not lag and dwindle. 














48 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


D. Give to advisers suggestions about the best ways 
of studying so that these may be passed on to 
pupils. 


V. Would it be advisable and possible to grade each adviser 
at end of year on his faithfulness, thoroughness, and 
the results obtained by his efforts? 


THE HONOLULU McKINLEY CHAPTER OF 
THE NATIONAL HONOR SOCIETY 


Below is a report of the achievements of the McKinley 
Chapter (Honolulu) : 


I. TANGIBLE SERVICES: 


1. To the Community: 
(a) Program at the Army and Navy Y. M. C. A. 
(b) Program at the King’s Daughter’s Home. 
(c) Radio program over KGU. 


2. To the School: 
(a) Helped dress two needy girls. 
(b) Developed and has charge of the present honor 
roll system—a tremendous undertaking in 
such a large high school. 


(c) Sold ice-cream to the students giving the profits 
to the general Student Body fund. 

(d) Bought a C. W. Bartlett print for the school. 

(e) Helps bring culture to the students through out- 
side speakers. 

(f{) Sponsors the Torch Society. 


II. INTANGIBLE SERVICES: 


“The purpose of this club shall be: 

1. To create an enthusiasm for scholarship. 
2. To stimulate a desire to render service. 
3. To promote worthy leadership. 








ide 
the 
inf 
ide 
des 


poi 
ant 


ber 


II. 





er 
nd 


ley 














FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 49 


4. To develop character in the students of McKinley 
High School.” 


We feel that we have in a large measure fulfilled these 
ideals of our society. Not only have we endeavored to develop 
these qualities among our members but have also been an 
influence in the school for other students to live up to these 
ideals and electing them to membership when we find that they 
deserve it. 


In our daily contacts with others we uphold the cardinal 
points of character—honesty, industry, brotherhood, purity, 
and service. 


HONOR ROLL SYSTEM OF 
McKINLEY HIGH SCHOOL (Honolulu) 


Below is a plan of evaluation of candidates for mem- 
bership: 


I. GRADING: 


Very Good. 

Good. 

Fair. 

Poor. 

Very Poor—no credit. 


II. HONOR ROLLS: 


1. Scholarship: 
All students making an average of good with two 
very goods canceling a fair. 


2. Citizenship: 

All students who are entirely self-supporting or sup- 
porting others, and who make an average of very 
good, good, or fair. Those supporting others will 
be differentiated from others by a double “C” 
placed after their names. 


8. Activities: 


All students deserving recognition in activities, rec- 
ommended by student body or class advisers. 

















50 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





4. Outstanding in One Subject: 

Not more than two per cent of students enrolled in 
each department. Each student shall have after 
his name the department in which he is 
outstanding. 


ASSIGNMENTS FOR MEMBERS OF A LOCAL 
CHAPTER 


“One of the chief criticisms of the activities of the Honor 
Society is that it has no constructive program. On comménce- 
ment night the senior receives his seal on his diploma or his 
star on the program as he ‘goes down the steps.’ Looked at 
both from the point of view of the school and of the education 
of the student it would seem that all of the fine ability repre- 
sented in such a group should be capitalized for the better- 
ment of the school as well as for the development of the ideals 
of service, leadership, etc., within the organization. Since the 
election of members may take place long before commence- 
ment night, the organization can assume tasks and programs 
which will benefit all concerned. The responsibility for such 
tasks as the following might be assumed by the organization: 


Monitorial and study hall duties 

Assembly programs promoting society ideals 

Big Brother and Big Sister work . 

Purely social meetings, dances, parties, picnics 

Campaigns of service, study, courtesy, ‘broaden your in- 
terests’ 

Public initiation service 

Encouraging scholarships by various means 

Setting the examples of the high ideals for which it 
stands 

Welcoming strangers, visitors, teams 

Members act as proctors, assistants to teachers 

Assist in mechanics and details of commencement 

Discouragement of commercialism in subjects, athletics 

Banquet for graduating senior members 

Reception for parents 














tt — er @M 


die ee oe | ee 











FourTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 51 


Entertainment of students on honor list 

Inter-class competition in various qualities of citizenship 

Reception to freshmen and their parents 

Responsibility for assisting substitute teachers 

Publicity of commendable work 

Exhibitions of fine work on bulletin boards 

Recognition of students who have raised their marks over 
last term’s ; 

Letters and encouragement to students, deficient or dis- 
couraged 

Establishment of tutor bureau 

Special recognition for those intending to teach 

Assist faculty in giving and scoring intelligence tests 

Hold ‘assimilation’ meetings for freshmen 

Help in the planning and holding of ‘Academic’ contests 

Act as substitute teacher 

Visitation of junior-high and elementary schools for pur- 
poses of encouraging students to come to high school 

Encourage participation in activities for the “grind” 

Emphasize all around development of the student 

Visitation to and reports from other high schools and 
societies  _ 

Increasing interest in going to college or continuing edu- 
cation 

Make college entrance requirements available 

Give information concerning scholarships 

Leading in campaigns to abolish undesirable activities, 
cribbing, dishonesty in home work, cheating, cigar- 
ette smoking, gambling, defacing or destroying 
school property 

Substituting programs for ‘Round Neck Day,’ ‘Class 
Scraps,’ ‘Rag Day’ 

Planning, organizing, and executing for the wholesome 
influence of the schools.!” 

For additional activities see page 23 of Bulletin No. 31 of 


the Department of Secondary-School Principals. 





1Permission for the quotation was obtained from Dr. H. C. McKown, 


author, and The MacMillan Company, Publishers, of EXTRACURRICU- 
LAR ACTIVITIES. ; 














52 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


RITUALS 


Portsmouth, Ohio—In the May, 1929, Bulletin No. 27, of 
the Department of Secondary-School Principals, you will find 
the Installation Service of our chapter. The ceremony is so ’ 
dignified and impressive that we have not desired any changes. 
We do, however, add a few features which are not mentioned 
in the Installation ceremony found in the Bulletin referred to. 
First, the Parent-Teachers Association president presents the 
Honor pin, the emblem of the Society, to the new members 
and as he presents them, pins them on the coat lapels or 
waists. This is preceded by a brief presentation talk. The 
members of the Parent-Teachers Association furnish these 
pins. Second, before the formal installation of candidates be- 
gins the principal introduces the assembly program by read- 
ing the names of freshmen and sophomores, who are not by 
constitution eligible for membership in the Honor Society, who 
have maintained averages during their semesters in high 
school of 90 per cent or above, and says, “You will probably 
be the future members of this society and on behalf of the 
faculty I want to congratulate you and your parents upon your 
high-school scholarship.” The parents of the honored fresh- 
men and sophomores are notified the day before to attend this 
special assembly. We have found that this is a great stimulus 
to scholarship and this goal and ambition which we have set 
up for them are pretty generally maintained during their high- 
school careers. The committee of department heads, who con- 
stitute the faculty committee to select the honor society mem- 
bers, maintain absolute secrecy of their selection until the as- 
sembly starts when the students are asked to come to the stage. 
This assembly is held at 9:30 in the forenoon, and after school 
starts that morning at 8 o’clock the parents of these newly 
elected members are called over private phone by a member 
of the faculty committee and apprised of the election of their 
son or daughter to membership. The parents usually respond 
promptly and are seated in the assembly when the students 
come in at 9:30. 


The Reynolds High School of Winston-Salem, North Caro- 
lina, has a tapping ceremony which is described as follows: 


























FourTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 58 


This ceremony is carried on by the old members of the organi- 
zation who are in the local active chapter. At the given signal 
in the induction ceremony, the members go forth from the 
stage in files from each side led by a herald. Sometimes they 
carry a lighted candie in one hand and a wand in the other. 
In the ceremony used this year only the wands were carried. 
These old members go down into the assembly where the stu- 
dent body is seated and tap on the shoulder the students from 
the senior class who have been selected by the faculty as can- 
didates. The orchestra plays during this part of the ceremony. 
After the candidates have been notified by this means they 
are accompanied to the stage by the members who tapped 
them. The induction ceremony is then carried out. 


INITIATION FOR NATIONAL HONOR SOCIETY 
of the Reitz High School, Evansville, Indiana 


Auditorium is darkened when students come in—only 
footlights on stage. After school is seated, the curtains part 
slowly, revealing a tableau as follows: National Honor So- 
ciety emblem (large copy) is suspended from the rear of 
stage, preferably against a black drop. Four members (pref- 
erably officers) in black or gray caps and gowns stand in 
groups of two on either side of emblem, holding candles of 
the following colors: red, white, purple, and yellow. Each 
member wears around his neck a stole to match his candle. 
Members pose, candles lifted toward emblem. Hold tableau 
about one minute. Members then set candles on stand or table 
just beneath emblem and take seats toward center of stage. 
Other present members (if the group is not too large) may 
be seated to right of emblem. 


Student chairman (preferably president of the organiza- 
tion), wearing cap and gown, advances to front of stage and 
gives speech of introduction. 


Chairman: To-day we are to receive ............ new mem- 
bers into the National Honor Society. Admission to this 
organization is the greatest honor that can come to a high- 

















54 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





school student, for it stands for excellence of achievement not 
only in one line, but in every line of endeavor. Scholarship 
alone will not admit a student to the National Honor Society. 
To scholarship must be added service; to service, leadership ; 
and to leadership, character. A student may therefore make 
all E (the highest) grades and still miss the National Honor 
Society if he does nothing for his school or if he shows traits 
of character that are undesirable. The membership is so 
limited that only the outstanding members of the junior and 
senior classes may be admitted, since no graduating class may 
have more than fifteen per cent of its membership in the 
National Honor Society. These students who have attained 
this high standard, and who have been chosen by faculty vote 
to become members of the National Honor Society are there- 
fore greatly to be congratulated upon the excellence of their 
record while in high school. 


Chairman: Will the present members kindly bring the 
candidates for membership to the stage? 


Candidates are brought to stage and seated to left of 
emblem. (These candidates are not notified in advance of 
their election to membership.) 


Chairman: Present members will now instruct the can- 
didates in the principles and ideals of the National Honor 
Society. 


Scholarship Speaks: 


First of the requirements for admission to the National 
Honor Society is high scholarship. The Honor Society wants 
boys and girls who are good students—boys and girls who are 
anxious to do their utmost to uphold their own scholarship 
and that of High School; who love 
learning for its own sake; and who wish to go on learning long 
after their high-school days are past, since education ends only 
’ with life. The National Honor Society member has an inquir- 
ing mind, a capacity for hard work, and an eagerness for 
knowledge. He is willing to spend long hours in reading and 
study, because he knows the real and lasting benefits that may 
































FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 55 


be derived from learning and from close application to one’s 
task. No subject or course is too difficult for him; long assign- 
ments are only a challenge to him to do his best. With Words- 
worth he realizes, 


“Dreams, books, are each a world, and books, we know, 
Are a substantial world, both pure and good.” 


The real student studies, not because he is forced to do 
it, but because he loves to learn; and may we have many mem- 
bers of this type in our own National Honor Society. 


(Speaker turns and addresses candidates.) Candidates 
for membership in the National Honor Society, you have been 
chosen first of all because of your high scholastic standing and 
your faithfulness to your studies. May your love of learning 
grow with your growth until you have reached the full flower- 
ing of your mental development; “For ’tis the mind that makes 
the body rich.” 


Leadership Speaks: 


A feader is one who stands out among the crowd and 
points the way for others to follow. Throughout the ages 
men have owed much to great leaders, whether in the field of 
politics or of science or of religion. We can not all be Julius 
Caesars or Isaac Newtons or Lindberghs, or Edisons; but 
every member of the National Honor Society can in some way 
and at some time take the lead and help his schoolmates and 
others to achieve things that could not otherwise be brought 
to pass. 


The price of leadership is sacrifice, the willingness to 
yield one’s own personal interest for the interests of others, 
the willingness to give up his own time and personal prefer- 
ence for the sake of others. A leader has confidence in himself 
and dares to go forward when others hesitate. Like George 
Eliot, he wishes to live 


“* * * In minds made better by his presence; live 
In pulses stirred to generosity, 
In deeds of daring rectitude, in scorn 














56 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





For miserable aims that end in self, 
In thoughts sublime that pierce the night like stars, 
And with their mild persistence urge man’s search 
To vaster issues. 

So to live is heaven. 
To make undying music in the world, 
Breathing as beauteous order that controls. 
With growing sway the growing life of man.” 


Candidates for membership in the National Honor So- 
ciety, strive to be so sincerely devoted to the best interésts of 
your school and your community that you may prove your- 
selves worthy to take the lead and to guide others on to higher 
and better things. 


Character Speaks: 


The National Honor Society recognizes that the develop- 
ment of good character in the individual is of supreme 
importance. 


The willing acceptance of personal and social responsi- 
bility, the cultivation of habitual acts of fair play, honesty, 
truthfulness, and honor, the development of strength by means 
of self-control, industry, perseverance, and self-sacrifice, the 
expression of loyalty to ethical and moral standards of family, 
school, church, community, state and nation indicate habits 
and attitudes every student should seek to acquire. 


The real student whose character is expressed through 
his personality works with a purpose; he scorns sham and pre- 
tense; he keeps his mind open and wide-awake for new ideas. 
Such a one is willing and ready to admit error and will seek 
to correct the faults of which he becomes aware. He is honest 
with himself and others and is true to his knowledge of right. 
Rudyard Kipling has well expressed the high requirements of 
good character in his poem If: 


“If you can keep your head when all about you 
Are losing theirs and blaming it on you; 

If you can trust yourself when all men doubt you, 

But make allowance for their doubting, too; 








Te Se ae a 

















FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 57 


If you can wait and not be tired by waiting, 
Or being lied about (don’t deal in lies), 
Or being hated (don’t give way to hating), 
And yet don’t look too good, nor talk too wise; 
If you can walk with crowds and keep your virtue, 
Or walk with kings—nor lose the common touch; 
If neither foes nor living friends can hurt you; 
If all men-count with you, but none too much; 
If you can fill the unforgiving minute 
With sixty seconds’ worth of distance run, 
Yours is the earth and everything that’s in it, 
And—what is more—You’ll be a man, my son!” 


Candidates for membership in the National Honor So- 
ciety, you have been recommended for admission because of 
your recognized qualities of good character, traits, and atti- 
tudes. Value the experience of days that are past and go for- 
ward into the future, keeping ever before you the high stand- 
ards and ideals which your school and this society expect of 
you. 


Service Speaks: 


Service is a general term, comprehensive in meaning, 
which embraces many things. There are various forms of 
service which a National Honor Society member may render— 
service to our school, service to one’s home, service to one’s 
friends, to the community, to country, and to God. Service is 
the life-giving food of the soul, the spirit of self-sacrifice which 
causes us to lose sight of ourselves for the sake of others, 
since it is, 

“Not what we give, but what we share, 
For the gift without the giver is bare. 
Who gives himself with his alms feeds three— 
Himself, his hungering neighbor, and Me.” 


Again the same idea has been expressed by Tennyson: 
“* * * Wherefore let thy voice 

Rise like a fountain for me night and day. 
For what are men better than sheep or goats 








58 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


That nourish a blind life within the brain, 

If, knowing God, they lift not hands in prayer 

Both for themselves and those who call them friend? 
For so the whole round earth is every way 

Bound by gold chains about the feet of God.” 


There are many ways in which a member of the National 
Honor Society may serve the school. One way our organiza- 
tion has found very effective is by helping students who are 
failing or barely passing in their studies to bring their -work 
to grade. Each of our members acts as a sort of big brother 
or sister to these pupils who are behind with their work. Other 
ways are by selling tickets, helping teachers, and taking part 
in school activities. Every member will find some way to ren- 
der service'to others. 


Candidates for membership in the National Honor So- 
ciety, may you constantly strive to put the welfare of others 
before your own pleasure; to help those who are less fortunate 
than you; and to serve in every possible way your,school, your 
community, and your country. 


Chairman: MY. ........................ (name of principal), the 
candidates for membership in the National Honor Society 
await your pleasure. 


Principal: Mr. Chairman, in behalf of the faculty and 
the student body of ....................------------ High School, I hereby 
accept these candidates as full-fledged members of the National 
Honor Society. May they ever be found worthy of the trust 
hereby imposed upon them. 


‘Chairman: Will the new members please stand and 
repeat the pledge? Raise the right hand. 
Pledge: 


I pledge myself to uphold/ 

the high purpose of the society/ 

to which I have been elected/ 

striving in every way/ 

by word and deed/ 

to make its ideals/ 

the ideals of my school and of my life/. ® 














re 


Ck 
er: 


an 
Cul 


R] 




















FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 59 


Chairman: New members will now please sign the 
register. 


(While the register is being signed, soft music is played. 
Chopin’s Preiude in D minor has been used successfully sev- 
eral times. If possible it should be played by one of the 
members. ) 


Certificates of. membership are presented by the principal. 


Members who held candles should take them up again 
and pose for the same tableau as that at the beginning as the 
curtain slowly falls. 


RITUAL OF INDUCTION FOR THE DEARBORN, 
(MICHIGAN) HIGH SCHOOL CHAPTER OF 
THE NATIONAL HONOR SOCIETY 


As the curtain rises, four members of the National Honor 
Society, dressed in academic garb, and representing by a band 
diagonally draped from shoulder to waist, the four ideals of 
Scholarship, Character, Leadership and Service, hold a scroll 
containing the signatures of the complete roster of the Dear- 
born Chapter. At the beginning of the ceremony the scroll 
is rolled and is held at the top of a slanting desk-like structure 
made for the purpose. On the surface of this desk is painted 
the emblem of the National Honor Society. The figures of 
Scholarship and Character hold the top roller of the scroll, 
the former standing at the left with left arm outstretched, 
the latter at the right with right arm outstretched. Leadership 
stands to the right and slightly in front of Scholarship, hold- 
ing one end of the bottom roller; while Service is in the same 
relative position to Character. All other initiated members 
who can attend the ceremony stand in a semi-circle behind the 
group with the scroll. 


The president, also in an academic robe, stands at the 
right of the scroll beside a stand on which a large inkwell and 
a quill pen are placed. Both the inkwell and the pen should 
be constructed especially and used solely for this ceremony. 
A lighted candle may also be on this stand. 











60 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


To the accompaniment of soft music offstage, the candi- 
dates march in from the right and form a diagonal line to the 
right of the tableau group. Simultaneously the principal of 
the high school enters from the left and stands at the left of 
the tableau. 


President: In the year 1928 the Dearborn High School 
received a charter to institute its own chapter of the National 


‘Honor Society. Since that time ............ members chosen by 


a highly selective process have been admitted to its ranks. 
The names of these people are inscribed on the scroll which 
you see before you. (President turns to the group.) Let the 
scroll be unrolled! (The figures of Service and Leadership 
walk forward unrolling the scroll. When the scroll is unrolled 
both kneel so that the scroll is flat on the slanting desk. At the 
same time the figures of Scholarship and Character move in- 
ward so that they are directly behind the two kneeling.) 


President, continuing: These names are the signatures of 
young men and women who are constantly endeavoring to up- 
hold the high ideals of this society, ideals that have been 
summed up in four words: Scholarship— 


Scholarship Recites :— 


“Blessed is the man that findeth wisdom and is rich in 
understanding: the purchasing thereof is better than the mer- 
chandise of silver, and her fruit than the chiefest and purest 
of gold. She is more precious than all riches, and all the 
things that are desired are not to be compared with her. 
Length of days is in her right hand, and in her left hand riches 
and glory.- Her ways are beautiful ways, and all her paths 
are peaceable. She is the tree of life to them that lay hold on 
her; and he that shall retain her is blessed.””! 


Service Recites :— 


“Abou Ben Adhem (May his tribe increase!) 
Awoke one night from a deep dream of peace, 
And saw within the moonlight of his room, 





*Proverbs III:13-18. 

















Making it rich, and like a lily in bloom, 

_ An angel writing in a bask of gold. 

Exceeding peace had made Ben Adhem bold, 

And to the presence in the room he said, 
‘What writest thou?’ The vision raised its head, 
And with a look made all of sweet accord, 
Answered, ‘The names of those who love the Lord.’ 
‘And is mine one?’ said Abou. ‘Nay, not so,’ 
Replied the angel. Abou spoke more low, 

But cheerily still; and said, ‘I pray thee, then, 
Write me as one that loves his fellow men.’ 

The angel wrote, and vanished. The next night 

It came again with a great wakening light, 

And showed the names whom love of God had blessed,— 
And lo! Ben Adhem’s name led all the rest!” 


President: Leadership— 


Leadership Recites :— 


“This I beheld, or dreamed it in a dream :— 

There spread a cloud of dust along a plain; 

And underneath the cloud, or in it, raged 

A furious battle, and men yelled, and swords 
Shocked upon swords and shields. A prince’s banner 
Wavered, then staggered backward, hemmed by foes. 
A craven hung along the battle’s edge, 

And thought, ‘Had I a sword of keener steel— 

That blue blade that the king’s son bears,—but this 
Blunt thing—!’ he snapt, and flung it from his hand, 
And lowering crept away and left the field. 

Then came the king’s son, wounded, sore bestead, 
And weaponless, and saw the broken sword, 
Hilt-buried in the dry and trodden sand, 

And ran and snatched it, and with battle-shout 
Lifted afresh he hewed his enemy down, 

And saved a great cause that heroic day.” 











* Abou Ben Adhem,” by Leigh Hunt. 
*‘Opportunity,” by Edward Rowland Still. 





FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 61 








62 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 












President—Character— 
Character Recites :— 


“If you can keep your head when all about you 
Are losing theirs and blaming it on you; 
If you can trust yourself when all men doubt you, 
But make allowance for their doubting too:. 


“If you can dream—and not make dreams your master ; 
If you can think—and not make thoughts your aim, 
If you can meet with Triumph and Disaster 
And treat those two impostors just the same: 


“If you can talk with crowds and keep your virtue, 
Or walk with kings—nor lose the common touch, 

If neither foes nor loving friends can hurt you, 

If all men count with you, but none too much: 


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


Principal now speaks, reminding candidates of the solemn 
obligation they take upon themselves in being permitted to add 
their signatures to those already on the scroll. He then asks 
the president to administer the pledge and instructs the can- 
didates to sign the roster and receive their pins from him. 


President administers pledge. The new members repeat 
after him phrase by phrase: 


“I pledge myself to uphold/ 
the high purpose of this society/ 
to whicn I have been elected/ 
striving in every way/ 
y word and deed/ 

to make its ideals/ 

the ideals of my school/ 

and of my life.” 


S86. 6 Se SH apes G55 55 2 









1“Tf,” by Rudyard Kipling. 








ae a 


aa as 22 0676 


om wits keh oP Oe CCW Ok ltl 














FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 63 


After the candidates have recited the pledge, the presi- 
dent says: “Each one will now come forward, receive the 
quill, sign the roster, return the quill to me, and proceed to 
Mr. * who will give you your pins.” These 
instructions are carried out to the accompaniment of soft 
music, the principal pronouncing the name of each new mem- 
ber as he attaches the pin. The president’s movements as he 
dips the pen, hands it to each candidate, and receives it again, 
should have a simple but studied dignity. The initiates having 
received their pins form a diagonal line on the opposite side 
of the stage. 


This closes the ceremony, and the curtain falls. 





INDUCTION CEREMONY 
Newtonville (Massachusetts) 


The ritual of the Newton Chapter (Newtonville, Massa- 
chusetts), as you will notice, is not entirely original except 
for its content. It has been given to the society as a project 
and they developed the ritual so that it is more or less static. 
The speeches on the four qualities are changed nearly every 
year. The new participants on the program are required to 
arrange their own speeches on the quality assigned to them 
so that in form the ritual remains the same but the-content 
changes from year to year. 


The curtain rises, all being dark on the stage except for 
the spotlight on a large open book, on the cover of which is 
printed “National Honor Society.” The trumpeters, who are 
already on the stage at either side of the book, sound a call. 
Then they walk together toward the front of the stage, sound 
another call, and go to the sides, one to the right, the other to 
the left. When they have withdrawn, the president arises 
from the seats of the old members, on the left, and makes the 
introductory speech, first having turned the page of Ue book 
to the keystone. 





*Insert name of principal. 











= 
s 


ry 


= 
= 


om @ee Ss 22 2 3 


& 


— 


Ze 








64 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





As he finishes, he turns.the next page on which is seen 
CHARACTER. He sits down. One torch, standing for char- 
acter on the left front, is lighted. CHARACTER is then inter- 
preted by a member, standing by the torch. 


Character is the force in one man that distinguishes him 
from others. It gives him individuality and personality. When 
it is good, it must arise from high ideals, clean living, and clean 
thinking. Strength of character has a great influence over 
the weaker-wiiled and those who have this quality are not 
averse to criticism, but, to the contrary, welcome it as an op- 
portunity to overcome their own faults. 


It is this force of character that guides men through life 
and when once developed grows steadily. It is composed of 
innumerable qualities such as leadership, courage, service, 
and honesty. Character is the power that makes great men 
famous because in the end they are judged by what they are 
more than by what they have done. 


But a person cannot passively let his character develop; 
he himself must will what he is to be. It is up to him to decide 
how fine a character he is to possess. Although the goal that 
he aims at may be unattainable, his struggle towards it, no 
matter how great it may be, will better mould his character 
and make him the man he ought to be. Each trivial act, every 
minor decision, has its part in the development of his charac- 
ter. In this country men are born “free and equal” in that 
each man has the right to choose the road on which he thinks 
he can do his best. For 


“To every man there openeth a Way and Ways, and a Way, 

And the high soul climbs the High Way and the low soul gropes 
the Low 

And in between on the misty flats the rest drift to and fro; 

But to every man there openeth a High way and a Low, 

And every man decideth the way his soul shall go.” 


At the end of this brief speech, the president turns the 
page to SERVICE. The torch at the left back is lighted while 
SERVICE is explained by a member. 


























FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 65 


Service may be applied in many ways, as much from the 
doing of what Lowell called “the little kindnesses which most 
despise or leave undone” as the undertaking of glorious enter- 
prises. It is one of the fundamental threads to be woven in the 
fabric of our lives and when it is lacking we have deprived our- 
selves of a vital quality. 


The will to serve and the love of serving indicate true 
strength of character and become, in turn, a source from which 
springs real, unselfish happiness. 


In school, service means codéperation, a willingness to 
assist wherever possible and a readiness to accept responsi- 
bility cheerfully. We are giving service when we uphold laws 
made for our own good whether we like them or not. Thus 
shall we grow to respect the greater laws of community and 
country. Likewise, we are serving when, either by active par- 
ticipation, or by our encouragement, we support school activi- 
ties. We shall always be helping our school if we endeavor to 
make ourselves measure up to its standards so that through 
us, its reputation will be maintained. 


If each one of us does the best that he is able with the 
powers at his command, he will in truth, have learned the art 
of serving. There is no service too small, too unobtrusive to 
be rendered. 


“So many gods, so many creeds, 
So many paths that wind and wind, 
While just the art of being kind, 
Is all: the sad world needs.” 


Following this is LEADERSHIP. (Torch right rear.) 


Leadership in school life is demonstrated in many ways. 
Of course, the most outstanding one is that of holding office, 
in either the Associates, class, or clubs. When a pupil holds 
some such responsible position, he is demonstrating his ability 
to lead others and the recognition of this quality by his asso- 
ciates. Another path to leadership comes from participation 
in athletics, for it is here that a student develops those quali- 






























Se ames f@ ¢ 


es 


# tudes 





66 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





ties of sportsmanship and of manliness which lead his fel- 
lows to select him as their guide. 


More unnoticed than either of these is the quiet leader- 
ship in the classrooms. It is in discussions and arguments 
here that the real leaders of school thought stand out. More 
effectively than in open campaign the classroom leaders shape 
and direct the attitude of the school. By leading discussions 
or often by the simple force of example the real leaders of the 
school can mold the ideas and opinions of their fellows. 


Leadership is given to only a few, and these must realize 
its responsibility. As in school a leader must be able to keep 
faith with the trust which his companions place in him by 
their recognition of his leadership, so in life he must be worthy 
of the honor. Our country feels an increasing need for leaders 
in thought and in action. To you who lead in school life falls 
the burden of responsibility for the country. Even as we rec- 
ognize leadership here, so will friends recognize it in life. 


Then SCHOLARSHIP. (Torch right front.) 


It is the shining goal of scholarship toward which every 
high-school pupil strives throughout his entire course. Through 
scholarship life becomes valuable for he who has at his com- 
mand the greatest store of knowledge has the greatest reser- 
voir from which he may draw to enrich his own life and that 
of others. Although this goal is within the reach of everyone, 
scholarship is not given merely for the asking. He who desires 
it must earn it by putting forth faithful effort—effort hard 
and tireless, which, however, is never lost, but is returned with 
interest a hundred fold. It is the only true wealth, wealth that 
increases, wealth that always keeps the same value, and wealth 
which can never be stolen from you. 


Scholarship is studying for the love of knowledge, and so 
cannot be justly estimated by grades. School marks do not 
measure true love of knowledge—only the knowledge that is 
displayed. Although the National Honor Society holds high 
marks as a necessary quality for its members, it believes 
others must be present for an effective personality. It con- 











we BS © © Ms 


ad = = ~~ = ww (Ye 








Leadership, and Character. 








FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 67 


siders the entire high-school course, and selects its candidates 
from those who have maintained a high standard throughout, 
showing that they have learned to train and use their minds. 
We try to develop a greater desire for scholarship within our- 
selves and to stimulate it in others. And so may you, striving 
now toward this goal by constant and continued endeavor, be 
inspired to do even more of your part, and thus come into the 
possession of true wisdom and useful knowledge. “To you we 
throw the torch, be it yours to hold on high.” 


When the last person finishes speaking, subdued stage 
lights (blue) are turned on and the torches remain lighted. 
The spotlight is off. The principal of the school arises and 
speaks concerning membership in the society and the presenta- 
tion of pins. At the termination of his speech, he hands the 
pins to four of the old members who are ready at either side 
of the book, and to the front, to give them out. All the old and 
new members rise and repeat the pledge in unison after the 
principal. The trumpeters sound a call as a finale. 


The president then introduces the speaker of the occasion, 
usually from without the school, who develops the keynote 
of the society. Some of the topics in recent years have been: 


“The Dimensions of Personality” by Dr. Herbert A. Jump. 
“To Whom Is Honor Due” by Prof. Kirtley F. Mather. 
“Towering Ambitions” by Dr. Boynton Merrill. 
“Touchstone of Success” by Rev. John N. Mark. 


The entire ceremony requires about one hour and is given 
in the school assembly hall during the regular weekly home 
room period. Juniors and sophomores attend the assembly. 


Programs are distributed to all the students attending 
assembly. The program includes the names of all members 
and those about to be inducted. On the last pages are brief 
interpretations of the four qualities: Scholarship, Service, 











68 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


RITUAL OF INITIATION 
TROY, OHIO 


At the center of the stage is an arch about 8 feet 6 inches 
high, the opening of which is about 6 feet 6 inches high, or 
tall enough for the students to pass under it. It is about 4 
feet wide. If it is possible to have it so, there is a burning 
torch in the center of the replica of the National Honor Society 
pin, which is designed in the center of the arch to form the 


keystone. : 
When the curtain rises upon a darkened stage, a tableau 
is revealed. At either side of the arch are standing respec- 
tively the four figures CHARACTER, SCHOLARSHIP, 
LEADERSHIP and SERVICE, two on each side. The Color 
Bearer as Torch Bearer stands a little back of the opening of 


the arch. 

Scholarship and Leadership are dressed in academic 
gowns, and Character and Service wear robes of blue and pink 
with silver crowns. Each of these figures holds a lighted torch, 
while the torch bearer holds an unlighted torch tied with the 
colors of the society, blue and yellow. 


Then to soft music—a march—from behind the wings at 
each side of the stage, the members of the society, each carry-° 
ing an unlighted torch, file upon the stage; they pass under- 
neath the arch to the other side, the two lines crossing beneath 
te arch. Those elected to the society in November cross to 
the left corner of the stage. Those elected to membership in 
March cross to the right corner of the stage led by the prin- 
cipal, and both lines remain standing in diagonal lines extend. 
ing from the arch to the corners of the stage. 


Then the tableau comes to life and each of the symbolic 
figures, in turn, wakes from his statue-like pose, advances to 
the center front of the stage and recites his part of the ritual, 
dropping back a step or two after his speech is given. . 
Scholarship : 

“Wisdom is the principal thing; therefore get wisdom, 
and with thy wisdom, get understanding.” (Prov. IV:7.) 




















FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 69 


“I shall study and get ready and perhaps some day my 
chance will come.” (Abraham Lincoln.) 


“Yet gifts should prove their use; 

I own the Past profuse 

Of power each side, perfection every turn ; 

Eyes, ears took in their dole, 

Brain treasured up the whole; 

Should not the heart beat once 

‘How good to live and learn?’ ” 
(Browning—“Rabbi Ben Ezra.’’) 


Leadership: 


“He who would be greatest among you must be servant 
of all.” (Matt. XX :28.) 


“Who if he rise to station of command, 

Rises by open means; and there will staad 

On honorable terms, or else retire, 

And in himself possess his own desire; 

Who comprehends his trust, and to the same 

Keeps faithful with a singleness of aim. 

Whose powers shed round him in the common strife, 

Or mild concerns of ordinary life, ‘ 

A constant influence, a peculiar grace; 

Or if an unexpected call succeed, 

Come when it will, is equal to the need; 

Who not content with former worth stand fast, 

Looks forward, persevering to the last, 

From well to better, daily self-surpast.” 
(Wordsworth—Character of the Happy Warrior.) 


Service: 


“Not what we give but what we share, 
For the gift without the giver is bare; 
Who gives himself with his alms” 
_ Feeds three—himself, his hungering neighbor, and Me.” 
(Lowell—Vision of Sir Launfal.) 





70 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


“T regret that I have but one life to give for my country.” 
(Nathan Hale.) 


“Lord help us live from day to day 
In such a self-forgetful way, 
That even when we kneel and pray, 
Our prayer shall be for Others. 


“Help us in all the work we do 

To ever be sincere and true, 

And know that what we’d do for you 
Must needs be done for Others. 


“Others, Lord, yes Others— 
Let this our motto be. 

Help us to live for Others 
That we might live like Thee.” 


Character: 


“Honor and shame from no condition rise, 
Act well your part; there all the honor lies.” 
(Pope.) 
“True worth is in being, not seeming 

In doing each day that goes by 

Some little good; 

Not in the dreaming of great things to do by and by, 

For whatever men say in their blindness, 

In spite of the fancies of youth, 

There’s nothing so kingly as kindness 

And nothing so royal as truth.” 


(Carey.) 
All: 
“Four things a man must learn to do 
If he would make his record true; 
Scholarship : 


To think without confusion clearly, 








hm— bed, kek OAC 











FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 71 


Service: 
To love his fellow-men sincerely, 


Leadership: 
To act from honest motives purely 


Character: 
And trust in God and heaven securely.” 
(Van Dyke.) 


Now, the four, facing one another and holding their torches 
high, form a double arch at the center of the stage. 


Music again. The Color Bearer approaches from back of 
stage. He removes the torch from pedestal which is unlighted 
and is tied with blue and gold ribbons. He passes under arch 
formed by tableau group, pauses a moment to receive a light 
for his own torch and then advances to front of stage where 


he speaks as follows: 


In my hand I bear our colors, 

Rich with meaning that we love 

For they’re from the sunlight golden 
And the clear blue sky above. 

To each one the Blue says kindly 

“To yourself above all, be true”, 

- And the Gold of the sun whispers warmly 
“To all others give freely their due.” 
So from this torch of flaming gold 
I’m sharing with you a light 
That wherever men are in darkness 
They may see by your radiance bright. 


The two lines which have been standing almost at right 
angles come together in a parallel line. Torch Bearer lights 
their candles. Then the initiates take positions as before. Torch 
Bearer takes position in front of arch. He, together with the 
initiates, repeats the following lines: 

“I would be true, for there are those who trust me; 


I would be pure, for there are those who care. 
I would be strong, for there is much to suffer ; 

















72 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





I would be brave, for there is much to dare. 

I would be friend to all, the foe, the friendless ; 
I would be giving, and forget the gift. 

I would be humble, for I know my weakness: 

I would look up, and love, and laugh, and lift.” 


Torch Bearer: 


Just before the pledge is taken 

We only wish your names to mention 
For upon you now we would bestow 
The highest honor that we know. 


As Torch Bearer pronounces the names of the newly elect- 
ed members, beginning with the one next to Character in the 
tableau group, the pins are presented to them by the principal 
of the high school. Then the pledge is repeated by the candi- ° 
dates after him in a ritualistic manner, line by line, as they 
hold their torches high: 


While pianist plays music of “I Would Be True” (Soci- 
ability Songs published by Rodeheaver Co. 28 East Jackson 
Blvd., Chicago, II]. and found also in many church hymnals), 
the initiates followed by tableau group pass from the stage in 
two lines to right and left. 


The Torch Bearer remains on stage until others are off 
and until curtain is drawn. 


Curtain 


INDUCTION CEREMONY 


CASTLE CHAPTER OF NATIONAL HONOR SOCIETY 
Central High School, Sioux City, Iowa 


Stage set with a large arch on which is inscribed, Nation- 
al Honor Society, and pendant from the center an enlarged 
emblem of the Society. Four members, preferably two boys 
and two girls, represent Scholarship, Character, Leadership, 
and Service, are standing at the left and right respectively of 
the arch before the curtain is raised. 

















FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 73 


Music for marching should be played by the high school 
orchestra. 


Curtains are to be down until first ones in procession are 
even with edge of balcony. Then curtain is to be raised slowly. 


Procession of new and old members marches down aisles, 
on stage, the old members in equal numbers at the right and 
left of arch. The new members will be back of arch. Proces- 
sion is headed by the president followed by the members. New 
candidates come last. 


No one is-to pass under the arch on entering the stage. 
Old members will pass to rear of arch, then pass under it on 
way to positions at left and right of arch. Candidates (new 
members) will pass to rear of arch without passing under it 
and take positions in two lines back of the arch. 


When everyone is in place the president will step to the 
front of the stage (president stands to the right of “Scholar- 
ship” until everyone is in place) and speaks as follows: 
(pres.) 


Castle chapter of the National Honor Society meets to- 
day to induct into full membership thdse who have been chosen 
for that honor by the Faculty of Central High School, in ac- 
cordance with the constitution of the national society. It is the 
purpose of the members of Castle chapter on this occasion to 
state the objectives of the society, to witness the pledges of the 
non-members and to renew our own. We hope by this cere- 
mony to show our earnest desire to fulfill our pledges and to 
inspire in you, our fel'ow-students, a desire to make them with 
us. 


This (he points to the emblem) is our emblem, the Key- 
stone and the Flaming torch. As a builder uses a keystone to 
ensure firmness and strength in an arch, so our lives may be 
kept true to the highest ideals of mankind by the virtues rep- 
resented by the letters on our keystone, Scholarship, Character, 
Leadership, and Service. The flaming torch is the emblem of 
our purpose. To lead by the light of the ideals which the Na- 
tional Honor Society has set before us, to serve our school by 


2 











74 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


fostering and encouraging high ideals, this is our purpose. 
Perfection we cannot attain, constant striving we hope to 


maintain. 


Four of our members will give an interpretation of the 
cardinal objectives of the National Honor Society. 


The President steps back a pace while “Scholarship” steps 
forward and says: 


A high standard of scholarship is the first aim of our so- 
ciety. We believe that nothing so much as an earnest endeavor 
to learn opens the way to the knowledge and wisdom of others, 
to an understanding and appreciation of the efforts, the mis- 
takes, the joys, and the sorrows of mankind. It leads to love 
of books, an interest in nature, in the history and attainments 
of man. The vastness of what we touch upon should make us 
humble. What we find therein should make us tolerant. 


“Scholarship” steps back and “Character” steps forward 
and says: 
Good character is essential to fine manhood and woman- 
hood. In spirit, we salute, where we find them, such sterling 
attributes as (name these slowly with emphasis) honesty, 
truth, dependability, courtesy, charity, unselfishness, kindness. 


“Character” steps back and “Leadership” steps forward 
and says: 

The ability to lead one’s fellowman in the right way brings 
with it a duty none may safely shirk. To influence those about 
him by his eagerness to learn; his willingness to work, to ac- 
cept responsibility, to cooperate, to initiate or to promote valu- 
able activities—to do all this quietly, steadily, with an unwav- 
ering stand for the right, this it is that makes good leader- 
ship. 

“Leadership” steps back and “Service” steps forward and 
says: 

Scholarship, character, and leadership would be incom- 
plete without service. To attain the fullest life one can not live 
for himself alone. Good scholarship, fine character, inspiring 


% 














FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY .75 


leadership may each find itself lacking in some small part if to 
itself is not added service for his fellowman. To serve is to 
work, to help, to use one’s talents, not for himself alone but 
for others as well. One who serves gives much of himself and 
gives it willingly. 


“Leadership” steps back and the president steps forward 
and says: 


Members of the———class of and members of 
the ————class of. are to be received into membership 
to-day. 


It is fitting that as students in “The Castle on the Hill” we 
should follow a custom used by knights and ladies in the days 
of chivalry and bestow upon one whom we honor a token 
by which all may know that he has been singled out for favor. 
As each name is anounced, will the candidate please step for- 
ward to receive this, our token, a ribbon of blue with a gift 
castle on it and the initials of the National Honor Society. 


The candidates for membership were chosen by the fac- 
ulty in accordance with the rules of the society. Mr. (the prin- 
cipal), we ask that you speak in behalf of the faculty and an- 
nounce the names of the candidates. 


The President steps back a step or two, while the Principal 
speaks (tells briefly how members are chosen, history of so- 
ciety, interpretation of purposes, advice to those who aspire 
to membership, place of society in school, congratulations 
to new members—whatever he chooses) and then announces 
each name, and waits until new member has had token pinned 
on. Each candidate passes under the arch on way to front, 
comes to front at his right (at the side where the principal 
is) and passes back in the opposite direction to take his po- 
sition in front of old members. 


President pins token on. “Service” holds all tokens and 
hands one at a time to president. 


The president turns to the audience when the last can- 
didate is in place and says: 





























76 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


This is the pledge we demand of each member—with right 
arm raised as though each one holds a torch. 


“T pledge myself to uphold the high purposes of this So- 
ciety to which I have been elected, striving in every way, by 
word and deed, to make its ideals the ideals of my school.” 


Whi'e the new members are making this pledge for the 
first time we, who are already members, expect to rededicate 
our efforts to live up to the ideals of the Society by making 
it with them. We ask that the audience rise and remain stand- 
ing while we make our pledge. 


By rising, the principal gives the signal to the audience 
for rising. When the pledge has been made, the principal sits 
down, the audience follows his example. The music by the 
orchestra begins and the procession to seats begins. 


The president leads the pledge, everyone saying it at the 
same time, making some pauses, speaking clearly and slowly. 
Girls to pitch their voices low (not soft, but low in pitch). 
Arms to be raised as though holding a torch. 


After this ceremony, the main speaker, who should be a 
very prominent person in the community, speaks for fifteen 
or twenty minutes on a topic suitable to the occasion. 


INDUCTION CEREMONY 


GROVER CLEVELAND CHAPTER, (St. Louis, Missouri) 
NATIONAL HONOR SOCIETY 


A large torch is burning at the center, front. Officers, 
members, and the sponsor stand in semi-circular formation, 
the president behind the speaker’s stand, center rear; others 
to right and left of him, the vice president on his right, the 
secretary and treasurer on his left. Subdued music of violins 
is heard throughout the ceremony. 


Pres.: The meeting will please come to order. We have met 
for the purpose of receiving the newly-chosen mem- 
bers into the Grover Cleveland Chapter of the Na- 
tional Honor Society. 

















FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 77 


Sponsor: Mr. President, I wish to present******candidates 
for admission into this Chapter. 


Pres.: Let the candidates enter as their names are announced 
by the sponsor. 

(The sponsor anounces the names of the candidates, 
who enter singly from opposite sides as their names 
are spoken. The candidates take positions in semi- 
circular formation, extending the lines formed by 
the old members. 


Sponsor: Mr. President, the members of the Faculty Council, 
who under our constitution, have the duty of selecting 
those who are fitted for membership in this society, 
have judged these candidates worthy as to character, 
scholarship, service, and leadership. Therefore, Mr. 
President, I present these candidates for the honor 
of admission into this society. 


Pres.: The Chapter welcomes these worthy neophytes. Let us 

arrange ourselves in the form of the keystone, and let 
the officers proclaim the four ideals which form the 
points of our keystone. 
(All group themselves to form the outline of the key- 
stone, the Secretary and Treasurer standing at the 
points in the rear, and the Vice President and Presi- 
dent at the points in front.) 


Sec.: This point is character, without which all is as a house 
built upon the sands. 


Treas.: This point is scholarship, one of the chief aims of 
our society. We seek to develop a love of learning 
and to attain excellence in the work for which this 
school was founded. i 


Vice-Pres.: This point is service, the golden rule of one 
who labors to give to others the joy which illumines 
his own life. 


Pres.: This point is leadership. It is only through the de- 
velopment of character and through the spirit of 











78 
































Pres.: 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





willingness to learn and to serve, that we may hope 
to lead others aright. 
(All return to original positions.) 


You have learned of the ideals of our society. If you 
believe in these ideals and are willing to uphold them, 
your are ready to make the pledge which I shall read 
to you. As President of this chapter I ask you to 
consider seriously the obligations of membership in 
this society. This is the pledge: 


“As a member of the Grover Cleveland Chap- 
ter of the National Honor Society, I pledge myself 
to cherish the ideals embodied in the motto of this 
school: honesty, industry, courtesy, loyalty; to re- 
member my obligation to the public schools and to 
speak and act in their behalf when there is need; 
to uphold the honor of my city, my state and my 
country; to exalt that which is true and right and 
to oppose that which is false and dishonorable; and 
to hold aloft the flaming torch of aspiration, which 
lights the way to higher things.” 

Do you make this pledge? 


Each Initiate: I do. 
Pres.: You have made the pledge, and you are now ready to 


be intrusted with the torch, the symbol of our so- 
ciety. 


Vice-Pres.: (stepping forward): I come to place in your 


hands two priceless gifts. My first gift has little 
value in itself; it is but the body of a torch. It gives 
forth no light, and yet without it you can have no 
light. 

(Here the speaker and her assistants, the sec- 
retary and treasurer, place in the right hand of each 
initiate an unlighted torch.) 

Receive the gift, the symbol of knowledge unused, 


knowledge buried in the great treasure-house of 
books. Your unlighted torches typify such knowledge. 











FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 79 





They possess every possibility of service, yet serve not 
at all. They lack the flame. 

(Here the speaker lights a torch at the central 

flame.) 

From the central flame, which symbolizes the spirit 
of the National Honor Society, I light this torch of 
the Grover Cleveland Chapter, and from this torch I 
give ou the supreme gift: light. Just as with this 
flame I touch your torch and make of it a living thing, 
so may the flame of this spirit kindle the knowledge 
which is yours and make of it a living thing. As I give 
light to you, so do you give light to others. 

(Here the speaker lights the torches of those who 
stand at the ends of the semi-circle, and each in turn 
lights the torch of the one next to him, until the presi- 
dent is reached. The speaker then resumes her posi- 
tion next to the president.) 


You have taken the pledge of our society, you have 
been judged worthy to be intrusted with the torch, 
and you have given a token of your willingness to 
pass the light on to others. In behalf of the Grover 
Cleveland Chapter I welcome you into full member- 
ship in the National Honor Society. 


Sponsor: As sponsor of this chapter, I congratulate you upon 








the high honor which has been conferred upon you. 
It marks the recognition of work well done thus far. 
May it bring to you and to others an inspiration to 
_ go forward to greater achievements in the future. 


Let the circle be dissolved ; and as we go forth may we 
ever remember to keep our torches burning, so that 
we may light the way for others who are to follow. 

(The President and Vice President come forward 
to the central flame, separating there and going out 
at opposite sides. Immediately behind them come 
the secretary and treasurer, followed by the others, 

who fall into line in pairs, beginning with those who 
stood next to the officers.) 











80 































DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


INDUCTION CEREMONY 
LORAIN HIGH SCHOOL (Lorain, Ohio.) 


(Orchestra playing softly) 
Scene: The court of the National Honor Society. 


Enter Heralds—Flourish of trumpets. 


1st Herald: The court of the National Honor Society is about 


to open. 


2nd Herald: The judge of the society is approaching. Let all 


attend to her words. 


Judge: Pupils and friends of Lorain High School. For years 


Lorain has been a member of the National Honor So- 
ciety-_the organization which I represent. In that 
time of her pupils have been admitted to mem- 
bership. In their opinion it has been the highest honor 
the school has conferred. When they have gone to 
college or out into the busy business world, they have 
found that the wearing of the pin here represented 
has been in itself a recommendation of their potential 
value to society. The keystone symbolizes the high 
ideals of the society. The letters C-L-S-S stand for the 
four cardinal requisites of an ideal education—char- 
acter, leadership, scholarship, service. The flaming 
torch is the emblem of our purpose which is to keep 
these principles ever before the school and com- 
munity. 


In the past, Lorain High School has had enrolled in 
her student body many young men and young women 
worthy of membership. The court is now in session 
to hear recommendations for membership from the 
class of . The first cardinal requisite is charac- 
ter. Is there present a member of the National Honor 
Society who can assure us that the pupils of the sen- 
ior class of Lorain High School have the right con- 

ception of the meaning and value of character. I await 
a response. 














FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 81 


N. H. S. MEMBER: (coming from audience) I, as presi- 


dent of the local chapter of the National Honor So- 
ciety, am glad to speak upon-the subject. I wish you 
to know that the school is tireless in its efforts to im- 
press upon the student body the meaning and value 
of character. They have been told repeatedly that 
“Character is what we are in the dark” and that the 
best test of character is the quality of the citizenship. 
They have been taught that a good citizen of Lorain - 
High School will depart himself properly without be- 
ing watched; that he will strive for self-control; and 
will codperate with teachers and pupils. He will 
scorn to cheat whether it be in a test, or the prepara- 
tion of a lesson. He will not “skip” school, nor will he 
forge an excuse. He will respect the rights and prop- 
erty of others. He will be truthful, polite, trustworthy 
and show a spirit of loyalty and helpfulness to his 
family, his school, his community, and his state. 
They know that in the chain of character there is 
often one weak link. It may be the link of temper, 
or industry, or honesty, or some other weakness 
which prevents success and that he would succeed 
must dicipline and drill and control all his faculties. 
Lorain High School strives ever to impress upon her 
students the meaning and value of the finest thing in 
the world—a good character. 


Response: By a member of the faculty or a National Honor 


Judge: 


Society member. 


This is indeed a worthy conception of character and 
meets fully the standard set by the National Honor 
Society. This, however, is only one of the four ideals 
for. which we strive. Do these young people under- 
stand that the possession of a strong character brings 
with it the added responsibilities and dangers of lead- 
ership. Is there another member of the National 
Honor Society who will vouch for their preparation? 


Response given either by a member of the faculty or a 





National Honor Society member. 











82 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Judge: 


Again has Lorain High School proved itself worthy. 
Two requisites, however, remain. The National Hon- 
or Society could not admit into membership those 
who have had the opportunities and ability to main- 
tain a high standard of scholarship and yet have 
squandered their time, wasted their opportunities and 
have left talents undeveloped. The leadership.of such 
would be dangerous; the character unstable. What 
kind of scholarship does Lorain High School require 
of those whom she recommends? As no one has a 
better opportunity of knowing than the principal, we 
shall ask him to reply to this question. 


Response given by the Principal. 


Judge: 


N. H. S. 


Coach: 


We are satisfied with the standards of character, 
leadership, and scholarship; but of the four requi- 
sites, the greatest is service. Without a capacity and 
willingness to serve the scholar may become a hermit 
and the leader, a demagogue. What are the ways in 
which the Lorain High School students have been able 
to serve their school? 


MEMBER: As our high school has grown, even so 
have opportunities for service increased. We may di- 
vide the types of service into three groups—sports, 
extra-curriculum, and routine. The growth in oppor- 
tunities for service in athletics will be shown to you 


concretely by the coach. 


Pageant of Athletic Service. 


1: Manager of Athletics enters with poster and 
tickets for the game. “Tickets for the game! 
Tickets for the game!” 

. Football. 

. Basketball. 

. Track. 

. Baseball. 

. Tennis. 

Swimming. 


AAT ww 








Try 














FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 83 


8. Girls’ Tennis. 

9. Girls’ Hockey. 
10. Girls’ Volleyball. 
11. Girls’ Basketball. 
12. Girls’ Baseball. 
13. Cheerleader. 

14. Golf. 
15. Water boy 
16. Intra-mural. 


N.H.S.MEMBER: Beside athletics, there are various types 
of extra-curriculum activities in which the good stu- 
dent may develop his talents and bring credit to his 
school. These will not be shown. 


Senate: Just what is it we are to do? 


Council: Some think that we have too many extra-curriculum 
activities. We are the investigating committee! 


Senate: Well, we’d better call in representatives and question 
them closely. That’s what investigating committees do. 
Oh, what are you studying? 

Pupil: I just must have my part in the play memorized by to- 
night. In case you don’t know, let me tell you that plays 
mean a lot of work, but being in one is a great experience. 
I must be getting on, I’m writing on a schedule now. 

Council: Well, that’s that! Plays evidently pay. Not only in 
money but in the effect on the players. We’ll have to keep 
plays. 

Senate: Sure thing! What on earth are you carrying? 

Pupil: Just the posters I’ve made for various events this year. 

Council: Say, I’ve just had an idea! If it weren’t for high- 
school affairs, we wouldn’t need posters; and if it were 
not for posters, people like-————wouldn’t have a chance 
to display their talent. 


Senate: That's right 





and————seem to be having a re- 


hearsal. Let’s watch them! (scene from operetta as———— 
and 


walk across stage.) 























84 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Council: We can’t give that up, can we? Good gracious, why 
don’t you hire a truck? What is all that stuff? 

Pupil: Well, that stuff, I’d have you know, is just my daily 
diet. I’m carrying Soviet Russia on my back, the unem- 
ployment problem under my right arm and the immigra- 
tion under my left. 


Senate: Is it heavy reading? 


Pupil: I’ll say it is. 

Senate: Well, we can’t eliminate as intellectual an activity as 
that, can we? 

What’s this, a staff meeting? 

(Two members of the Hi-Standard and Scimitar staff are 
discussing affairs busily.) Come on over! We’d like to ask 
you a question. 

Scimitar Staff Member: Sorry, we can’t take the time now, 
we’re busy! 

Council: We don’t seem to be very popular, do we? Look at all 
those musicians. 

Oh, please play us a tune, will you? 

Band Member: Can’t. Band practice right away. 

Council: Oh, I enjoy a banjo so much! Won’t you play some- 
thing? 

Banjo Club Member: Not I, I’m due at Banjo Club in a min- 
ute. 

Senate: Well , you will, won’t you? We need some mu- 
sic. —————-: Can’t do it. I have to see about getting an 
orchestra together for a chapel program. 

Council: Then—————-, you simply must be a good sport and 
play for us. 

Pupil (Looking at watch): Just a minute to spare. I’ll give 
you a short one. (Plays.) 

Council and Senate: That’s great. Thanks a lot. 

Council: Who are these who seem to have all the cares of the 

world on their shoulders? Halt! Stand where you are 

and explain yourselves. 




















FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 85 


Pupil: We’re not dangerous—j ust busy members of the senior 
banquet committee. 

Senate: Lot of work, isn’t it? What do you think about doing 
away with it? 

Pupil (Interrupting): Do away with it! Do away with the 
fun of serving on committees, of decorating, of acting as 
hosts and hostesses, of learning how to prepare toasts and 
how to act at a formal function? Why, you must be crazy! 

Senate: All right, all right, we won’t! 

Council: Calm yourself. You can buy your new dress; we'll 
have a banquet. 

Pupil: Come on. -We’ve more planning to do. 

Senate: What on earth are you two doing? 

Pupil: Oh, just practicing for our stunt in the Festival of 
Fun. 

Pupil: We’re head-liners in the Lotta Hooey Theater and 
that’s no higher than we deserve to be. 

Senate: Well, they certainly do have a good opinion of them- 
selves. 

Council: Yes, if there’s any virtue in self-confidence, they 
ought to be good. 

Senate: We’re a great little investigating committee. I’ll say! 
We can’t get our witnesses to take time even to listen to 
our questions let alone answer any! 

Council: Oh, I don’t know. We have found out what we wanted 
to know, haven’t we? Extra-curriculum activities at 
Lorain High School are mighty valuable. Instead of fewer 
activities, we need more. Let’s go to report. 


N.H.S. Member: Last, but by no means least, we must honor 
those whose service in the ordinary daily routine makes 
Lorain High School a more efficient school. 


Safety Patrol: Lorain High is spared dread Accident’s 
toll 

By the efficient work of the Safety Pa- 

trol. 











86 



































Slip Collector : 


Hall Guard: 


Office: 


Absentee slips: 


Usher: 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Lost and Found: 


Stage Manager: 


Movie Operator: 





On the third floor, on first floor, and 
second floor, too, 

We collect all the slips that show where. 
you are due. a 


We’re so honest and shrewd—'tis past 
all believing; 

We sit in the hall and protect you from 
thieving. 

Have you lost a compact, a glove, or a 
a belt? 

A pencil, a note-book, a compass, a pen? 

Just call at B-12, and you'll find them 
again. 

We typewrite, we check, and make 
stencils, too, 

For in the school’s office there’s much 


work to do. 

Whenever you’re absent, whenever 
you’re late, 

We typewrite your names right under 
the date. 

Right side or left side, or balcony, 
center, 

We'll find you your seats as soon as. 
you enter. : 

A honk for the auto, a ring for the 
phone, 


A whiz for the airplane, for the wind 
a loud moan; 

The curtains to pull, and the players to 
page, 

All this is your job when you manage 
the stage. 

If you’re a regular fourth or fifth period 
fan 

You should learn to know the noon 

movie fan. 














Accompanist: 


Lunch Room Aids: 
Lab Aids: 
Library Assistants: 


Plain Dealer Mgr.: 


H. R. Program Com. : 


H. R. Chairman: 


Class Chairman: 


Head Waiter: 


Auditorium Monitor: 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 87 


When you sing—tra, la, la, and play 
—tum, tee, tee, 
I sit at the piano and accompany. 


We scrape all the dishes and serve all 
the “hash,” 

We dish the ice cream and take in the 
cash. 


As lab aids we cheerfully serve all the 
classes, 

Studying bugs, light and heat, and 
odorous gases. 


We tidy the shelves and check all the 
books, 

And take pride in the way our library 
looks. 


I distribute Plain Dealers and collect 
all the dimes 

And do my bit to keep up with the 
times. 


“Learning manners and morals” is our 
home room’s notion; 

I make out the program and set it in 
motion. 


Where’er there’s a call for our home 
room to work, 

As chairman, I manage that no one 
may shirk. 


As class chairman, I, with no chance 
for evasion, 

Must act as teacher on any occasion. 

As head waiter I serve but I serve 
quite in style; 

In the face of such dignity, no junior 
dare smile. 

We check every row, every seat with 

great care; 














88 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


To serve we are willing many minutes 
to spare. 


Noon Movie Aids: Now listen, good folks, we’ll propound 

you a riddle: 

Who walks down the sides and also the 
middle? 

Who opens and shuts all the windows 
and doors? 

Why, the noon movie aids, you knew it, 
of course. 


Judge: The training Lorain High School has given its young 
people gives me the assurance that they are worthy of 
carrying on the ideals of the society. I shall have no hesi- 
tation in accepting as members those who are recom- 
mended by your faculty. Mr. Bunn, have you the names? 


Principal: The faculty has recommended from the class of 
issjicanielabaacanniiaial The constitution of the National Honor 
Society permits the faculty to recommend from the Senior 
B class those whose careers thus far have shown their 
worthiness. In accordance with this provision, the fac- 
ulty has selected from the class of..................-.--.---» Others 
will be chosen in their senior A semester. Miss.................. : 
one of the sponsors, has the names. 


Sponsor: Come forward as your name is called. (Reads 
names. ) 


Judge (Recites pledge, then repeats phrase by phrase, then 
repeat in unison): I pledge myself—to uphold the high 
purposes of this society to which I have been pledged— 
striving in every way—by word and deed—to make its 
ideals—the ideals of my school. 


Judge: This pledge lays upon you a sacred obligation. You 
are now entitled to wear the emblem of the society. Be 
worthy of it. 


Second Sponsor: There is but one way by which you can show 
your appreciation of this honor and that is by proving in 


























FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 89 


the years to come that our faith was not misplaced. We 
trust you with the honor of the school. 


(Singing the school song.) 


RITUAL 
LANSDOWNE (Pennsylvania) 


President: 


The constitution of this national organization recognizes 
four cardinal objectives as fundamentals in education: schol- 
arship, character, leadership, and service. To exalt these ob- 
jectives and hold them ever before the school as goals toward 
which all should strive, is the purpose of this society. Our aim 
is to hold before the school such motives as shall induce others 
to aspire to scholarly habits, enlisting in worthy service, and 
leading forward in all things that shall advance the welfare 
of the school. 


President : 
The president explains the emblem of the society. 


Emblem Bearer: 

The emblem of this society is the keystone and the flaming 
torch. The keystone bears at its base the letters “S,” “L,” “C,” 
and “S,” which stand for the four cardinal principles of its 
organization: scholarship, leadership, character and service. 
As the keystone is placed by the builder to hold the perfect 
arch in perpetual stability, so the structure of our education 
must be held firm and true by the virtues represented in this 
symbol. The flaming torch is symbolical of our purpose to 
bear forward the searching light of truth, to lead that others 
may follow in the light, to keep burning in our school a high 
ambition for the enduring values of life, and to serve with 
unselfish loyalty to truth and honor. aye! 


President: 
The significance of the four cardinal objectives will be fur- 
ther explained to you. 




















90 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Scholarship: 

Scholarship, the chief aim of our organization, is the 
power of mind to dispel ignorance and superstition through 
searching investigation of truth. We strive to develop a 
greater desire for true scholarship within ourselves and to 
stimulate it in others. 


Leadership: 

Leadership is the power of personality that blazes the 
trail for man’s upward climb. To be leaders we must devélop 
within ourselves qualities that are useful to humanity. 


Character : 

Character is a trait above all most desirable. It sets the 
seal of righteousness upon all our endeavors. A school that 
merely imports knowledge, or cultivates the intellect, fails 
of its supreme object if it leaves its members no better mor- 
ally. Therefore our organization encourages character build- 
ing, or the ability to choose the modes of behavior that do 
most honor to human dignity. Because this is true our motto 
is “I would rather have honor than honors.” 


Service: 

Service is the beginning and end of our education. It isa 
willingness to render any worthwhile aid to our home, our 
school, and our community, it is the golden rule of those who 
labor to give to others the joys that illuminate their own lives. 


New Members Pledge by President: 

“I pledge myself/to uphold the high purpose of the 
National Honor Society/to which I have been elected;/I will 
be true to the principles for which it stands:/I will be loyal 
at all times to my school ;/and I will maintain and encourage/ 
high standards of scholarship, character, leadership, and 
service.” 


Pins presented by principal. 
Address by superintendent. 


(A description of the above ceremony follows.) 




















FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 91 


The curtain slowly opens; lights fade out; and a hush 
falls over the assembly as an impressive tableau appears. 


A flaming torch is the center of the stage, its bright gleam 
contrasting with the blackness of the auditorium. Near the 
back of the stage stands a black-draped altar, at the side and 
back of which stand the members of the society, dressed in 
cap and gown. 


There is an atmosphere of tenseness, of mystery, and of 
formality as the president steps forward and slowly announces 
the names of the new members. After each name is pro- 
nounced, a surprised student arises from the assembly, and 
takes his place in the semi-circle about the torch. 


After the new members have all been seated, the presi- 
dent proceeds with the ritual by explaining the purpose of the 
society; and then introduces the emblem bearer, another 
member of the society, who explains the keystone and the flam- 
ing torch, as well as the four letters at the base of the 
keystone. 


At this point in the service, the president, standing by 
the torch, lights a candle and hands it to a member of the 
society, who walks to the front and silhouetted against the 
torch light, his face illuminated by the candle, he defines one 
of the cardinal objectives of the society. This procedure is 
repeated until the four objectives, scholarship, leadership, 
character, and service, are all repeated. As the members re- 
turn to their places, the candles are placed in a row on the 
altar, there to remain for the rest of the service. 


After the new members have been pledged by the presi- 
dent, pins are presented by the principal, who formally con- 
gratulates them on receiving this distinction. After an ad- 
dress by the superintendent the curtains close and a tremen- 
dous applause breaks forth, as the student body pays tribute 
to those among them who have won this honor. 

















92 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





RITUAL 
of the 
NATIONAL HONOR SOCIETY 
of the 


Shawnee-Mission High School 
Merriam, Kansas 


Reading of Candidates’ Names 


Senior Sponsor (Comes forward) Mr. Chairman, the 
following list of members of the class of 1932 of Shawnee- 
Mission High School has been submitted, and these pupils 
have been recommended by the faculty of this school for mem- 
bership in the National Honor Society. (Reads list.) 


And I, as representative of this faculty, do recommend 
that these people be duly installed as members, and be awarded 
the emblem of this society. (Retires.) 


Junior Sponsor (Comes forward): Repeats same as 
senior sponsor, but substitutes “Members of the class of 


1933, etc.” 


Chairman: These candidates who have been duly passed 
upon by their instructors are hereby accepted as eligible for 
admission into the National Honor Society. We are happy to 
grant this group the well-earned privilege of uniting with this 
organization which accords recognition to those high-school 
students who merit especial commendation. As a basis for 
this judgment and selection the four essential qualities of 
progress have been chosen; namely, character, leadership, 
scholarship, and service. 


The emblem of the National Honor Society represents 
the keystone of progress, at the base of which are these four 
qualities. The torch of progress diso is on the emblem signify- 
ing the perpetual light shed by the expression of good charac- 
ter, leadership, scholarship, and service. It is such qualities 
as these that have lighted up the pages of history, blazed the 
trail of the pioneer, and led the way for all mankind to follow. 























FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 93 


Character 


Character is a structure of thoughts, and nothing outside 
one’s thinking is included in it. It is built of valor, patience, 
love, purity, moral courage, gratitude, joy, respect, apprecia- 
tion of the good and beautiful, perseverance in the right, and 
independence of thought. A character composed of all these 
elements would be a great character indeed, but it would be- 
come noble only so far as it is tempered with humility. The 
noblest characters in the annals of history have exemplified 
this virtue. In our own nation Abraham Lincoln is the out- 
standing example. The world admires beauty, ability, and 
wisdom, but it reveres true humility. The most influential 
Man who ever lived, the Man who has been loved more than 
anyone else, the Man who centuries after his sojourn on earth, 
commands the reverence of the civilized world, said, “I can 
of mine ownself do nothing.” 


A sound and good character is the foundation for leader- 
ship, scholarship, and service. 


Scholarship 


Excellence in scholarship reveals not only that one’s store 
of knowledge has been increased, but also that the individual 
has endeavored to make the most of the opportunities at hand. 
Knowledge is both necessary and useful; it can be acquired in 
only one way, and that is through diligence and effort. It is 
a truism that knowledge is power, but a necessary corollary 
is that it must be exercised with wisdom. 


With each successive year more discoveries have been 
made, more inventions devised for man’s use, until to-day the 
school boy has at his command many times the wisdom of an 
ancient sage. “A little learning is a dangerous thing,” but 
great knowledge makes one humble. Knowledge broadens 
one’s horizon and makes one raise his eyes involuntarily to 
higher things; it dispels the limitations of ignorance and fear, 
and frees one from the fetters of self. 

















94 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





Leadership 


Leadership in its highest sense is not simply an outgrowth 
of a vigorous and pleasing personality. Leadership, in order 
to benefit mankind, must proceed from unselfish motives, 
from a strong character, and from a self-informed mind. It 
requires constant denial of self, a genuine affection for man- 
kind, and an abiding trust in God. Humility is requisite here, 
also, for the success of any cause is endangered when the 
leader thinks himself greater than the cause. 


A true leader is marked by self-confidence and poise, both 
of which are born of experience, knowledge, and an under- 
standing of men. Self-confidence is not conceit, but it’s a 
genuine belief in the righteousness of one’s cause and a just 
appraisal of one’s ability and knowledge. 


The peace and prosperity of the world, the success of 
Christianity, the salvation of mankind from itself, are in your 
hands. Accept this charge and, when petty quarrels threaten 
to deter you, look ahead to the broad horizon and refuse to be 
stopped until you have attained your goal, keeping in mind 
that “without God’s help, you cannot succeed, with it, you 
cannot fail” in any good thing. 


In you, the leaders of your own world to-day, lies the 
hope of the world of to-morrow. 


Service 


The essence of service is love, and without love, service 
is empty. The love which inspires true service is not partial, 
but universal; it takes no cognizance of hate; it does not foster 
jealousy ; it inspires loyalty and confidence, because it destroys 
fear.. Upon every hand are opportunities to render service, to 
an individual, to an organization, to your country, or to the 
world. By performing the small services at hand does one 
become accustomed to serving others, until larger opportuni- 
ties call him. The experience, gained through the small deeds, 
serves him in the broader field. 


Serving others does not entail the suppression of one’s 
individuality, rather does it mean the expression and develop- 


























FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 95 


ment of it. But, in the expression of that individuality, there 
is no place for pettiness, greed, avarice, or mad ambition. 
The world is full of self-will, self-justification, and self-love, 
which are the foundations of the world’s ills. 


To-day the world needs individuals who can rise above 
the tides of the times and serve both God and man unselfishly. 


Torchlighting Ceremony 


(By this time the four members who have spoken on 
character, leadership, scholarship, and service are in front of 
chairman’s stand. The chairman steps forward with lighted 
torch. Candidates march past the members representing 
C., S., L., and S., from whom they receive their torches. Light- 
ing their torches from the chairman’s torch they pass down- 
stage to front, then back to their respective places.) 


The chairman’s “Conclusion” speech follows. 


(Soft music off-stage continues throughout the entire 
ceremony.) 


Conclusion (by the chairman) 


Because you have exemplified the four essential qualities 
of progress; namely, scholarship, service, leadership, and 
character, during your high-school careers, the faculty feels 
that you are worthy and deserving of seats in the circle of 
the National Honor Society wherein it is required that this 
standard of excellence in these same virtues be maintained. 


We entrust to each of you a torch, lighted from the per- 
petual flame of progress. It is yours to hold high, yours to 
keep burning, yours to use to enlighten the way of all man- 
kind. This trust, which we hope you all regard as a sacred 
one, is given to you who have demonstrated your fitness and 
capacity to discharge it faithfully. 


The world to-day, more than ever before, needs young 
men and young women with strength of purpose and nobility 
of heart to lead it in the paths of peace and progress. This is 
an age when the spiritual values of life and existence are being 




















96 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


minimized and material counterfeits are being exalted. But 
so long as you young people hold aloft this torch, so long as 
you express courage, honor, truth, love, justice, intelligence, 
nobility, and purity in your lives, the spiritual values can 
never be obliterated, for these qualities are all of God, and 
whosoever expresses any one of them, even in a degree, is 
acknowledging Him. Now, in your future life, whatever suc- 
cess may be yours, be it great or small, remember the greatest 
benefactor of mankind left that epitome of humility and 
gratitude in His beloved prayer, when He said, “And Thine 
is the kingdom, and the power, and the glory, forever.” Amen. 


Presentation of Emblems 


Chairman: By the authority vested in me by the National 
Honor Society, I declare you members of the society. It is 
my privilege at this time to present to each of you the emblem 
of the society. May you wear it with pride and may you never 
do any act that would bring dishonor to the Shawnee-Mission 
chapter or the society itself. 


Recessional (Members carrying lighted torches). 


RITUAL 
of 
WEST HIGH CHAPTER OF NATIONAL HONOR 
SOCIETY 
of 


West High School 
Denver, Colorado 


I. Setting of Stage: 


A. The keystone and the flaming torch emblem are on 
a table in the center of the stage. The four flower 
girls come on the stage first, each bearing a bas- 
ket of flowers, one red, one pink, one white, one 
purple. They are seated immediately in front of 
the emblem, which is placed high enough not to be 




















B. 


FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 97 


obscured by them. The remaining members then 
enter in the following manner: the vresident, 
the secretary, and the other members. They sit 
to the right and rear of the center table. To the 
right of the old members are seated the principal 
and the speaker for the occasion. 


The stage is decorated with baskets of flowers. The 
girls wear white dresses; the boys wear dark 
suits. The old members wear the flowers repre- 
senting the four cardinal principles of the society. 


II. Procedure: 
A. 
B. 





President of the Honor Society presides. 


The communication from the faculty is read by the 

_ Secretary. 

1. The new members come to the platform as their 
names are called. The old members rise when 
the new members come to the stage; everyone 
is seated as the last new member reaches his 
seat. 


The purpose of the society is explained by a member 
as follows: 


= 


The Constitution of this national organization rec- 
ognizes four cardinal objectives as fundamental 
in all educational practice: scholarship, character, 
leadership, and service. To exalt these objectives 
and hold them ever before the school as goals 
towards which all should strive, is the purpose of 
this society. We seek nothing for ourselves be- 
yond the strengthening of our own resolves com- 
ing from the bond of union which this chapter 
establishes between us. Our aim shall be to hold 
before the school such motives as shall induce 
others to aspire to scholarly habits, enlisting in 
worthy service and leading forward in all things 
that shall advance the welfare of the school. 








98 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


D. The symbolism of the society is explained by a 
member as follows: ; 


The emblem of this society is the keystone and 
flaming torch. The keystone bears at its base 
the letters “S,” “L,” “C,” and “S,” which stand 
for the four cardinal principles of its organiza- 
tion: scholarship, leadership, character, and serv- 
ice. As the keystone is placed by the builder to 
hold the perfect arch in perpetual stability, so the 
structure of our education must be held firm and 
true to the purposes of life by the virtues repre- 
sented in this symbol. Scholarship is the power 
of the mind to dispel ignorance and superstition 
through scientific investigation of truth. Leader- 
ship is the power of personality that blazes the 
trail for man’s upward climb. Character, the 
composite of all the common virtues, sets the seal 
of righteousness upon our every endeavor. Serv- 
ice is the beginning and end of our education, the 
altar of altruism from which God’s blessings to 
man have been vouchsafed. Thus the keystone 
symbolizes the high ideals of our society. The 
flaming torch is the emblem of our purpose. To 
bear forward the searching light of truth, to lead 
that others may follow in the light, to keep burn- 
ing in our school a high ambition for the enduring 
values of life, and serve, these purposes are sym- 
bolized in the torch. 


F. The induction ceremonial is then conducted by a 
member, usually a girl, as follows: 


*1. In Eastern lands they talk in flowers, 
And they tell in a garland, their ideals and cares; 
Each blossom that blooms in their garden bowers 
On its leaves a mystic magic bears. 
The symbolism of the society has just been de- 
fined to us. The flowers which we hold are the 
attributes to these qualities, in relation to 





FourRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 99 


color. That color performs many functions in 
nature, has been proved by science. Not only 
is the office of nature’s melodies in fine hues 
and tints, to please the eye; but it has also its 
abstract significance. 


White—Symbolic of Purity—Truth. We find 
in the art of the Middle Ages, Friend- 
ship draped in: white. Becomes symbolic 
of .... Character 


Pink—Divine Wisdom—Value—Strength, and 


an attribute to dignity. Becomes symbolic 
Scholarship 


Purple—Power—tThe regal color denoting 


superiority. Becomes symbolic of 
Leadership 


Red—Brings to our mind Bravery—Courage 
—Valor, the blare of trumpets. The call to 
arms. Symbolic of .-.. service 


To obtain the desired colors in art as we find 
in nature, its components must be blended. 
Thus should we blend C. L. S. S. with the 
hope to find the road to yesterday and learn 
to build for the road that leads to to- 
morrow. 

(Will the candidates please come forward.) 


. The new members then file in front of the flower 
girls and each receives a white, a red, a pink, 
and a purple flower, which they pin on the 
left side. The old members stand during this 
ceremonial. Everyone remains standing while 
the pledge is administered by an old member, 
who pronounces the pledge and then the new 
members repeat it with him: 

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

















100 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


F. Address is given by an invited speaker. 

G. The principal awards the pins and membership 
cards to the new members. The new members and 
the old members stand during the awarding of 
pins. 

(*Formerly a candle-lighting ceremonial was used instead 
of the flower ceremonial. The reason for the change was be- 
cause the fire and police regulations prohibit the use of an open 
flame on any stage in Denver. 

In the candle lighting ceremony each initiate, bearing a 
small candle, passed in front of the lighted torch and lighted 
his candle from it.) 

(This program uses about thirty minutes.) 


Note: Our initiation fee is $2.50. A pin, membership 
card and certificate are presented to each initiate. 


JUNIOR HONOR SOCIETY 


The following rituals may be suggestive for chapters of 
the National Junior Honor Society: 


INITIATION SERVICE 
of 


JUNIOR HIGH SCHOOL, LOUISVILLE (Kentucky) 


An altar on a raised platform is arranged at the center 
of the stage against the back drop. Both altar and platform 
are draped in soft gray material. A large replica of the em- 
blem of the society is hung just above the altar, and tall 
wrought-iron candelabra holding seven candles each are placed 
at the sides upon the platform. A Bible, a pen, and the secre- 
tary’s book are in readiness upon the altar. A vase of cut 
flowers is used for decoration. The stage is decorated with 
plants and cut flowers when available, and the lights are 
shaded. 


For the first part of the service the five members repre- 
senting the fundamental qualifications for membership, char- 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 101 


acter, scholarship, service, leadership, and citizenship, and the 
officers of the society are seated on the platform. The old 
members are standing in a semi-circle to the right on the 
platform, and the initiates stand in the same formation at the 
left. 


Those having speaking parts and the officers are robed— 
the robes of character and service, which parts are taken by 
girls, are blue, the robes of the other characters are black with 
white collars. Scholarship wears the traditional cap and gown. 
A member or the vice president may take the part which gives 
the explanation of the emblem. 


After soft music by the orchestra or a violin, the curtains 
are opened upon the members and officers arranged as ex- 
plained in the foregoing paragraphs. The members having 
speaking parts rise from the platform and advance toward the 
front of the stage, where they stand half facing the audience 
and half turned toward the initiates while giving their parts. 
Each returns to his place on the platform before the next 


speaker rises. The speakers are in the order given below. 


Character 


I am Character—that first requirement of every worthy 
citizen. I am what I am, at all times and in ali places the same, 
alone or in society. I am truth, honor, and courage. What 
others may say of me in no way alters my course. 


Scholarship 


I am Scholarship. I strive to know myself, my fellows, 
and the world about me, to gain knowledge of things to be 
wrought and things to be shunned. All fields of sciences and 
arts I make my playground, while choosing one in which to 
delve as my own task. 


Service 


I am Service. I lend my strength, my mind, and my time 
wherever help is needed. No task so mean that I need stoop, 









102 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





and none too high that I may not aspire. I never seek rewards, 
though they come to me manifold. 










Leadership 


I am called Leadership. Those who would serve must 
often lead. I learn to lead through service, and through follow- 
ing loyally when I am led. At all times I recognize courage 
and fair-thinking as my guides, and I measure my success by 
the high regards of my associates. 













Citizenship 


Character, Scholarship, Service, and Leadership have 
combined to make me what I am—a true citizen of my home, 
my school, and my community. Citizenship is the highest aim 
of every thinking person, and it may be attained only by con- 
scious development of these four cardinal traits. 










Explanation of the Emblem 








The emblem of this society is the flaming torch. The 
torch is the emblem of our purpose to bear forward, through 
life, the searching light of truth, that others may follow with 
lighter footsteps. 











The Pledge 


(To be repeated after the president by the candidates 
for admission) 


As a member of the National Junior Honor Society I will 
do my -best to live up to its ideals of character, scholarship, 
service, leadership, and citizenship. 

I will strive not only to maintain the high standing I have 
gained, but will do my utmost to attain still higher aims. 

In taking this pledge I understand that I am assuming a 
responsibiltiy of leadership and example, and I will endeavor 
to serve without thought of personal glory, my school and my 
community. 













Curtain 














FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 103 


Part Two 


When the curtain is closed at the end of part one, the 
speakers and officers move from the platform and form a line 
directly in front of the old members. The secretary remains 
standing to the right of the altar, near the initiates, and has 
the pen and book in readiness for the signatures of the new 
members after they have received the pins. The principal 
stands near the altar and just in front of the line of other 
officers and speakers. The faculty sponsor stands near the 
front, with the candidates and facing the principal. 

When the curtain is opened the second time the faculty 
sponsor steps forward and speaks as follows: 


Faculty Sponsor 


Members of the National Junior Honor Society, Miss 
Loewenstein, faculty members, and pupils: After thorough 
investigation of the character, scholarship, service, leadership, 
and citizenship, and upon the recommendation of the faculty, 
I bring these boys and girls as worthy candidates for member- 
ship. If it is your pleasure, let them now be invested with the 
emblem which they so richly deserve, and which they have 
pledged themselves to wear with the full realization of its 
meaning. 


The faculty sponsor then crosses to the principal and 
hands him the cards of membership arranged in order. He 
then steps to the side of the president and hands him the pins. 
The principal steps forward slightly and greets the initiates 
with a few words of welcome and congratulation. He then 
calls each initiate and hands him his card of membership, giv- 
ing him a handshake of congratulation. The candidate then 
passes on to the president who pins on each candidate his pin. 
The candidate then goes to the altar and under the direction of 
the secretary signs his name in the book of membership. As 
soon as the last child has signed his name the curtain is drawn 
and soft music is played for a few minutes. 

















104 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


SUGGESTED RITUAL FOR THE 
JUNIOR NATIONAL HONOR SOCIETY 


The curtain rises slowly on the following tableau: At the 
center upstage on a slightly raised platform stands a figure 
symbolic of Education. (This additional character is selected 
to preside because the four qualities on which these pupils 
have been selected are epitomized in the full and true mean- 
ing of the word “education.”) Directly in front of Education 
is a white-draped table on each end of which is a lighted candle. 


At the right of Education stand Scholarship (a boy 
attired in academic robes) and Service (a girl dressed in a 
gray or grayish-blue Grecian costume). At the left of Educa- 
tion stand Leadership (a boy also in Grecian costume, pref- 
erably of golden color) and Character (a girl in white Grecian 
robes). All four individuals carry lighted candles. These 
characters are, of course, chosen from among the old mem- 
bers. If it is not possible to secure colored Grecian costumes, 
it is suggested that robes be made of gauze and used annually 
by the organization for its initiation services. These costumes 
are simply made; and although colors are effective, white also 
may be used for all characters. 


The old members form a wedge-shaped group with Edu- 
cation at the apex. 

To soft dignified music a student slowly approaches the 
central figure. Education halts him with uplifted hand. 
Education: Who is approaching? 

Student: It is I, a student. 
Education: What is your wish here? 
Student: I am one of many who seek admission to the Junior 

National Honor Society. 

Education: Is it then your wish to learn more of this organi- 
zation that you may judge your own qualifications? 
Student: It is. 


Education: The spirit of the group is symbolized by the word 
“education,” used in its fullest and best sense, The four 












FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 105 


cardinal objectives which sound the keynote of the society 
will now be explained to you. They are Scholarship, 
Leadership, Character, and Service. 


SCHOLARSHIP: 


“My mind to me a kingdom is, 
Such present joys therein I find, 
That it excels all other bliss 
That earth affords or grows by kind: 
Though much I want which most would have, 
Yet still my mind forbids to crave. 


“No princely pomp, no wealthy store, 
No force to win the victory, 
No wily wit to salve a sore, 
No shape to feed a loving eye; 
To none of these I yield as thrall: 
For why? My mind doth serve for all.” 


LEADERSHIP: 


“As the forehead of Man grows broader, 

So do his creeds; 

And his gods they are shaped in his image, 
And mirror his needs; 

Deathless, though godheads be dying, 
Surviving the creeds that expire; 

Illogical, reason-defying, 
Lives that passionate, primal desire; 

Insistent, persistent, forever, 

Man cries to the silences, ‘Never 
Shall death reign the lord of my soul, 
Shall dust be the ultimate goal— 

I will storm the black bastions of Night 
I will tread where my vision has trod, 

I will set in the darkness, a light, 
In the vastness, a god!” 








106 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


CHARACTER: 


“Use all your hidden forces. Do not miss 
The purpose of this life, and do not wait 
For circumstance to mold or change your fate. 
In your own self lies destiny. Let this 
Vast truth cast out all fear, all prejudice, 
All hesitation. Know that you are great, 
Great with divinity. So dominate 
Environment, and enter into bliss.— 
Love largely and hate nothing. Hold no aim 
That does not chord with universal good. 


“Hear what the voices of the silence say, 
All joys are yours if you put forth your claim, 
Once let the spiritual laws be understood, 
Material things must answer and obey.” 


SERVICE: 


“Who loves not Knowledge? Who shall rail 
Against her beauty? May she mix 
With men and prosper! Who shall fix 

Her pillars? Let her work prevail. 


“But on her forehead sits a fire; 
She sets her forward countenance 
And leaps into the future chance, 
Submitting all things to desire. 


“A higher hand must make her mild, 
If all be not in vain, and guide 
Her footsteps, moving side by side 
With Wisdom, like the younger child; 


“IT would the great world grew like those, 
Who grow not alone in power 
And knowledge, but by year and hour 
In reverence and in charity.” 








FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 107 


EDUCATION: You have heard the principles of the National 
Junior Honor Society. The J. Sterling Morton Chapter 
has, at present, ............ members. My friend, you may 
now read the names of those students whose qualifications 
admit them to membership. 


Student: (Reads the names from a scroll.) 


Education: Will fhe newly elected members go immediately 
to the foyer when their names are called? 


While a dignified processional is being played, the new 
members come on stage from both right and left. As they 
approach, the old members withdraw toward the wings, still 
maintaining a wedge-shaped formation but a deeper one. Thus 
the new members are in close proximity to Education. 


Education: My friends, you have witnessed the initiation cere- 
mony of the J. Sterling Morton Chapter of the National 
Junior Honor Society. Mr. Church will now present you 
with a pin symbolical of integrity, honesty, intellectual 
and social achievement. May you always wear it proudly 
and sincerely respect the qualities it represents. 

Mr. Church presents pins. 


Curtain 


' HARDING HONOR PLAN FOR 1981-1982 


The purpose of the Honor Plan of the Harding (Okla- 
homa City) Junior High School is to encourage a maximum 
effort on the part of each student to attain a well-rounded de- 
velopment. It seems to recognize worthy achievements in 
health, character, scholarship, leadership, special talent, and 
school service. 


I. Scholarship: 


Basis—Il1st semester, semester average 
2nd semester, twelve weeks average 


Grades—A 3 points 
B 2 points 

















108 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


@ are 1 point 
(A failing grade disqualifies) 
Alternating courses divide points by 2 





II. Attendance: 


A part day’s attendance shall be interpreted as follows: 
One who comes late is tardy, and one who leaves 
early is absent. ; 


A. Absences: 


No day or no part of day absent.................... 2 points 

1 day only or a part of day absent.................. 1 point 
B. Tardies: 

RE TREE NESSIE ERI RRD UR ne EE 2 points 

1 time tardy 1 point 





III. Leadership: 
A. Offices held creditably: 


Any officer who becomes disqualified forfeits his 
points, and the one who finishes the term satis- 
factorily will receive half credit. 


1. In home room: 





| RENAL CPS SLR EET 2 points 
Vice president .... ai .... LY points 
Secretary-treasurer .........---.-..-:0-:e+-+-+- 11% points 


Those holding office one nine weeks are not eli- 
gible to hold any office the following nine 
weeks, nor are they eligible to hold the same 
office again the same year. 


Live Wires, Intramural Representatives and Health 
Chairmen are eligible for nomination to home 
room offices. If elected to an office, they will con- 
tinue their club membership and duties. Lunch 
guides meet before school as group of officers, and 

are being recognized similarly for school service. 

Therefore they are not eligible for nomination to 

















FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 109 


- home room offices while serving as guides. Guides 
serve for the entire semester. 


2. In club: 

President who calls meeting to order, 
has charge of business meeting, and 
has working committees 2 points 

Vice president who plans weekly pro- 

. grams and carries them out at club 
period 2 points 

Secretary who keeps minutes of business 
and programs, and whose secretary 
book is approved.... 2 points 

National club treasurers 2 points 

Officers whose duties are less than those men- 
tioned above, shall receive 1 or 0 point accord- 
ingly. Recommendation to be made by club 
sponsor and approved by eligibility committee. 

















3. In student council: 
President . 4 points 
Vice president, secretary, and treasurer..3 points 





4. In vice presidents’ council: 
Secretary ... , 2 points 








B. Outstanding members in clubs 2 points 

Elected by students by majority vote on first ballot. 

One student elected for an enrollment of 25 or 

less, 2 students for an enrollment of over 25. 
Officers are not eligible. 


IV. Talent and Service: 


A. Teams (A limit of 10 points may be earned from 
parts 1, 2, 3, and 4.) 


1. Athletic teams representing school........ 3 points 
If city champions.........................---+- 1 point extra 
2. Junior Life Saving Team.......................... 2 points 


8. First Aid Members (who have passed 
examination) a ..2 points 


























110 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





4. Intramural teams: 





Winner in each grade 1 point 
Winner in entire school.................... 1 point extra 





If city champions 1 point extra 


5. Debate teams: 
Member of debate team ..2 points 
Alternates recommended by sponsor......1 point 
Limit of 2 points during year for alternates 





Junior Police on special duty, recommended 
by sponsor 3 points 
Regular Junior Police on duty third hour to be 
given grades like in a class. 


TI 6 csicccianiciddeeninsnncasiahonelions 2 points 








Lunch guides (who attend meetings and 

hand in reports as required) . mies 2 points 
In groups I-K a limit of 3 points in any one depart- 
ment for the year will be accepted. 





Play cast (3-act plays) : 























Major part 3 points 
Minor part ............ 2 points 
Understudies recommended by sponsor : 
Major .................-- 2 points 
Minor .......... 1 point 
Boys or Girls Music Night: 
Members of choruses.................. 1 point 
Operetta: 
Major part .... 2 points 
Minor part or member of chorus................ 1 point 
Activity orchestra (practicing outside school time) : 
1 semester .... ...2 points 
2 semesters ..............ccceeccceececeeeeceees 3 points 





Art (fine and industrial) : 
Special school projects as approved by spon- 
sor... 1, 2 or 8 points 























FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 111 









































I. Homemaking: 
Lunch judges 1 or 2 points 
Hostesses 1 or 2 points 
J. Journalism: 
Marionette staff : 

_ Editor-in-chief 3 points 
Associate editor 2 points 
Business manager 2 points 
Other editors 1 point 
130 inches in Marionette 1 point 

K. Typewriting: 
Special school typewriting as approved by 
sponsor 1, 2 or 3 points 
L. Other school service to be recommended by 
faculty member (not requested by stu- 
dent and voted unanimously by Eligibil- 
ity committee) 1, 2 or 3 points 
V. Health: 
No physical defects revealed by ex- 
amination 3 points 
Remedial defects corrected by date set....3 points 
All but one item O. K. or corrected............ 2 points 
Teeth O. K. (but other defects) .................... 1 point 
Satisfactory gain in weight........................ 1 point 
A lunches 
An A % of the time............................ 1 point 
Or a B average 1 point 
Character 


As voted by majority of home room, on 2 ballots, 
first to be used as nomination. Voting silent and 
secret. One person voted for each trait in a room 
of 25 or less enrollment, and 2 persons voted for 
each trait in rooms of more than 25 enrollment. 
No students allowed more than 3 points. 














112 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Punctuality 

Readiness to accept responsibility 
Attitude toward school 
Persistence in effort 

Coéperation in group activities 
Respect for the right of others 


NEWS ITEMS OF CHAPTER ACTIVITIES 


—tThree years ago the Eugene, (Oregon) chapter gave 
a pay assembly which raised the sum of fifty dollars to be 
used as a pin fund for the organization. With it was purchased 
a quantity of pins sufficient to supply the active members. At 
the fall of the year pins were distributed to all members who 
had paid their dues with the instruction that the pin or the 
cash is returnable at the end of the year. The method has 
worked successfully ; the members have had the honor of wear- 
ing the emblem and no loss has occurred. 


—While the emblems must be purchased through the 
Secretary of the National Honor Society, they are sometimes 
presented to the pupils by the alumni chapter, Parent-Teacher 
Association, Rotary or other service clubs, Student Associa- 
tion, or some other organization. In a majority of schools, 
however, the individual pupil pays for his own emblem. In 
practically all cases, the emblems are rightfully presented at 
the school assembly and not at a meeting of the outside organi- 
zation. 


—The Graduate Torch Chapter of the National Honor 
Society of the South Philadelphia High School for Girls has 
just issued Chapter I of Volume VII of the Torch Bulletin of 
four mimeographed pages. It contains many items of interest 
about the activities of the chapter and school and about some 
of the graduate members. It lists the officers and recent ini- 
tiates. It describes a Torch Hike and a Torch Supper,—two 
evtnts that show how the friendships of the past are still car- 
rying on. It has an inspiring message from the acting and ac- 
tive president, Bella C. Kaplan. It closes with “The Torch; 
A Creed” which each initiate repeats and is given here: 
































FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 113: 


“TI believe in the joy of study; the delight of acquaint- 
ance with books, the discipline of diligent learning and 
the re-discovery of the world of nature and of man 
through an open mind. 


“I believe in character as essential to the highest 
type of scholarship. I hold that no intellectual achieve- 
ment, however keen or clever, is worthy of deep respect 
unless it -goes hand in hand with accuracy, reliability, 
honor, humility, tolerance, and truth. 


“T believe in service, that it is the privilege and re- 
sponsibility of the enlightened member of any society to 
minister with kindness and understanding to the needs of 
the less fortunate in talent or in opportunity. 


“T rejoice in the burden of leadership which scholar- 
ship, character, and service lay upon me, for I believe that 
my Torch should light others to lives of greater beauty, 
richer joy, and fuller service.” 


—In a recent letter, one principal said, “I do think, how- 
ever, that the National Honor Society is a real force in the 
school, making for honesty and school work, and while it does 
not actively function as such, its influence tends in that di- 
rection.” 


—A few principals do not favor a chapter of any na- 
tional organization for fear of encouraging school secret so- 
cieties. Principals who have chapters of the National Honor 
Society in their high schools say that with public initiation 
exercises to which the parents of the new members are _es- 
pecially invited, there is no danger of such confusion. On the 
other hand, should any part of the initiation descend to the 
buffoonery and the horse play of the “non-ritual initiation” 
ceremony of most high-school and college fraternities? Should 
not every step from notice of election to the pledge be dignified 
and impressive? The real objectives of the National Honor 
Society may thus be best emphasized. 

—tThe president paid a short visit to the McKinley (Hono- 


lulu) chapter on October 6th, 1931, and found a very active 
chapter. Some of their activities are included in this Bulle- 














114. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


tin. A committee from the chapter delivered a beautiful lei 
on the boat which was worn with great pride as the Chichibu 
Maru sailed out of harbor on its way to Yokohama. The presi- 
dent wishes to express his appreciation of the cordial re- 
ception and of the silk, Hawaiian flag and leis of islands 
which now adorn his library as memorials of the Honolulu 
chapter. Mr. Cary, the principal, and Miss Larrabee, the spon- 
sor, are very enthusiastic about the value of the National 
Honor Society. 


—A principal of a high school in which there is a chap- 


ter of the National Honor Society and who is a member of the 
Department of Secondary-School Principals should refer all 
Bulletins bearing upon the National .Honor Society to the 
sponsor who in turn should give the members of the Society 
the benefit of the Bulletin. 


—When members of the local chapters write letters of 
an official nature they should submit these letters to the prin- 
cipal or sponsor for approval. Judging from the appearance 
and content of a few letters received from pupils, the princi- 
pal or sponsor did not read or approve the letters before they 
were mailed. 


—Practically all chapters have a pledge that is taken by 
the newly elected members at the close of the induction cere- 
mony. In most cases, the pupils repeat this pledge with up- 
lifted hand in the position of holding a torch if they do not 
actually hold it. They do not want the pupils to appear to be 
taking an oath. 


—J. G. Masters, Principal, Central High School (Omaho) 
Nebraska, says: 


“Our Beta chapter of the National Honor Society 
has through the decade proved one of the finest and best 
organizations I have ever known in a secondary school. 
It has been generally esteemed by our students as the 
most coveted honor in a long list of other possible hon- 
ors which a student my possibly attain. We do have an 
enormous number of activities, including a great military 
establishment where it is possible to win high and noted 











QO ha 




































FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 115 


distinction in military as well as in athletics, dramatics, 
music, and many other fields. Nevertheless, membership 
in the National Honor Society seems to stand out pre-emi- 
nently and above all. 


“We have generally regarded the National Honor 
Society as a great all-school recognition of fine achieve- 
ment, excellence in character, real stability already 
achieved on the part of the student. As a chapter we do 
not attempt to carry on so many activities. With us elec- 
tion comes well toward the end of the senior year and, 
of course, the award is always based on actual achieve- 
ment and accomplishment in the life and character quali- 
ties of the individual, as well as his objective achievements 
for his school and the community. 


“We do not have an exact ritual but award announce- 
ment is made at a monster mass meeting including the 
entire school, the friends of the school, and the parents 
of those elected (invited secretly). Students do not 
know ahead of time that they are to be elected. We have 
some of the very finest music and a little bit of introduc- 
tion at which time the one chosen to make the announce- 
ment and present the inaugural charge goes to the plat- 
form and tells the meaning and values of the National 
Honor Society, and one by one calls them to the platform 
when this inaugural charge is given. It is both solemn 
and beautiful occasion with us and as said above is wide- 
ly recognized as the most coveted honor not only by the 
student and parents but by the entire community here in 

+ Omaha.” 


—The West High School (Denver, Colo.) charges an ini- 
tiation fee of $2.50. A pin, membership card, and certificate 
are presented to each initiate. 


—We have received very few news items, rituals, or lists 
of activities from the chapters of the National Junior Honor 
Society. Will the principals of junior high schools send us a 
copy of the ritual and a list of the activities of the chapter? 














116 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


ADDRESSES 
Requests are frequently made for a copy of addresses 
that have been made to the new members at the initiation 
ceremonies. To comply with the wishes of some chapters, the 
following are offered: 
The first address was given before the Beta’ Chapter, 


Central High School, Omaha, Nebraska, by Dr. Frank G. 
Smith, Pasfor, First Congregational Church, Omaha, Ne- 


braska. 













In the ancient games of the olden times, it is 
said they used to crown the victor with a simple laurel 
wreath; it had no intrinsic value and no particular beauty 
and yet it was a priceless trophy because it was a sym- 
bol of achievement; a symbol is something that stands 
for something else and reminds us of it; so this laurel 
wreath was a symbol; it was a badge that stood for cer- 
tain things. 


It stood for efficiency; of all who ran or leaped 
or wrestled, here was one who ran a little faster and far- 
ther, one who leaped a little higher, one who proved him- 
self a little better in the contest whatever it might be. 


It stood for honor; the world has ever loved its he- 
roes and delights to worship them. It honors the man 
who does something no one has ever done before; or 
finds out something no one has ever known before; or 
who does something a little better than anyone has ever 
done it before; so it was a badge of honor. 


It stood for power; here was one who possessed thé 
power and the skill to accomplish and achieve in a way 
that surpassed all previous efforts and that transacted 
the efforts of his best competitors. 


And it stood for obligation; having once revealed to 
the world that he has the power and the skill to accom- 
plish, he must live up to that revelation; he must never 
let his life down to anything less than this high and ex- 
alted plane of achievement in any future experience... . 





































FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 117 


My dear young people, it is a pleasure beyond any 
words of mine to have the privilege of awarding you these 
honors this morning. I want to remind you that you have 
not been elected to this honor arbitrarily, but because you 
have honestly measured up to certain exalted standards. 
This honor is awarded on the basis of your excellence in 
four distinct qualifications; they are, character, initiative, 
leadership, and service. 


Let us examine these for just a moment: Character 
is a compound of all the finest moral and spiritual quali- 
ties you can think of: gentleness, strength, cleanliness, 
fidelity, courage, faith, hope, charity,—these all unite 
by moral and spiritual chemistry into what we call char- 
acter. It is the mighty reservoir upon which we draw in 
times of spiritual drought; it is our unfailing resourse 
in times of great crisis and moral emergency; it is the 
paramount asset for successful achievement. 


Initiative is that mental, moral, and spiritual qual- 
ity by virtue of which we are able with alertness to make 
a new and worthy program in the hour of crisis; with 
character alone we can carry out a program that has 
already been laid out for us, but when the unexpected 
happens it requires initiative to make a successful and 
efficient adjustment. Many men and women of character 
fail for lack of initiative. 


And then besides character and initiative there is 
leadership which is something entirely different. It is 
that persuasive, fascinating, gracious quality of life that 
enables one to easily enlist other people in the finest kind 
of team work for the accomplishment of that which could 
not be accomplished by individual effort. 


“And last of all service. Much is said about service 
in our day and yet few know what it really means. It does 
not mean merely that through my chosen vocation I do 
something helpful for the world; that is a part of it but 
not all of it. The better and larger part of the meaning 
of service is that I shall find my highest joy, my greatest 





118 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


reward, in the joy that others have in the service I ren- 
der; not in the service itself, but in the joy of my fellow- 
men because of the service; this is the very exact and 
essence of this pear] of life’s fine qualities, service. 


By these standards you have been chosen from 
among your fellows for this honor; remembering that 
many others were very near the goal may I remind you 
that the humility and the dignity with which you receive 
this honor will be an additional testimony of your fitness. 
1 congratulate you with all my heart; in behalf of the en- 
tire school, in behalf of the entire city, I bid you God 
speed ; remember not only your honor but your obligation. 
Go forth; the world awaits you. Give to it your best and 
the best will come back to you. May I express my heart’s 
desire for all of you in the words of him who set the throbs 
of his heart to the music of verse when he said, 


“Let me but live my life from year to year, 
With forward face and unreluctant soul; 

Not hastening to, nor turning from the goal. 
Not yearning for the things that disappear 

In the dim past, nor holding back in fear 

From what the future veils; but with a whole 
And happy heart that pays its toll 

To youth and age and travels on with cheer. 

So let the way wind up the hill and down, 

Through rough or smooth, the journey will be joy; 
Still seeking what I sought when but a boy, 

New friendship, high adventure and a crown, 

I shall grow old but never lose life’s zest, 

Because for me the road’s last turn will be the best.” 


On a similar occasion, Mr. Walter L. Pierpoint, of the 
Board of Education of Omaha, made the following address: 


What an inspiring occasion this is. Here we are,— 
present and prospective members of the National Honor 
Society, hundreds of fellow students, parents approxi- 
mating 100%, members of the faculty, and a wide circle 
of friends,—all interested in this event. This is not a 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 119 


‘pep’ meeting on the eve of a football classic.—the cause 
of scholarship is in the saddle this morning. The enthusi- 
asm and fitness of this gathering is well placed in my 
opinion. The primary function of education must be the 
scholarship of the student. 


I hope to see the day when the press and the public 
will give due credit to intellectual attainment. When, for 
example, it will be said of a successful man, in his high- 
school course, he won honors in Latin and English as 
well as played half back on the football team. 


Since the war period, many of us have regretted the 
increasing social activities surrounding school life in 
secondary schools, colleges, and universities (and particu- 
larly, universities) which have of necessity abridged the 
time of talented students and prevented the develop- 
ment of their inherent qualities of leadership. Concentra- 
tion and reflection are necessary for intellectual growth. 
I believe, however, there is now a growing appreciation 
of the value of scholarship. In this movement, the Nation- 
al Honor Society plays a prominent part 


In election to this society, you are paid a high and 
peculiar honor *, . In all schools we have a few stu- 
dents who just ‘hang on’ by their eyebrows and in the 
main because they are mentally lazy and lack an apprecia- 
tion of intellectual progress. There is also the large group 
who are willing to work voluntarily and who sincerelv 
desire to go ahead. You, of course, represent the top in this 
latter group. You are chosen on the basis of scholarship, 
progress in the field of learning; character, and character 
is what we really are (the Greek word means chiselled, 
just as you would cut your name on a rock) ; on the basis 
of leadership (leadership means the courage to take an 
advanced position justified by your training) which pre- 
supposes mastery over self. If one would lead others, self- 
mastery must be first obtained ; on a basis of service (serv- 
ice, a willingness to aid others and worthy projects) ; the 
aim of service not joy to ourselves alone, but a joy reflect- 





120 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


ed from the joy of those we serve. These are virtues of a 
high order you will agree, and best of all this honor comes 
to you, not on account of family or position, but due to 
your own effort. It is prophetic of greater honors yet to 
come. I hope the honor of Phi Beta Kappa. 


And, now, this word of caution: (probably not neces- 
sary but a little of the bitter usually goes along with the 
sweet) Beware of the superiority complex—in every con- 
test judgments are made by human hands from fallible 
data. Others came near this honor. Be kind to them; help 
them to be good losers. 

But, enough of the past, Let us face the future. It has 
been said of every youth there are three great innate de- 
sires: (1) A desire for beauty, beauty of form, beauty of 
color, beauty of style, beauty.of everything; (2) A desire 
to serve others, this I have already detailed; (3) A desire 
for truth which may be differently stated,—a thirst for 
knowledge. The Bible says, ‘The truth shall make you 
free.’ 

May I express the wish you will cultivate these great 
qualities. 

One day in a little mountain town in France a mother, 
a peasant woman as they termed her in those days, a wash- 
erwoman, in simple dress with a shawl about her head, 
clutched in her hands the meagre savings of a life time. 
Her son of great promise was about to leave for the uni- 
versity. Farewells were said as only a mother can say 
them and then she handed the limit of coins to the boy 
closing with these words, ‘Come back, somebody.’ Years 
later amid the shouts of the multitudes gathered from the 
countryside, he did come back ‘somebody.’ He came back 

_ Gambetta, the Premier of all France. I wish for you suc- 
cess in the broad sense of the word. 

On behalf of the principal and his assistants and the 
faculty of Central High—the parents and friends here as- 
sembled by virtue of the authority of the board of educa- 
tion of the school district of Omaha, I congratulate you 
and bid you God speed. 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 121 ‘ 


AN ADDRESS GIVEN BY I. M. BROCK, PRINCI- 
PAL ARTHUR HILL HIGH SCHOOL HONOR 
ASSEMBLY 


JANUARY 7, 1932 


As these honor assemblies have grown to take their place 
among the traditions of a great high school, they have come to 
mean a great deal to all of us. I am sure that they must bring 
no little pleasure and deep satisfaction to the parents of the 
students in whose honor they are held. And so we are glad that 
you parents can be here this morning. 


I always have one regret when attending one of our honor 
assemblies, and that is that there is not some way of paying 
greater honor to the hundreds of students in Arthur Hill, who 
while they may not do anything spectacular, yet are securing 
honest values from their everyday experiences and are contrib- 
uting much that is worthwhile to their school. 


In order to help us realize the importance of an honor as- 
sembly, suppose that I were to make such an announcement as 
this today: Out next assembly will be one of dishonor. At that 
time we will have grouped on this platform a small number 
of students who have been carefully selected because of the 
qualities which they possess and the things which they have 
done to bring discredit upon themselves and dishonor to their 
parents and their school. And they will be asked to stand as 
their names are read and the reasons will be cited for their be- - 
ing included in this group. For this assembly we have secured 
an outstanding speaker who will emphasize the undesirable 
qualities which these students possess and point out the signi- 
ficance of their offenses. At the close of the assembly each stu- 
dent will be awarded a pin to wear as a badge of his dishonor. 


I’m quite sure that many a semester would pass and many 
a student body would move on before the memory of such an 
assembly would fade from this high school. And I know that 
in the heart of each student so dishonored there would exist for 
life a feeling of bitterness because of his public humiliation. 





122 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Well, we aren’t going to have a dishonor assembly to be 
sure. It is difficult enough to get students to sit on the stage 
without trying that. But we are having an honor assembly this 
morning, and while it may not be as sensational! as the one 
which we have pictured, yet it is of far greater importance. kor 
there have been selected with great care a small number ot 
students from our senior class who possess those qualities, 
and who have done those things which have brought credit 
to themselves and honor fo their parents and their school. 


And so I hope that as semesters and student bodies pass 
the memory of these assemblies will continue to be an in- 
spiring force in the life of this high school. And as I extend 
to you young people the congratulations otf the schoo! for what 
you have thus far achieved, may I also express the hope that 
in the heart of each of you there may exist for life a feeling 
ot honest pride, and a sincere desire to prove worthy of the 
honor which you have earned. 


EVERY CHAPTER SHOULD: 


Keep its constitution in hand and have it read to the 
members by the secretary at least once a year. 


See that its constitution conforms to changes made 
in the National Constitution (See latest revision, of 
1927). If changes are desired in the local constitu- 
tion, see that the changes are submitted to, and ap- 
proved by, the National Council. — 


Require its secretary to report promptly the names of 
new members to the secretary of the National Coun- 
cil. And report names of those dropped and of those 
transferred to other chapters. 


Order emblems, plaques, membership cards, member- 
ship certificates, and seals only from the secretary of 
the National Council. Be sure every order is ap- 
proved by your principal. (This is one safeguard to 
prevent spurious members from obtaining the em- 


blems.) 














5. Try to effect a saving on postage and packing by or- 
dering all emblems sent to the secretary or sponsor of 
the local chapter. 


6. Make sure that your high-school principal is a mem- 
ber of the Department of Secondary-School Principals 
of the National Education Association, so that he re- 

 ceives the five (or more) bulletins published each year 
by this Department, for these always contain material 
of interest to the local chapters. 


SPECIAL ANNOUNCEMENT 


If the chapters approve, the secretary will edit and publish 
a complete roster of all the names of all the members of the 
present chapters of the National Honor Society and of the 
National Junior Honor Society, provided each chapter will 
submit a prepared typewritten list of the members by years 
elected, and send for each name five cents to cover the printing 
and mailing of this roster. This material should be on 814x11 
sheets and be sent in before October 1, 1932, in form as fol- 
lows: 


Name of town or city............ (put state in pencil) 
Name of chapter, Number of chapter (thus, Number 178) 
Name of High School (thus, Senior High School.) 


First year of members 
(Names of members of that year) 


Second year 
(names) 


Third year 
(names) 
Ete. 


(Send to secretary with five cents for each name.) 


(One copy of roster will be mailed for each name sent.) 


FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 123 








124 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 








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 financial ends. Members of our depart- 
ment are warned to beware of any plan to set up chap- 
ters, to grant charters, and to sell pins or emblems to 
pupils under 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. 




















* Dr. Elbert K. Fretwell, 
Teachers’ College, 
Columbia University, 
New York City. 


My dear Mr. Fretwell: 

There has recently come to my desk a communication 
signed by National Secretary of the National High School 
and Preparatory School Honor Society. The writer says that 
he is authorized to grant charters for Chapters of that society. 


I am interested in knowing the status of this organiza- 
tion. Can you tell me anything about the society or where I 
can find out about it? This High School already has a Chap- 
ter of the National Honor Society, but is growing large enough 
that it might consider another of the same kind. Thanking 
you for this, I am 

Very truly yours, 
Principal. 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 125 


Dear Mr. 


I do not know about this National High School and 
Preparatory School Honor Society about which you write. 
I know that, since the tremendous and worthwhile growth 
of the National Honor Society, there are springing up, as 
usual, many that are essentially imitations. 


My advice is stick to the National Honor Society and de- 
velop it in your school for all you are worth, and in any event 
to have only one honor society in your school. To have two 
honor societies is, in my opinion, to weaken them both. 


Sincerely yours, 
Elbert K. Fretwell. 


A WISE SUGGESTION 


Below is an excerpt from a letter from one of our newest 


chapters: 

“The list of juniors who will carry on the work for the 
next year is given. Those who keep the scholastic require- 
ments (and maintain the other standards) will be voted on by 
the faculty next year and permitted to own pins.” 








FourTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 127 


LIST OF CHAPTERS 


of the 


National Honor Society 


ALABAMA 


Amelia Troy cheater, 
Albany High Schoo! 
Albany, Alabama 
Baldwin County Chapter 
Baldwin County High School 
Minette, 
John Herbert Phillips Chapter 
Birmingham, Alabama 
Jones Valley Chapter 
Jones Valley High School 
Birmingham, Alabama 
J. W. Minor Chapter 
| High School 


B Rue 
Shades Cahaba Cha: 
Shades Cahaba High "School 
Birmingham, 
Woodlawn High School Chapter 
Birmingham, Alabama 
Jeffcohi Chapter 
Jefferson County High School 
Boyles, Alabama 
Pike County Chapter 
Pike County High School 
Brundidge, Alabama 
Excelsior Chapter 
Cullman County High School 
labama 


Enterprise Chapter 
Coffee County High School 
Enterprise, Alabama 
Fairfield Chapter 
Fairfield High School 
Fairfield, Alabama 
Walker Chapter 
Walker County High School 
Jasper, Alabama 
Lambda Sigma Kappa Chapter 
Perry County High School 
Marion, Alabama 
Mobile High School Chapter 
Mobile. High School 
Mobile, Alabama 
Cloverdale Chapter 
Montgomery High School 
Montgomery, Alabama 
Black Warrior Chapter 
Tuscaloosa County High School 
Northport, Alabama 
Dale Chapter 
Dale County High School 
labama 


pter 
Ramer High School 
bama 


er, 
Jackhi Chapter 
Jackson County High School 
Scottsboro, Alabama 


Selma Chapter 
Selma High School 
Selma, Alabama 
Druid Chapter 
Tuscaloosa High School 
Tuscaloosa, Alabama 


ARIZONA 


Bisbee Chapter 
The Senior High School 
Bisbee, Arizona 
Douglas Chapter . 
Douglas High School 
Douglas, Arizona 
Flagstaff Chapter 
Flagstaff High School 
, Arizona 
Globe Chapter 
Globe High School 
Globe, Arizona 
Mesa Chapter 
Mesa Union High School 
Mesa, ong 
Miami Chapte: 
Miami Mich, School 
Miami, Arizona 
Nogales Chapter 
Nogales High School 
Nogales, Arizona 
Phoenix Chapter 
Phoenix Union High School 
Phoenix, ee 
Prescott Chapte: 
Prescott Heh School 
Prescott, Arizona 
Safford Chapter 
Safford High School 
Safford, Arizona 
Tempe Chapter 
Tempe Union High School 
Tempe, Arizona 
Tuscon Chapter 
Tuscon High School 
Tuscon, Arizona 


ARKANSAS 


Arkadelphia Chapter 
Arkadelphia High School, 
Arkadelphia, Arkansas 
Ashdown Chapter 
Ashdown High School 
Ashdown, Arkansas 
Batesville Chapter 
Batesville High School 
Batesville, Arkansas 
Blytheville Chapter 
Blytheville High School 
Blytheville' Arkansas 
El Dorado Chapter 
El Dorado High School 
El Dorado, Arkansas 





128 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Socratic Chapter 
Fayetteville High School 
Fayetteville, Arkansas 
Fort Smith Chapter 
Fort Smith High School 
Fort Smith, Arkansas 
Helena Chapter 
Helena High School 
Helena, Arkansas 
Hope Chapter 
Hope High School 
Hope, Arkansas 
Hot Springs Chapter 
Hot Springs High School 
Hot Springs National Park, Arkansas 
Little Rock Chapter 
Senior High School 
Little Rock, Arkansas 
Morrilton Chapter 
Morrilton High School 
Morrilton, Arkansas 
North Little Rock Chapter 
North Little Rock High School 
North Little Rock, Arkansas 
Paragould Chapter 
Paragould High School 
Paragould, Arkansas 
Pine Bluff High School Chapter 
Pine Bluff High School 
Pine Bluff, Arkansas 
Searcy Chapter 
Searcy High School 
Searcy, Arkansas 
Texarkana Chapter 
Arkansas Senior High School 
Texarkana, Arkansas 


CALIFORNIA 
Bishop Chapter 
Bishop Union High School 
Bishop, California 
Alcyonia Chapter 
Fullerton Union High School 
Fullerton, California 
Alpha Omega Omicron Chapter 
Hanford Union High School 
Hanford, California 
Hayward Chapter 
Hayward Union High School 
Hayward, California 
Napa Chapter 
Napa Union High School 
Napa, California 
Calaveras Chapter 
Calaveras Union High School 
San Andreas, California 


COLORADO 


Aurora Chapter 
Aurora High School 
Aurora, Colorado 
Boulder Chapter 
Colorado State Preparatory School 
Boulder, Colorado 
The Brush Union Chapter 
Brush Union High School 
Brush, Colorado 
Brighton Chapter 
Brighton, Colorado 
Center Chapter 
Center High School 
Center, Colorado 








Colorado Springs Chapter 
Colorado Springs High School 
Colorado Springs, Colorado 
Cripple Creek Chapter 
Cripple Creek High School 
Cripple Creek, Colorado 
The Delta Chapter 
Delta High School 
Delta, Colorado 
The Denver Manual Training Chapter 
Manual Training High School 
Denver, Colorado 
East Denver Chapter 
East Side High School 
Denver, Colorado 
North Side High School Chapter 
North Side High School 
Denver, Colorado 
South High Chapter 
South Side High School 
Denver, Colorado 
West Side High School Chapter 
West Side High School 
Denver, Colorado 
Fort Collins Chapter 
Fort Collins High School 
Fort Collins, Colorado 
Fort Morgan Chapter 
Fort Morgan High School 
Fort Morgan, Colorado 
Garfield Chapter 
Garfield County High School 
Glenwood Springs, Colorado 
Golden High School Chapter 
The Golden High School 
Golden, Colorado 
Grand Junction Chapter 
Grand Junction High School 
Grand Junction, Colorado 
Greeley Chapter 
Greeley High School 
Greeley, Colorado 
Teachers College High School Chapter 
Teachers College High School 
Greeley, Colorado 
Gunnison Chapter 
Gunnison County High School 
Gunnison, Colorado 
Hotchkiss Chapter 
Hotchkiss High School 
Hotchkiss, Colorado 
La Junta Chapter 
La Junta High School 
La Junta, Colorado 
Limon Chapter 
Limon Union High School 
Limon, Colorado 
Littleton Chapter 
Littleton High School 
' Littleton, Colorado 
Monte Vista Chapter 
Rio Grande County High School 
Monte Vista, Colorado 
Montrose Chapter 
Montrose County High School 
Montrose, Colorado 
Olathe Chapter 
Olathe High School 
Olathe, Colorado 
The Centennial Chapter 
Centennial High School 
Pueblo, Colorado 
Roosevelt Chapter 
Rocky Ford High School 
Rocky Ford, Colorado 














Salida Chapter 
Junior-Senior High School 
Salida, Colorado 
Sterling Chapter 
Industrial Arts High School 
Sterling, Colorado 
Victor Chapter 
Victor High School 
Victor, Colorado 
Walsenburg Chapter 
Huerfano County High School 
Walsenburg, Colorado 
Wheatridge Chapter 
Wheatridge High School 
Wheatridge, Colorado 
Willard Chapter 
Willard High School 
Willard, Colorado 
Windsor Chapter 
Windsor High School 
Windsor, Colorado 
Yuma County High School Chapter 
Yuma County High School 
Wray, Colorado 
Yuma Chapter 
Yuma Union High School 
Yuma, Colorado 


CONNECTICUT 


Bethel Chapter 
Bethel High School 
Bethel, Connecticut 
Warren G. Harding Chapter 
Warren G. Harding High School 
Bridgeport, Connecticut 
Smiley Chapter 
Hartford Public High School 
Hartford, Connecticut 
Bulkeley Chapter 
Bulkeley High School 
Hartford, Connecticut 
Meriden Chapter 
Meriden High School 
Meriden, Connecticut 
Tourtellotte Chapter 
Tourtellotte Memorial High School 
North Grosvenordale, Connecticut 
Derby Chapter 
Derby High School 
Derby, Connecticut 


DELAWARE 
Lewes Chapter 
Lewes High School 
Lewes, Delaware ~ 
Newark Chapter 
Newark High School 
Newark, Delaware 
Wilmington Chapter 
Wilmington High School 
Wilmington, Delaware 


DISTRICT OF COLUMBIA 
Armstrong Chapter 
Armstrong High School 
Washington, D. C. 
Cardozo Chapter 
Cardozo High School 
Washington, D. C. 
Devitt Chapter 
Devitt School 
Washington, D. C. 


FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 129 





The Pharos Chapter 
McKinley Technical High School 
Washington, D. C. 
Alpha Chapter of the District of Columbia 
Central High School 
Washington, D. C. 
Dunbar Chapter 
Dunbar High School 
Washington, D. C. 


FLORIDA 
Ponce de Leon Chapter 
Ponce de Leon High School 
Coconut Grove-Coral Gables, Florida 
Robert E. Lee Chapter 
Robert E. Lee High School 
Jacksonville, Florida 
Lake Chapter 
Leesburg High School 
Leesburg, Florida 
Royal Palm Chapter 
Dade County Agricultural High School 
Miami, Florida 
Miami Chapter 
Miami Senior High School 
Miami, Florida 
Orlando Chapter 
Orlando Senior High School 
Orlando, Florida 
Sarasota Chapter 
Sarasota High School 
Sarasota, Florida 
Henry B. Plant Chapter 
Henry B. Plant High School 
Tampa, Florida 
Hillsborough Chapter 
Hillsborough High School 
Tampa, Florida 
Tarpon Springs Chapter 
Tarpon High School 
Tarpon Springs, Florida 
Torchbearers Chapter 
Palm Beach High School 
West Palm Beach, Florida 
Lakeview Chapter 
Lakeview High School 
Winter Garden, Florida 


GEORGIA 
Commercial High School Chapter 
Commercial High School 
Atlanta, Georgia 
Fulton Chapter 
Fulton High School 
Atlanta, Georgia 


HAWAII 
Honolulu McKinley Chapter 
McKinley High School 
Honolulu, Hawaii 
Lahainaluna Chapter 
Lahainaluna Technical High School 
Lahaina, Maui, Hawaii 
Leilehua Chapter 
Leilehua High School 
Schofield Barracks, Hawaii 


IDAHO 
Boise Chapter 
Boise High School 
Boise, Idaho 











180 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Lambda Sigma Chapter 
Buhl High School 
Buhl, Idaho 
Burley Chapter 
Burley High School 
Burley, Idaho 
Psi Omega Chapter 
Caldwell High School 
Caldwell, Idaho 
Montpelier High School Chapter 
Montpelier High School 
Montpelier, Idaho 
Nampa Chapter 
Nampa High School 
Nampa, Idaho 
Pocatello Torch Society 
Pocatello High School 
Pocatello, Idaho 
Salmon Chapter 
Salmon High School 
Salmon, Idaho 
St. Maries Chapter 
St. Maries High School 
St. Maries, Idaho 
Beta Sigma Chapter 
Twin Falls High School 
Twin Falls, Idaho 


ILLINOIS 
Alton Chapter 
Alton Community High School 
Alton, Illinois 
Aidos Chapter 
Argo Community High School 
Argo, Illinois 
East High Honor Society 
East High School 
Aurora, IIlniois 
The Honor Society of West High School 
West High School 
Aurora, Illinois 
Bardolph Chapter 
Bardolph Community High School 
Bardolph, Illinois 
Batavia High School Honor Society 
Batavia High School 
Batavia, Illinois 
Belvidere Chapter 
Belvidere High School 
Belvidere, Illinois 
Cairo Chapter 
Cairo High School 
Cairo, Illinois 
Oasis Chapter 
Thornton Fractional Twp. High School 
Calumet City, Illinois 
Catlin Chapter 
Catlin Township High School 
Catlin, Tlinois 
Illini Chapter 
Champaign High School 
Champaign, Illinois 
Bowen Chapter 
Bowen High School 
Chicago, Illinois 
Calumet Chapter 
Calumet High School 
Chicago, Illinois 
Central Preparatory Chapter 
Central Day Preparatory School 
Y. M. C. A., Chicago, Illinois 


R. -" By wo Chapter 
Crane Technical High School 
ee SB , Illinois 
Sigma Alpha Chapte 
De Paul University Loop High School 
Chicago, Illinois 
Englewood Chapter 
Englewood High School 
Chicago, Illinois 
Fenger Chapter 
Christian Fenger Senior High School 
Chicago, Illinois 
Harrison Technical High School Chapter 
Harrison Technical High School 
Chicago, Illinois 
Albert Lane Chapter 
Lane Technical High School 
Chicago, Illinois 
Nicholas Senn Chapter 
Nicholas Senn High School 
Chicago, Illinois 
Tilden Chapter 
Tilden Technical High School 
Chicago, Illinois 
St. Xavier Chapter 
St. Xavier Academy 
Chicago, Illinois 
Bloom Chapter 
Bloom Township High School 
Chicago Heights, Illinois 
Morton Chapter 
J. Sterling Morton High School 
Cicero, Illinois 
Crystal Lake Chapter 
Crystal Lake Community High School 
Crystal Lake, Illinois 
Danville Chapter 
Danville High School 
Danville, Illinois 
De Kalb Chapter 
De Kalb Township High School 
De Kalb, Illinois 
Maine Honor Society 
Maine Township High School 
Des Plaines, Dlinois 
Downers Grove Chapter 
Downers Grove Community High Schoo] 
Downers Grove, Illinois 
Cahokia Chapter 
Dupo Community High School 
Dupo, Illinois 
Laurel Chapter 
Dwight Township High School 
Dwight, Illinois 
East St. Louis Chapter 
East St. Louis High School 
East St. Louis, Mlinois 
York Community Chapter 
York Community fen School 
Elmhurst, Illinois 
Elpahi Chapter 
El Paso Township High School 
El Paso, — 


Freeport Chapte: 
Freeport High | School 
Freeport, Illinois 
Galesburg Chapter 
Galesburg High School 
Galesburg, Illinois 
Geneseo Chapter 
Geneseo Township High School 
Geneseo, nois 





Re 


Li 











Drummer Chapter 
Drummer Township High School 
Gibson City, Mlinois 
Glen Honor Chapter 
Glenbard Township High School 
Glen Ellyn, Illinois 
Warren Chapter 
Warren Township High School 
Gurnee, Illinois 
Thornton Township High School Chapter 
Thornton Township High School 
Harvey, Illinois 
Herrin Chapter 
Herrin Township High School 
Herrin, Illinois : 
Deerfield-Shields Chapter 


Deerfield-Shields Township High School 


Highland Park, Illinois 
Joliet Township Chapter 
Joliet High School 
Joliet, Illinois 
Lyons Township Chapter 
Lyons Township High School 
La Grange, Illinois 
La Salle-Peru Chapter 
La Salle-Peru High School 
La Salle, Illinois 
Lawrenceville Chapter 
Lawrenceville Township High School 
Lawrenceville, Illinois 
Roosevelt Chapter 
Libertyville High School 
Libertyville, Ilinois 
Lincoln Chapter 
Lincoln Community High School 
Lincoln, Ilinois 
Lockport Chapter 
Lockport Township High School 
Lockport, Illinois 
Long View Chapter 
Long View High School 
Long View, Illinois 
Marshall Chapter 
Marshall Township High School 
Marshall, Ilinois 
Proviso Chapter 
Proviso Township High School 
Maywood, Illinois 
Mendota Township High School Chapter 
Mendota Township High School 
Mendota, Illinois 
Sachem Chapter 
Monmouth High School 
Monmouth, Illinois 
Honor Society of wicepthenet High School 
Mooseheart High Schoo 
Mooseheart, ‘tines 
Mount Carmel Chapter 
Mount Carmel High School 
Mount Carmel, Illinois 
Mount Olive Chapter 
Community High School 
Mount Olive, Illinois 
Vernois Chapter 
Mount Vernon Township High School 
Mount Vernon, Illinois 
Murphysboro Chapter 
Murphysboro Township High School 
Murphysboro, Illinois 
Normal Chapter 
Normal Community High School 
Normal, Illinois 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 131 


Oak Park and River Forest Chapter 
Oakpark and River Forest Twp. H. S. 
Oak Park, Illinois 
Onarga Chapter 
Onarga Township High School 
Onarga, Illinois 
Palestine Chapter 
Palestine Township High School 
Palestine, Illinois 
Pana Chapter 
Pana Township High School 
Pana, Illinois 
Pekin Community High School Chapter 
Community High School 
Pekin, Illinois 
Peoria Chapter 
Peoria Central High School 
Peoria, Illinois 
Peoria Manual Training, H. S. Chapter 
Peoria Manual Training High School 
Peoria, Illinois 
Torch Society 
Pontiac Township High School 
Pontiac, Illinois 
Princeton Chapter 
Princeton Township High School 
Princeton, Bcc 
Quincy Chapte: 
Senior High ‘School 
Quincy, Illinois 
Riverside-Brookfield Chapter 
Riverside-Brookfield High School 
Riverside, Illinois 
Robinson Chapter 
Robinson Township High School 
Robinson, Illinois 
Rockford Chapter 
Rockford High School 
Reckined, Illinois 


Be ye High School 
Rockton, Illinois 
Hall Chapter 
Hall Twp. H. S. and Vocational School 
Spring Valley, Dlinois 
Tolono Chapter 
Tolono Community High School 
Tolono, Illinois 
Tremont Chapter 
Tremont Community High School 
Tremont, Illinois 
Tuscola Chapter 
Tuscola Community High School 
Tuscola, Illinois 
Urbana Chapter 
Urbana High School 
Urbana, Illinois 
We-Go Chapter 
West Chicago Community High School 
West Chicago, Illinois 
West Frankfort Chapter 
Frankfort Comnmiunity High School 
West Frankfort, Ilinois 


INDIANA 
Alexandria Chapter 
Alexandria High School. 
Alexandria, Indiana 
Bloomington Chapter 
Bloomington High School 
Bloomington, Indiana 
Bluffton Chapter 
Bluffton High School 
Bluffton, Indiana 

















132 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Brazil Chapter 
Brazil High School 
Brazil, Indiana 
Columbus Chapter 
Columbus High School 
Columbus, Indiana 
Connersville Chapter 
City High School 
Connersville, Indiana 
Niaweh Chapter 
Covington High School 
Covington, Indiana 
Nonpareil Chapter 
Crawfordsville High School 
Crawfordsville, Indiana 
Crown Point Chapter 
Crown Point High School 
Crown Point, Indiana 
Delphi Chapter 
Delphia High School 
Delphi, Indiana 
Washington Chapter 
Washington High School 
East Chicago, Indiana 
Central High Chapter 
Central High School 
Evansville, Indiana 
Benjamin Bosse High School Chapter 
Benjamin Bosse High School 
Evansville, Indiana 
Reitz Chapter 
Reitz High School 
Evansville, Indiana 
Fairmount Chapter 
Fairmount High School 
Fairmount, Indiana 
Ariston Chapter 
Roosevelt High School 
East Chicago, Indiana 
Lindberg Chapter 
Central High School 
Fort Wayne, Indiana 
North Side Chapter 
North High School 
Fort Wayne, Indiana 
Prometheous Chapter 
South Side High School 
Fort Wayne, Indiana 
Emerson Chapter 
Emerson High School 
Gary, Indiana 
Froebel Chapter 
Froebel High School 
Gary, Indiana 
Horace Mann Chapter 
Horace Mann High School 
Gary, Indiana 
Greencastle Chapter 
Greencastle High School 
Greencastle, Indiana 
Hammond Chapter 
Hammond High School 
Hammond, Indiana 
Huntington Chapter 
Huntington High School 
Huntington, Indiana 
Attucks Chapter 
Crispus Attucks High School 
Indianapolis, Indiana ° 
Shortridge Chapter 
Shortridge High School 
Indianapolis, Indiana 





George Washington Chapter 
George Washington High School 
Indianapolis, Indiana 
Kokomo Chapter 
Kokomo High School 
Kokomo, Indiana 
La Porte Chapter 
La Porte High School 
La Porte, Indiana 
Lebanon High School Honor Society 
Lebanon High School 
Lebanon, Indiana 
Martinsville Chapter 
Junior-Senior High S¢éhool 
Martinsville, Indiana 
Elston Chapter 
Isaac C. Elston High School 
Michigan City, Indiana 
Mishawaka Chapter 
Mishawaka High School 
Mishawaka, Indiana 
Mount Vernon Chapter 
Mount Vernon High School 
Mount Vernon, Indiana 
Muncie Chapter 
Central High School 
Muncie, Indiana 
Washington Chapter 
New Washington High School 
New Washington, Indiana 
Peru Chapter 
Peru High School 
Peru, Indiana 
Athena Chapter 
Princeton High School 
Princeton, Indiana 
Rensselaer Chapter 
Rensselaer High School 
Rensselaer, Indiana 
Shelbyville Chapter 
Shelbyville High School 
Shelbyville, Indiana 
Normal Training High School Chapter 
Indiana State Normal School 
Terre Haute, Indiana 
Gerstmeyer Chapter 
Gerstmeyer Technical High School 
Terre Haute, Indiana 
Garfield Chapter 
Garfield High School 
Terre Haute, Indiana 
Wiley Chapter 
Wiley High School 
Terre Haute, Indiana 
Lincoln Chapter 
Lincoln High School 
Vincennes, Indiana 
Whiting Chapter 
Whiting High School 
Whiting, Indiana 


IOWA 
Ames Chapter 
Ames Senior High School- 
Ames, Iowa 
Atlantic Chapter 
Atlantic Senior High School 
Atlantic, Iowa 
Bedford Chapter 
Bedford High School 
Bedford, Iowa 
Burlington Chapter 
Burlington High School 
Burlington, Iowa 








Ell 
] 
Est 
I 
Ind 
I 
Ind 


Iow 

















Alpha Chapter of Iowa 
Cedar Falls High School 
Cedar Falls, Iowa 
Chi Epsilon Chapter 
Cedar Falls High School 
Cedar Falls, Iowa 
Aristotelian Chapter 
Grant High School 
Cedar Rapids, Iowa 
Sophrosyne Chapter 
Washington High School 
Cedar Rapids, Iowa 
Chariton Chapter 
Chariton High School 
Chariton, Iowa 
Charles City Chapter - 
Charles City High School 
Charles City, Iowa 
Clarinda Chapter 
Clarinda High School 
Clarinda, Iowa 
Semper Fidelis Chapter 
Clear Lake High School 
Clear Lake, Iowa 
Thomas Jefferson Chapter 
Thomas Jefferson High School 
Council Bluffs, Iowa 
Lyons Chapter 
Lyons High School 
Clinton, Iowa 
Abraham Lincoln Chapter 
Abraham Lincoln High School 
Council Bluffs, Iowa 
East High Chapter 
East High School 
Des Moines, Iowa 
Abraham Lincoln Chapter 
Abraham Lincoln High School 
Des Moines, Iowa 
Aeolian Chapter 
North High School 
Des Moines, Iowa 
Theodore Roosevelt Chapter 
Theoedore Roosevelt High School 
Des Moines, Iowa 
Kyle Club 
West High School 
Des Moines, Iowa 
Keystone and Torch Chapter 
Dubuque Senior High School 
Dubuque, Iowa 
Eldora Chapter 
Eldora High School 
Eldora, Iowa 
Elkader High School Torch Society 
Elkader High School 
Elkader, Iowa 
Estherville Chapter 
Estherville High School 
Estherville, Iowa 
Gray Chapter 
Grundy Center High School 
Grundy Center, Iowa 
I a. Pp Aa, Ch pt 
Independence High School 
Independence, Iowa 
Indianola Chapter 
Indianola Senior High School 
Indianola, Iowa 
Iowa University Chapter 
University High School 
Iowa City, Iowa 








FourTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 133 


Iowa Falls Chapter 
Iowa Falls High School 
Iowa Falls, Iowa 
Keokuk Chapter 
Keokuk Senior High School 
Keokuk, Iowa 
Knoxville Chapter 
Knoxville High School 
Knoxville, Iowa 
Le Mars Chapter 
Le Mars High School 
Le Mars, Iowa 
Manchester Chapter 
Manchester High School 
Manchester, Iowa 
Mapleton Chapter 
Mapleton High School 
Mapleton, Iowa 
Honor Society of Marengo 
Marengo High School 
Marengo, lowa 
Marion Chapter 
Marion High School 
Marion, Iowa 
Muscatine Chapter 
Muscatine High School 
Muscatine, lowa 
New Hampton Chapter 
New Hampton High School 
New Hampton, Iowa 
Delta Mu Deita Chapter 
Junior-Senior High School 
Newton, lowa 
Onawa Chapter 
Onawa High School 
Onawa, Iowa 
Oskaloosa Chapter 
Oscaloosa High School 
Oskaloosa, Iowa 
Torch Club 
Ottumwa High School 
Ottumwa, Iowa 
Perry Chapter 
Perry High School 
Perry, Iowa 
Oak Chapter 
Red Oak High School 
Red Oak, lowa 
Rock Rapids Chapter 
Rock Rapids High School 
Rock Rapids, Iowa 
Rockwell City Chapter 
Rockwell City High School 
Rockwell, Iowa 
Ruthven Chapter 
Ruthven High School 
Ruthven, Iowa 
Crescent Chapter 
Sac City High School 
Sac City, Iowa 
Torch and Scroll Chapter 
Shenandoah Senior High School 
Shenandoah, Iowa 
Castle Chapter 
Central High School 
Sioux City, Iowa 
War Eagle Chapter 
East High School 
Sioux City, Iowa 
Spirit Lake Chapter 
Spirit Lake High School 
Spirit Lake, Iowa 











134 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Stuart Chapter 
Stuart High School 
Stuart, Iowa 
Story City Chapter 
Story City High School 
Story City, Iowa 
Tama Chapter 
Tama High School 
Tama, Iowa 
Tipton Chapter 
Tipton High School 
Tipton, Iowa 
Toledo Chapter 
Toledo High School 
Toledo, Iowa 
Athenian Chapter 
Valley Junction High School 
Valley Junction, Iowa 
Vinton Chapter 
Lincoln High School 
Vinton, Iowa 
Waterloo Chapter 
West High School 
Waterloo, Iowa 
Sophrosyne Chapter 
Webster City Senior High School 
Webster City, Iowa 


KANSAS 
Abilene Chapter 
Abilene Hieh School 
Abilene, Kansas 
Labette County Chapter 
Labette County High School 
Altamont, Kansas 
Anthony Chapter 
Anthony High School 
Anthony, Kansas 
Arkansas City, Kansas, Chapter 
Aftkansas City High School 
Arkansas City, Kansas 
Atchison Chapter 
Atchison High School 
Atchison, Kansas 
Augusta Chapter 
Augusta High School 
Augusta, Kansas 
Beloit Chapter 
Beloit High School 
Beloit, Kansas 
Blue Rapids Chapter 
Blue Rapids High School 
Blue Rapids, Kansas 
Bonner Chapter 
Bonner Springs High School 
Bonner Springs, Kansas 
Caldwell Chapter 
Caldwell High School 
Caldwell, Kansas 
Chanute Chapter : 
Chanute High School 
Chanute, Kansas 
Cherryvale Chapter 
Cherryvale Senior High School 
Cherryvale, Kansas 
Coffeyville Chapter 
Coffeyville High School 
Coffeyville, Kansas 
Colby Chapter 
Colby Community High School 
Colby, Kansas 
Concordia Chapter 
Concordia High School 
Concordia, Kansas 








Dodge City Chapter 
Dodge City High School 
Dodge City, Kansas 
Alpha Honorary Society 
Atchison County Community H. S. 
Effingham, Kansas 
El Dorado Chapter 
El Dorado High School 
El Dorado, Kansas 
Emporia Chapter 
Emporia High School 
Emporia, Kansas 
Roosevelt High School Chapter 
Roosevelt High School 
Emporia, Kansas 
Eureka Chapter 
Eureka High School 
Eureka, Kansas 
Florence Chapter 
Memorial Junior-Senior High School 
Florence, Kansas 
Fort Scott Chapter 
Fort Scott High School 
Fort Scott, Kansas 
Philomathean Chapter 
Fredonia High School ; 
Fredonia, Kansas 
Garden City Chapter ] 
Garden City High School 
Garden City, Kansas 
Garnett Chapter 
Garnett High School 
Garnett, Kansas Y 
Glasco Chapter 
Glasco Rural High School 
Glasco, Kansas * M 
Great Bend Chapter 
Senior High School 
Great Bend, Kansas M 
Halstead Chapter 
Halstead High School 
Halstead, Kansas M 
Harper Chapter 
Harper High School 


Harper, Kansas M. 
Hays Chapter ' 
Hays High School 
Hays, Kansas Sh 
Herington Chapter s 


Herington High School 
Herington, Kansas Mi 
Holton Chapter I 
Holton High School 
Holton, Kansas 
Horton Kansas Chapter Nes 
Junior-Senior High School 
Horton, Kansas 
Sheridan Chapter Nev 
Sheridan Community High School 





. Hoxie, Kansas Re 
Humboldt Chapter mn 
Humboldt High School R 
Humboldt, Kansas 
Hutchinson, Kansas Chapter Nor 
Senior High School Ne 
Hutchinson, Kansas 
Independence High School Chapter Deca 
Independence High School 
Independence, Kansas 
Iola Chapter Olat! 
Iola High School Ol: 





Iola, Kansas 





Jewell Chapter 
Jewell Rural High School 
Jewell City, Kansas 
Junction City Chapter 
Junior-Senior High School 
Junction City, Kansas 
Argentine Chapter 
Argentine High School 
Kansas City, Kansas 
Kansas City Chapter 
Central High School 
Kansas City,- Kansas 
Rosedale High School Chapter 
Rosedale High School 
Kansas City, Kansas 
Kingman Chapter 
Kingman High School 
Kingman, Kansas 
Kinsley Chapter 
Kinsley High School 
Kinsley, Kansas 
Kiowa Chapter 
Kiowa High School 
Kiowa, Kansas 
Liberty Memorial Chapter 
Liberty Memorial High School 
Lawrence, Kansas 
Leavenworth Alpha Chapter 
Leavenworth High School 
Leavenworth, Kansas 
Lindsborg Chapter 
Lindsborg High School 
Lindsborg, Kansas 
Manhattan Chapter 
Senior High School 
Manhattan, Kansas 
Marion Chapter 
Marion High School 
Marion, Kansas 
Marysville Chapter 
Marysville High School 
Marysville, Kansas 
McPherson Chapter 
McPherson High School 
McPherson, ‘Kansas 
Medicine Lodge Chapter 
Medicine Lodge High School 
Medicine Lodge, Kansas 
Shawnee-Mission Chapter 
Shawnee-Mission High School 
Merriam, Kansas 
Minneapolis Chapter 
Minneapolis High School 
Minneapolis, Kansas 
Ness City Chapter 
Ness City High School 
Ness City, Kansas 
Newton Chapter 
Newton High School 
Newton, Kansas 
Reno Chapter 
Reno Community High School 
Nickerson, Kansas 
Norton Chapter 
Norton Community High School 
Norton, Kansas 
Decatur Chapter 
Decatur County High School 
Oberlin, Kansas 
Olathe Chapter 
Olathe High School 
Olathe, Kansas 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 135 


Osawatomie Chapter 
Osawatomie High School 
Osawatomie, Kansas 
Paola Chapter 
Paola High School 
Paola, Kansas 
Partridge Chapter 
Partridge Rural High School 
Partridge, Kansas 
Perry Chapter 
Perry High School 
Perry, Kansas 
College Chapter 
College High School 
Pittsburg, Kansas 
Pittsburg Chapter 
Senior High School 
Pittsburg, Kansas 
Plains Chapter 
The Plains High School 
Plains, Kansas 
Pratt Chapter 
Pratt High School 
Pratt, Kansas 
The Honor Society 
Salina High School 
Salina, Kansas 
Smith Center Chapter 
Smith Center High School 
Smith Center, Kansas 
Stafford Chapter 
Stafford High School 
Stafford, Kansas 
Sterling Chapter 
Sterling High School 
Sterling, Kansas 
St. John Chapter 
St. John High School 
St. John, Kansas 
Toveka Chapter 
Topeka High School 
Topeka, Kansas 
Washington Chapter 
Washington High School 
Washington, Kansas 
Wellington Chanter 
Senior High School 
Wellington, Kansas 
Wichita Chapter 
Wichita High School 
Wichita, Kansas 
Wichita North Chapter 
Wichita High School North 
Wichita, Kansas 
Yates Center Chapter 
Yates Center Senior High School 
Yates Center, Kansas 


KENTUCKY 


Anchorage Chapter 
Anchorage High School 
Anchorage, Kentucky 
Berea Chapter 
Academy of Berea Colfege 
Berea, Kentucky 
Corbin Chapter 
Corbin High School 
Corbin, Kentucky 
Holmes Chapter 
Holmes High School 
Covington, Kentucky 
Hopkinsville Chapter 
Hopkinsville High School 
Hopkinsville, Kentucky 





























































nr 














136 





Lancaster Chapter 
Lancaster High School 
Lancaster, Kentucky 
University High School Chapter 
University High School 
Lexington, Kentucky 
Atherton Chapter 


J. M. Atherton High School for Girls 


Louisville, Kentucky 
Alpha Chapter of Kentucky 
Girls High School 
Louisville, Kentucky 
Middlesboro Chapter 
Middlesboro High School 
Middlesboro, Kentucky 
Nickell Chapter 
Nicholasville High School 
Nicholasville, Kentucky 
Owensboro Chapter 
Owensboro Senior High School 
Owensboro, Kentucky 
Paducah Chapter 
Lincoln High School 
Paducah, Kentucky 
Augusta Tilghman Chapter 
Augusta Tilghman High School 
Paducah, Kentucky 
Russellville Chapter 
Russellville High School 
Russellville, Kentucky 
Ad Astra Chapter 
Williamsburg High School 
Williamsburg, Kentucky 
Shawnee Chapter 
Winchester High School 
Winchester, Kentucky 


LOUISIANA 


Hammond Chapter 
Hammond High School 
Hammond, Louisiana 
Claiborne Chapter 
Haynesville High School 
Haynesville, Louisiana 
Lake Charles Chapter 
Lake Charles High School 
Lake Charles, Louisiana 
Rayne Chapter 
Rayne High School 
Rayne, Louisiana 


MAINE 


Cony High School Honor Society 
Cony High School 
Augusta, Maine 
Bangor Chapter 
Bangor High School 
Bangor, Maine 
Bar Harbor Chapter 
Bar Harbor High School 
Bar Harbor, Maine 
Morse High School Honor Society 
Morse High School 
Bath, Maine 
Dirigo of Crosby Chapter 
William G. Crosby High School 
Belfast, Maine 
Berwick Academy Honor Society 
Berwick (South) Academy 
Berwick, Maine 
Gould Chapter 
Gould Academy 
Bethel, Maine 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 








Dirigo Chapter 
Brewer High School 
Brewer, Maine 
Calais Chapter 
Calais Academy 
Calais, Maine 
Canton Chapter 
Canton High School 
Canton, Maine 
Caribou Chapter 
Caribou High School 
Caribou, Maine 
Dover-Fox Croft Chapter . 
Fox Croft Academy 
Dover-Fox Croft, Maine 
Lawrence Chapter 
Lawrence High School 
Fairfield, Maine 
Gardiner High School Honor Society 
Gardiner High School 
Gardiner, Maine 
Bridge Academy Chapter 
Bridge Academy 
Dresden Mills, Maine 
Hampden Academy Chapter 
Hampden Academy 
Hampden, Maine 
Traip Academy Chapter 
R. W. Traip Academy 
Kittery, Maine 
Jordan High-School Honor Society 
Jordan High School 
Lewiston, Maine 


Madison Memoria! High School Chapter 


Madison Memorial High School 
Madison, Maine 
Milo Chapter 
Milo High School 
Milo, Maine 
Orono Chapter 
Orono High School 
Orono, Maine 
Patten Academy Chapter 
Patten Academy 
Patten, Maine 
Maine Central Institute Chapter 
Maine Central Institute School 
Pittsfield, Maine 
Deering High School Honor Society 
Deering High School 
Portland, Maine 
Stephens Chapter 
Stephens High School 
Rumford, Maine 
Mexico High School Chapter 
Mexico High School 
Ridlouville, Maine 
Rockland Chapter 
Rockland High School 
Rockland, Maine 
Winslow Chapter 
Winslow High School 
Winslow, Maine 


MARYLAND 


Baltimore City College Chapter 
Baltimore City College 
Baltimore, Maryland 
William R. King Chapter 
Baltimore Polytechnic Institute 
Baltimore, Maryland 









FourTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 137 


Douglass Chapter 
Frederick Douglass High School 
Baltimore, Maryland 
Bethesda-Chevy Chase Chapter 
Bethesda-Chevy Chase High School 
Chevy Chase, Maryland 
Pennsylvania Avenue Chapter 
Pennsylvania Avenue High School 
Cumberland, Maryland 
Marlboro Chapter 
Marlboro High School 
Upper Marlboro, Maryland 


MASSACHUSETTS 


Gamma Chapter 
Beverly High School 
Beverely, Massachusetts 
Girls’ Latin School Chapter 
Girls’ Latin School 
Boston, Massachusetts 
Fairhaven Chapter 
Fairhaven High School 
Fairhaven, Massachusetts 
Searles Chapter 
Searles High School 
Great Barrington, Massachusetts 
Leominster Chapter 
Leominster High School 
Leominster, Massachusetts 
Merrimack Chapter 
Lowell High School 
Lowell, Massachusetts 
Lynn Classical Chapter 
Classical High School 
Lynn, Massachusetts 
Lynn English High School Chapter 
The English High School 
Lynn, Massachusetts 
John W. Hutchins Chapter 
Malden High School 
Maldeen, Massachusetts 
Medford Chapter 
Medford High School 
Medford, Massachusetts 
Newton Chapter 
Newton High School 
Newtonville, Massachusetts 
Massasoit Chapter 
Plymouth High School 
Plymouth, Massachusetts 
Somerville Chapter 
Somerville High School 
Somerville, Massachusetts 
Webster Chapter 
Bartlett High School 
Webster, Massachusetts 


MICHIGAN 
Albion Chapter 
Albion High School 
Albion, Michigan 
Alpena Chapter 
Alpena Central High School 
Alpena, Michigan 
Battle Creek Chapter 
Battle Creek High School 
Battle Creek, Michigan 
Lakeview Chapter 
Lakeview High School 
Battle Creek, Michigan. 
Agathos Chapter 
Central High School 
Bay City, Michigan 


Bellevue Chapter 
Bellevue High School 
Bellevue, Michigan 
Birmingham Chapter 
Birmingham High School 
Birmingham, Michigan 
Dearborn Chapter 
Dearborn High School 
Dearborn, Michigan 
Southwestern Chapter 
Southwestern High School 
Detroit, Michigan 
East Lansing Honor Society 
East Lansing High School 
East Lansing, Michigan 
Ecorse Chapter 
Ecorse High School 
Ecorse, Michigan 
Escanaba Chapter 
Escanaba High School 
Escanaba, Michigan 
Lincoln Chapter 
Lincoln High School 
Ferndale, Michigan 
Sigma Chi Lambda 
Northern High School 
Flint, Michigan 
Fordson Chapter 
Fordson High School 
Fordson, Michigan 
Central High Chapter 
Central High School 
Grand Rapids, Michigan 
Mount Mercy Chapter 
Mount Mercy Academy 
Grand Rapids, Michigan 
Ottawa Hills Chapter 
Ottawa Hills High School 
Grand Rapids, Michigan 
South High School Chapter 
South High School 
Grand Rapids, Michigan 
Union High Chapter 
Union High School 
Grand Rapids, Michigan 
Cum Laude Chapter 
Grosse Pointe High School 
Grosse Pointe, Michigan 
Highland Park Chapter 
Highland Park High School 
Highland Park, Michigan 
Holland Chapter 
Holland High School 
Holland, Michigan 
Hudson Honorary Society 
Hudson High School 
Hudson, Michigan 
Iron Mountain Chapter 
Iron Mountain High School 
Iron Mountain, Michigan 
Ironwood Chapter 
Luther T. Wright High School 
Ironwood, Michigan 
Ishpeming Honor Society 
Ishpeming High School 
Ishpeming, Michigan 
Kalamazoo Chapter 
Central High School 
Kalamazoo, : Michigan 
Western State Normal Chapter 
Western State Normal High School 
Kalamazoo, Michigan 
Eastern Chapter 
Eastern High School 
Lansing, Michigan 











138 





Marine City Chapter 
Marine City High School 
Marine City, Michigan 
Mount Clemens Chapter 
Mount Clemens High School 
Mount Clemens, Michigan 
William G. Mather Chapter 
Munising High School 
Munising, Michigan 
Negaunee High School Honor Society 
Negaunee High School 
Negaunee, Michigan 
Newberry Chapter 
Newberry High School 
Newberry. Michigan 
Paw Paw Chapter 
Paw Paw High School 
Paw Paw, Michigan 
Petosegan Chapter 
Petoskey High School 
Petoskey, Michigan 
Pontiac Chapter 
Pontiac High School 
Pontiac, Michigan 
Port Huron Chapter 
Port Huron High School 
Port Huron, Michigan 
River Rouge Chapter 
River Rouge High School 
River Rouge, Michigan 
Rockford Chapter 
Rockford High School 
Rockford, Michigan 
Rochester Chapter 
Rochester High School 
Rochester, Michigan 
Romeo Chapter 
Romeo High School 
Romeo, Michigan 
Roval Oak Chapter 
Roval Oak High School 
Royal Oak, Michigan 
Arthur Hill Chapter 
Arthur Hill High School 
Saginaw, Michigan 
Saginaw Chapter 
Saginaw High School 
Saginaw, Michigan 
Sault Ste. Marie Chapter 
Sault Ste. Marie High School 
Sault Ste. Marie, Michigan 
E. P. Clarke Chapter 
St. Joseph High School 
St. Joseph, Michigan 
Traverse City Chapter 
Traverse City Central High School 
Traverse City, Michigan 
Wakefield Chapter 
Wakefield Township High School 
Wakefield, Michigan 
Watervliet Chapter 
Watervliet High School 
Watervliet, Michigan 
Roosevelt Chapter 
Theodore Roosevelt High School 
Wyandotte, Michigan 
Ypsilanti Chapter 
Central High School 
Ypsilanti, Michigan 
Roosevelt Chapter 
Roosevelt High " School 
Ypsilanti, — 
Zeeland Chapte: 
Zeeland High "School 
Zeeland, Michigan 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 








MINNESOTA 


Aitkin Chapter 
The State High School 
Aitkin, Minnesota 
Austin Chapter 
Austin High School 
Austin, Minnesota 
Pro Merito Chapter 
Blue Earth High School 
Blue Earth, Minnesota 
Brainerd Chapter 
Washington High School 
Brainerd, Minnesota . 
Canby Chapter 
Canby High School 
Canby, Minnesota 
Chisholm Chapter 
Chisholm Senior High School 
Chisholm, Minnesota : 
Cloquet Chapter 
Cloquet High School 
Cloquet, Minnesota 
Arrowhead Chapter 
Ely Memorial High School 
Ely, Minnesota 
Alpha Lambda Delta Chapter 
Faribault High School 
Faribault, Minnesota 
Fergus Falls Chapter 
Fergus Falls High School 
Fergus Falls, Minnesota 
Gilbert Chapter 
Gilbert Senior High School 
Gilbert, Minnesota 
Hibbing Chapter 
Lincoln High School 
Hibbing, Minnesota 
Hopkins Chapter 
Hopkins High School 
Hopkins, Minnesota 
Falls Chapter 
Falls High School 
International Falls, Minnesota 
Jackson Chapter 
Jackson High School 
Jackson, Minnesota 
Little Falls Chapter 
Little Falls High School 
Little Falls, Minnesota 
Madison Chapter 
Madison High School 
Madison, Minnesota 
Mankato Chapter 
Mankato Senior High School 
Mankafo, Minnesota 
Milaca Chapter 
Milaca High School 
Milaca, Minnesota. , 
Central High School Honor Society 
Central High School 
Minneapolis, Minnesota 
Epsilon Chapter 
Edison High School ¢ 
Minneapolis, Minnesota 
Marshall High School Chapter 
Marshall High School 
Minneapolis, Minnesota 
Senior Honor Society Chapter A 
Roosevelt High School 
Minneapolis, Minnesota 
The Minnesota Chapter G 
University High School 
Minneapolis, Minnesota 
Washburn Chapter C 
Washburn High School 
Minneapolis, Minnesota 

















West High Chapter 
West High School 
Minneapolis, Minnesota 
Moorhead Chapter 
Moorehead High School 
Moorhead, Minnesota 
M. S. T. C. Chapter 


Moorhead State Teachers’ College High 


School 
Moorhead, Minnesota 
Mountain Iron Chapter 
Mountain Iron High School 
Mountain Iron, Minnesota 
North St. Paul Chapter 
North St. Paul High School 
North St. Paul, Minnesota 
Itasca Chapter 
Park Rapids High School 
Park Rapids, Minnesota 
Red Wing High School Honor Society 
Central High School 
Wing, Minnesota 
Rochester Chapter 
Rochester High School 
Rochester, Minnesota 
Rushford Chapter : 
Rushford High School 
Rushford, Minnesota 
Sigma Sigma Chi Chapter 
The Technical High School 
Saint Cloud, Minnesota 
Central High School Chapter 
Central High School 
St. Paul, Minnesota 
Johnson Chapter 
Johnson High School 
St. Paul, Minnesota 
Spring Valley Chapter 
Spring Valley High School 
Spring Valley, Minnesota 
Stillwater Chapter 
Stillwater High School 
Stillwater, Minnesota 
Tracy Chapter 
Tracy High School 
Tracy, Minnesota 
Three River Falls Chapter 
Three River Falls High School 
, Three River Falls, Minnesota 
Virginia Chapter 
The Senior High School 
Virginia, Minnesota 
Windom Chapter 
Windom High School 
Windom, Minnesota 
Winona Chapter 
Winona Senior High School 
Winona, Minnesota 
Worthington Chapter 
Worthington High School 
Worthington, Minnesota 


MISSISSIPPI 
Gulfport Chapter 
Gulfport High School 
Gulfport, Mississippi 


MISSOURI 
Aurora Chapter 
Aurora High School 
Aurora, Missouri 
Girardeau Central Chapter 
Central High School 
Cape Girardeau, Missouri 
Carrollton Chapter 
Carrollton High School 
Carrollton, Missouri 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 139 


Carthage Chapter 
Carthage High School 
Carthage, Missouri 

Chillicothe Chapter 
Chillicothe High School 
Chillicothe, Missouri 
Clayton Chapter 
Clayton High School 
Clayton, Missouri 
Columbia Chapter 
Columbia High School 
Columbia, Missouri 
Fayette Chapter 
Fayette High School 
Fayette, Missouri 
Hannibal Chapter 
Hannibal High School 
Hannibal, Missouri 
William Chrisman Chapter 
Wm. Chrisman High School 
Independence, Missouri 
Lincoln Chapter 
Lincoln University High School 
Jefferson City, Missouri 
Jefferson City Chapter 
Senior High School 
Jefferson City, Missouri 
Joplin Chapter 
Joplin High School 
Joplin, Missouri 
Alpha Chapter of Missouri 
Central High School 
Kansas City, Missouri 
East High Chapter 
East High School 
Kansas City, Missouri 
Lincoln Chapter 
Lincoln High School 
Kansas City, Missouri 
Manual Training High School Honor 


iety 
Manual Training High School 
Kansas City, Missouri 
Northeast Chapter 
Northeast High School 
Kansas City, Missouri 
Paseo Chapter 
Paseo High School 
Kansas City, Missouri 
Southwest Chapter 
Southwest High School 
Kansas City, Missouri 
Kirksville Chapter 
Kirksville Senior High School 
Kirksville, Missouri 
Keystone Chapter 
Kirkwood High School 
Kirkwood, Missouri 
Lexington Chapter 
Lexington High School 
Lexington, Missouri 
Delta Sigma Chapter 
Liberty High School 
Liberty, Missouri 
Macon Chapter 
Macon High School 
Macon, Missouri 
Marshall High School Chapter 
Marshall High School 
Marshall, Missouri 
Maryville Senior High School Chapter 
Maryville High School 
Maryville, Missouri 
Memphis Chapter 
Memphis High School 
Memphis, Missouri 








140 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


McMillan Chapter 
MeMillan High School 
Mexico, Missouri 
Moberiy Chapter 
Moberly High School 
Moberly, Missouri 
Monett Chapter 
Monett High School 
Monett, Missouri 
Nevada Chapter 


Nevada Junior-Senior High School 


Nevada, Missouri 
Ritenour Chapter 
Ritenour High School 
Overland, Missouri 
Richmond Chapter 
Richmond High School 
Richmond, Missouri 
St. Charles Chapter 
St. Charles High School 
St. Charles, Missouri 
Benton Chapter 
Benton High School 
St. Joseph, Missouri 
Central High School Chapter 
Central High School 
St. Joseph, Missouri 
Lafayette Chapter 
Lafayette High School 
St. Joseph, Missouri 
Beaumont Chapter 
Beaumont High School 
St. Louis, Missouri 
Grover Cleveland Chapter 
Cleveland High School 
St. Louis, Missouri 
Roosevelt Chapter 
Roosevelt High School 
St. Louis, Missouri 
Soldan High School Chapter 
Soldan High School 
St. Louis, Missouri 
Sumner Chapter 
Sumner High School 
St. Louis, Missouri 
Phi Kappa Chapter 
Tarkio High School 
Tarkio, Missouri 
University City Chapter 


University City Senior High School 


University City, Missouri 
Washington Chapter 
Washington High School 
Washington, Missouri 
Webb City Chapter 
Webb City High School 
Webb City, Missouri 
West Plains Chapter 
West Plains High School 
West Plains, Missouri 


MONTANA 
Sweet Grass County Chapter 
Sweet Grass County High School 
Big Timber, Montana 
Billings Chapter 
Billings High School 
Billings, Montana 
Butte Chapter 
Butte Public High School 
Butte, Montana 
Chinook Chapter 
Chinook High School 
Chinook, Montana 
Honor Society 
Teton County High School 
Choteau, Montana 


Deer Lodge Chapter 
Powell County High School 
Deer Lodge, Montana 
Glasgow Chapter 
Glasgow High School 
Glasgow, Montana 
Havre Chapter 
Havre High School 
Havre, Montana 
Mount St. Charles Chapter 
Mount St. Charles High School 
Helena, Montana 
Appinowis Chapter 
Flathead County High School 
Kalispell, Montana 
Lewistown Fergus County Chapter 
Fergus County High School 
Lewistown, Montana 
Custer County Chapter 
Custer County High School 
Miles City, Montana 
Missoula Chapter 
Missoula County High School 
Missoula, Montana 


NEBRASKA 


Newberry-Pate Chapter 
Alliance High School 
Alliance, Nebraska 
Chimney Rock Chapter 
Bayard High School 
Bayard, Nebraska 
Beatrice Chapter 
The Senior High School 
Beatrice, Nebraska 
Courthouse Rock Chapter 
Bridgeport High School 
Bridgeport, Nebraska 
Broken Bow Chapter 
Broken Bow High School 
Broken Bow, Nebraska 
Central City Chapter 
Central City High School 
Central City, Nebraska 
Columbus Chapter 
Kramer High School 
Columbus, Nebraska 
Crete Chapter 
Crete High School 
Crete, Nebraska 
Fremont Chapter 
Fremont High School 
Fremont, Nebraska 
Geneva Chapter 
Geneva High School 
Geneva, Nebraska 
Gering Chapter 
Gering High School 
Gering, Nebraska 
Gordon Chapter 
Gordon High School 
Gordon, Nebraska 
Gothenberg Nebraska Chapter 
Gothenberg Nebraska High School 
Gothenberg, Nebraska 
Grand Island Chapter 
Grend Island High School 
Griid Island, Nebraska 
Hastiigs Chapter 
Ha:tings High School 
Hastings, Nebraska 
Kearney Chapter 
Kearney High School 
Kearney, Nebraska 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 141 


Lexington Chapter 
Lexington High School 
Lexington, Nebraska 
Jackson Chapter 
Jackson High School 
Lincoln, Nebraska 
Lincoln Chapter 
Lincoln High School 
Lincoln, Nebraska 
Madison Chapter 
Madison*High School 
Madison, Nebraska 
Nebraska City Chapter 
Nebraska City High School 
Nebraska City, sear aeacaae 
Neligh Chapter 
Senior High School 
Neligh, Nebraska 
Newman Grove Chapter 
Newman Grove High School 
Newman Grove, Nebraska 
Norfolk Chapter 
Norfolk Senior High School 
Norfolk, Nebraska 
North Bend Chapter 
North Bend High School 
North Bend, Nebraska 
North Platte Chapter 
North Platte High School 
North Platte, Nebraska 
Central High Chapter 
Central High School 
Omaha, Nebraska 
North High Chapter 
North High School 
Omaha, Nebraska 
South High Chapter 
South High School 
Omaha, Nebraska 


Peru Demonstration High School Chapter 


Peru Demonstration High School 
Peru, Nebraska 
Plattsmouth Chapter 
Plattsmouth High School 
Plattsmouth, Nebraska 
Schuyler Chapter 
Schuyler High School 
Schuyler, Nebraska 
Scottsbluff Chapter 
Scottsbluff High School 
Scottsbluff, Nebraska 
Scribner Chapter 
Scribner High School 
Scribner, Nebraska 
Sigma Chapter 
Stanton High School 
Stanton, Nebraska 
Superior Chapter 
Superior High School 
Superior, Nebraska 
Tecumseh Chapter 
Tecumseh High School 
Tecumseh, Nebraska 
Tekamah Chapter 
Tekamah High School 
Tekamah, Nebraska 
Valentine Chapter 
Valentine High School 
Valentine, Nebraska 
York Chapter 
York High School 
York, Nebraska 


NEVADA 
Wa-Ka-Pe-Ya Chapter 
Clark County High School 
Las Vegas, Nevada 


NEW HAMPSHIRE 


Berlin Chapter 
Berlin Senior High School 
Berlin, New Hampshire 
Lancaster Chapter 
Lancaster High School 
Lancaster, New Hampshire 
Laconia Chapter 
Laconia High School 
Laconia, New Hampshire 
Alpha Chapter of New Hampshire 
Plymouth High School 
Plymouth, New Hampshire 


NEW JERSEY 


Le Master Chapter 
Le Master Institute 
Asbury Park, New Jersey 
Boonton Chapter 
Boonton High School 
Boonton, .New Jersey 
Cranford Chapter 
Cranford High School 
Cranford, New Jersey 
Battin Chapter 
Battin High School 
Elizabeth, New Jersey 
Fort Lee Chapter 
Fort Lee High School 
Fort Lee, New Jersey 
cliffside Park Chapter 
Cliffside Park High School 
Grantwood, New Jersey 
Haddon Heights Chapter 
Haddon Heights High School 
Haddon Heights, New Jersey 
Franklin Chapter 
Hasbrouck Heights High School 


Hasbrouck Heights, New Jersey . 


Hillside Chapter 
Hillside High School 
Hillside, New Jersey 
Kearney Chapter 
Kearney High School 
Kearney, New Jersey 
Lakewood Chapter 
Lakewood High School 
Lakewood, New Jersey 
Chattle Chapter 
Chattle High School 
Long Branch, New Jersey 
Lyndhurst Chapter 
Lyndhurst High School 
Lyndhurst, New Jersey 
Barringer Chapter 
Barringer High School 
Newark, New Jersey 
South Side Chapter 
South Side High School 
Newark, New Jersey 
New Brunswick Chapter 
Senior High School 
New Brunswick, New Jersey 
North Plainfield Chapter 
North Plainfield High School 
North Plainfield, New Jersey 
Trident Chapter 
Neptune High School 
Ocean Grove, New Jersey 
Phillinsburg Chapter 
Phillipsburg High School 
Phillipsburg, New Jersey 
Red Bank Chapter 
Red Bank Senior High School 
Red Bank, New Jersey 








142 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Rutherford Chapter 
Rutherford High School 
Rutherford, New Jersey 
South River Chapter 
South River High School 
South River, New Jersey 
Swedesboro Chapter 
Swedesboro High School 
Swedesboro, New Jersey 
Teaneck Chapter 
Teaneck High School 
Teaneck, New Jersey 
Tenafly Chapter 
Tenafly High School 
Tenafly, New Jersey 
Trenton Chapter 
Trenton Senior High School 
Trenton, New Jersey 


NEW MEXICO 


Carlsbad Chapter 
Carlsbad High School 
Carlsbad, New Mexico 
Hurley Chapter 
Hurley High School 
Hurley, New Mexico 
Raton Chapter 
Raton Senior High School 
Raton, New Mexico 
A. L. L. Chapter 
Santa Fe High School 
Santa Fe, New Mexico 
Teachers’ College Chapter 
Teachers’ College High School 
Silver City, New Mexico 
Sodalitis Honoris Chapter 
Tucumcari High School 
Tucumcari, New Mexico 


NEW YORK 
Batavia Chapter 
Batavia High School 
Batavia, New York 
Camden Chapter 
Camden High School 
Camden, New York 
East Aurora Chapter 
East Aurora High School 
East Aurora, New York 
Freeport Chapter 
Freeport High School 
Freeport, Long Island, New York 
Great Neck Chapter 
Great Neck High School 
Great Neck, New York 
Hamburg Chapter 
Hamburg High School 
Hamburg, New York 
Ilion Chapter 
llion High School 
Ilion, New York 
Jamestown Chapter 
Jamestown High School 
Jamestown, New York 
Lansingburgh Chapter 
Lansingburgh High School 
Lansingburgh, New York 
Lowville Chapter 
Lowville Academy 
Lowville, New York 
Mamaroneck Chapter 
Mamaroneck High School 
Mamaroneck, New York 
Mount Vernon Chapter 
Mount Vernon High School 
Mount Vernon; New York 


Nyack Chapter 
Nyack High School 
Nyack, New York 
Astra Chapter 
Ossining High School 
Ossining, New York 
Peekskill Chapter 
Peekskill High School 
Peekskill, New York 
Charlotte Chapter 
Charlotte High School 
Rochester, New York 
Benjamin Franklin Chapter 
a Franklin Junior-Senior High 


Rochester, New York 
John Marshall Chapter 
John Marshall High School 
Rochester, New York 
Monroe Chapter 
Monroe High School 
Rochester, New York 
Rochester West High Chapter 
West High School 
Rochester, New York 
Schenectady Chapter 
Schenectady High School 
Schenectady, New York 
Scotia Chapter 
Scotia High School 
Scotia, New York 
Highland Manor Chapter 
Highland Manor School 
Tarrytown-on-Hudson, New York 
Washington Irving Chapter 
Washington Irving High School 
Tarrytown, New York 
Watertown Chapter 
Watertown High School 
Watertown, New York 
Wellsville Chapter 
Wellsville High School 
Wellsville, New York 
Charles E. Gorton Chapter 
Charles E. Gorton High School _ 
Yonkers, New York 


NORTH CAROLINA 


Torchlight Chapter 
Asheville High School 
Asheville, North Carolina 
Hall Fletcher Chapter 
Hall Fletcher High School 
Asheville, North Carolina 
Burlington Chapter 
Burlington High School 
Burlington, North Carolina 
Charlotte Chapter 
Central High Schoo! 
Charlotte, North Carolina 
Invictus Chapter 
Concord High School 
oo, North waneline 
Key Chapte: 
Durham igh School 
Durham, North Carolina 
Goldsboro Chapter 
Goldsboro High School 
Goldsboro, North Carolina 
Greensboro Chapter 
Greensboro High School 
Greensboro, North Carolina 
Hendersonville City Chapter 
Hendersonville Senior High School 
Hendersonville, North Carolina 














High Point Chapter 
_High Point High School 
High Point, North Carolina 
Lenoir Chapter 
Lenoir High School 
Lenoir, North Carolina 
Lincolnton Chapter 
Lincolnton High School 
Lincolnton, North Carolina 
Marion Chapter 
Marion High School 
Marion, North Carolina 
New Bern Chapter 
New Bern High School 
New Bern, North Carolina 
John A. Holmes Chapter 
Raleigh High School 
Raleigh, North Carolina 
Rocky Mount Chapter 
Rocky Mount High School 
Rocky Mount, North Carolina 
Salisbury Chapter 
Salisbury High School 
Salisbury, North Carolina 
Shelby Chapter 
Shelby High School 
Shelby, North Carolina 
Robert E. Lee Chapter 
Spencer High School 
Spencer, North Carolina 
Wadesboro Chapter 
Wadesboro High School 
Wadesboro, North Carolina 
New Hanover Chapter 
New Hanover High School 
Wilmington, North Carolina 
Honor Society 
Winston-Salem High School 
Winston-Salem, North Carolina 


NORTH DAKOTA 


Beach Chapter 
Beach High School 
Beach, North Dakota 
Carrington Chapter 
Carrington High School 
Carrington, North Dakota 
Lincoln Chapter 
Lincoln High School 
Casselton,North Dakota 
Ellendale Chapter 
‘Ellendale High School 
Ellendale, North Dakota 
Fargo Chapter 
Central High School 
Fargo, North Dakota 
Jamestown Chapter 
Jamestown High School 
Jamestown, North Dakota 
Lisbon Chapter 
Lisbon High School 
Lisbon, North Dakota 
Oakes Chapter 
Oakes High School 
Oakes, North Dakota 


Agricultural and Training School Chapter 
Walsh County Agricultural and Train- 


ing School 
Park River, North Dakota 
Excelsior Chapter 
Rolla High School 
Rolla, North Dakota 
I. T. Simley Chapter 
Rugby High School 
Rugby, North Dakota 


FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 143 


OHIO 
Ada C 


Ada amen School 
Ada, Ohio 
John R. Buchtel Chapter 
—_ R. Buchtel High School 
ron, 


io 
The Akron Central High School Society 


Central High School 
Akron, Ohio 
Akron East Chapter 
East High School 
Akron, Ohio 
Garfield Chapter 
Garfield High School 
Akron. Ohio 
Akron North Chapter 
North High School 
Akron, Ohio 
South High Chapter 
South High School 
Akron, Ohio 
The Akron West High Chapter 
West High School 
Akron, Ohio 
Alliance Chapter 
Alliance High School 
Alliance, Ohio 
Amherst Chapter 
Amherst High School 
Amherst, Ohio 
Ashland Chapter 
Ashland High School 
Ashland, Ohio 
Ashtabula Chapter 
Ashtabula High School 
Ashtabula, Ohio 
Harbor Chapter 
Harbor High School 
Ashtabula, Ohio 
Athens Chapter 
Central High School 
Athens, Ohio 
Barberton Chapter 
Barberton High School 
Barberton, Ohio 
Senior Honor Society 
Barnesville High School 
Barnesville, Ohio 
Bellaire Chapter 
Bellaire High School 
Bellaire, Ohio 
Bellevue Chapter 
Bellevue High School 
Bellevue, Ohio . 
Bucyrus Chapter 
Bucyrus High School 
Bucyrus, Ohio 
McKinley High School Chapter 
McKinley High School 
Canton, Ohio 
Margaretta Chapter 
Margaretta High School 
Castalia, Ohio 
Tower Chapter 
Withrow High School 
Cincinnati, Ohio 
Rookwood Chapter 
University High School 
Cincinnati, Ohio 
Withrow Chapter 
Withrow High School 
Cincinnati, —. 
John Adams Chapte 
John Adams High "School 
Cleveland, Ohio 

















144 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Collinwood Chapter 
Collinwood High School 
Cleveland, Ohio 
East High Chapter 
East High School 
Cleveland, Ohio 
Lincoln Chapter 
Lincoln High School 
Cleveland, Ohio 
East Technical Chapter 
East Technical High School 
Cleveland, Ohio 
Notre Dame Chapter 
Notre Dame Senior High School 
Cleveland, Ohio 
Shaker Chapter 
Shaker High School 
Cleveland, Ohio 
West High School Chapter 
West High School 
Cleveland, Ohio 
Cleveland Heights Chapter 
Heights High School 
Cleveland Heights, Ohio 
Bexley Chapter 
Bexley High School 
Columbus, Ohio 
Alphega Chapter 
Central High School 
Columbus, Ohio 
Charles D. Everett Chapter 
North High School 
Columbus, Ohio 
South High Chapter 
South High School 
Columbus. Ohio 
U-Alpha Chapter 
Upper Arlington High School 
Columbus, Ohio 
Otto H. Magly Chapter 
West High School 
Columbus, Ohio 
Conneaut Chapter 
Conneaut High School 
Conneaut, Ohio 
Coshocton Chapter 
Coshocton High School 
Coshocton, Ohio 
Fairview Chapter 
Fairview High School 
Dayton, Ohio 
Kisar Chapter 
Kisar High School 
Dayton, Ohio 
Laurus Chapter 
Roosevelt High School 
Dayton, Ohio 
Ace Chapter 
Stivers High School 
Dayton, Ohio 
Shaw High School Chapter 
Shaw High School 
East Cleveland, Ohio 
Elyria Chapter 
Elyria High School 
Elyria, Ohio 
Euclid Chapter 
Euclid High School 
Euclid, Ohio 
Shore High Chapter 
Shore High School 
Euclid, Ohio 
Fairport Chapter 
Fairport High School 
Fairport Harbor, Ohio 





Blue and Gold Chapter 
Findlay High School 
Findlay, Ohio 
Fremont Chapter 
Fremont High School 
Fremont, Ohio 
The Vernon Chapter 
Gallia Academy High School 
Gallipolis, Ohio 
Granville Chapter 
Granville High School 
Granville, Ohio 
McClain Chapter 
Edward Lee McClain High School 
Greenfield, Ohio 
Hudson Chapter 
Hudson High School 
Hudson, Ohio 
Ironton Chapter 
Ironton High School 
Tronton, Ohio 
Kent State Chanter 
Kent State High School 
Kent, Ohio 
Roosevelt Chapter 
Roosevelt High School 
Kent, Ohio 
Lakewood Chapter 
Lakewood High School 
Lakewood, Ohio 
St. Augustine Academy Chapter 
The St. Augustine Academy 
Lakewood. Ohio 
Leavittsburg Chapter 
Leavittsburg High School 
Leavittsburg, ORio 
Lisbon Chapter 
David Anderson High School 
Lisbon, Ohio 
London Chapter 
London High School 
London, Ohio 
Lorain Chapter - 
Lorain High School 
Lorain, Ohio 
Mansfield Chapter 
Mansfield High School 
Mansfield, Ohio 
Marietta Chapter 
Marietta High School 
Marietta, Ohio 
Harding Chapter 
Harding High School 
Marion, Ohio 
Martin’s Ferry Chapter 
Martin’s Ferry High School 
Martin’s Ferry, Ohio 
Massillon Chapter ~ 
Massillon High School 
Massillon, Ohio 
Malconta Chapter 
Malta-McConnelsville High School 
Massillon, Ohio 
McDonald Chapter 
McDonald High School 
McDonald. Ohio 
Miamisburg Chanter 
Miamisburg High School 
Miamisburg, Ohio 
Mount Vernon Chapter 
Mount Vernon High School 
Mount Vernon, Ohio 
Nelsonville Chapter 
Nelsonville High School 
Nelsonville, Ohio 





















Niles Chapter 
McKinley High School 
Niles, Ohio 
Norwood Chapte: 
Norwood High. pent 
Norw Ohi 
Norwalk High School Chapter 
Norwalk High School 
Norwalk, Ohio 
Oberlin Chapter 
Oberlin High School 
Oberlin, Ohio 
Harvey High School Chapter 
Thomas W. Harvey High School 
Painesville, Ohio 
Perrysburg Chapter 
Perrysburg High School 
Perrysburg, Ohio 


Piqua High School 
Piqua, Ohio 
Portsmouth Chapter 
Portsmouth High School 
Portsmouth, Ohio 
Ravenna Chapter 
Ravenna High School 
Ravenna, Ohio 
Rocky River Chapter 
Rocky River High School 
Rocky River, Ohio 
Rossford Chapter : 
Rossford High School 
Rossford, Ohio 
Liberty Chapter 
Liberty High School 
Rudolph, Ohio 
Sidney Chapter 
Sidney High School 
Sidney, Ohio 
Steubenville Chapter 
Steubenville High School 
Steubenville, Ohio 
St. Clairsville Chapter 
St. Clairsville High > 
St. Clairsville, Oh 
Struthers Chapter 
Struthers High School 
Struthers, Ohio 
Stryker Chapter 
Stryker High School 
Stryker, Ohio 
Tiffin Chapter 
Columbian High School 
Tiffin, Ohio 
Scott Chapter 
Scott High School 
Toledo, Ohio 
Morrison R. Waite Chapter 
Morrison R. Waite High School 
Toledo, Ohio 
Troy Chapter 
Troy High School 
Troy, Ohio 
Urbana Chapter 
Urbana High School 
Urbana, Ohio 
Van Wert Chapter 
Van Wert High School 
Van Wert, Ohio 
Vermilion Chapter 
Vermilion High School 
Vermilion, Ohio 
Wadsworth Chapter 
Wadsworth High School 
Wadsworth, Ohio 


FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 145 


West Carrollton Chapter 
West Carrollton High School 
West Carrollton, Ohio 
Wilmington Chapter 
Wilmington High School 
Wilmington, Ohio 
Chaney Chapter 
Chaney High School 
Youngstown, Ohio 
Sigma Chapter 
East High School 
Youngstown, Ohio 
Zanesville Chapter 
Zanesville Senior amass School 
Zanesville, 


OKLAHOMA 


Alva High School Honor Society 
Alva High School 
Alva, Oklahoma 
Ardmore Chapter 
Ardmore High School 
Ardmore, Oklahoma 
Bartlesville Chapter 
Barlesville Senior High School 
Bartlesville, Olkahoma 
Bristow Chapter . 
Bristow High School 
Bristow, Oklahoma 
Cherokee Chapter 
Cherokee High School 
Cherokee, Oklahoma 
Drumright Chapter 
Drumright High School 
Drumright, Oklahoma 
Durant Chapter 
Durant High School 
Durant, Oklahoma 
Duncan Chapter 
Duncan High School 
Duncan, Oklahoma 
Enid Chapter 
Enid High School 
Enid, Oklahoma 
Hamilton Chapter 
Hamilton High School 
Hamilton, Oklahoma 
Hugo Chapter 
Hugo High School 
Hugo, Oklahoma 
Cum Laude of Oklahoma Chapter 
Idabel High School 
Idabel, Oklahoma 
Mangum Chapter 
Mangum High School 
Mangum, Oklahoma 
McAlester Chapter 
McAlester High School 
McAlester, Oklahoma 
Muskogee Chapter 
Central High School 
Muskogee, Oklahoma 
Norman High School Chapter 
Norman High School 
Norman, Oklahoma 
University Hich School Chapter 
University High School 
Norman, Oklahoma 
Capitol Hill Chapter 
Capitol Hill High School 
Oklahoma City, Oklahoma 
Oklahoma City Chapter 
Central High School 
Oklahoma City, Oklahoma 


/ 
] 
| 








| 
; 
| 
|] 
| 
} 





Jklahoma City Classen Chapter 
Classen High School 
Oklahoma City, Oklahoma 
Okmulgee Chapter 
Okmulgee High School 
Okmulgee, Oklahoma 
Pauls Valley Chapter 
Senior High School 
Pauls Valley, Oklahoma 
Ponca Chapter 
Ponca City Junior-Senior High School 
Ponca City, Oklahoma 
Arena Fontes Chapter 
Sand Springs High School 
Sand Springs, Oklahoma. 
Sapulpa Chapter 
Sapulpa High School 
Sapulpa, Oklahoma 
Shawnee Chapter 
Shawnee High School 
Shawnee, Oklahoma 
Stillwater Chapter 
Stillwater Senior High School 
Stillwater, Oklahoma 
Tulsa Chapter 
Central High School 
Tulsa, Oklahoma 
Wilson Chapter 
Wilson High School 
Wilson, Oklahoma 
Yale Chapter 
Yale High School 
Yale, Oklahoma 


OREGON 
Baker Chapter 
Baker High School 
Baker, Oregon 
Torch Chapter 
Corvallis High School 
Corvallis, Oregon 
Alpha Chapter 
Eugene High School 
Eugene, Oregon 
Zeta Tau Chapter 
University High School 
Eugene, Oregon 
Lebanon Chapter 
Lebanon High School 
Lebanon, Oregon 
Newberg Chapter 
Newberg High School 
Newberg, Oregon 
Pendleton Chapter 
Pendleton High School 
Pendleton, Oregon 
Roseburg Chapter 
Roseburg High School 
Roseburg, Oregon 
Philokalon Chapter 
_ Tillamook High School 
Tillamook, Oregon 
Wasco Chapter 
Wasco High School 
Wasco, Oregon 


PENNSYLVANIA 
Ethognosthean Chapter 
Allentown High School 
Allentown, Pennsylvania 
Altoona Chapter 
Altoona High School 
Altoona, Pennsylvania 
Ambridge Chapter 
Ambridge High School 
Ambridge, Pennsylvania 


146 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 








Lower Merion Chapter 
Lower Merion Senior High School 
Ardmore, Pennsylvania 
Arnold Chapter 
Arnold Borough High School 
Arnold, Pennsylvania 
Merit Chapter 
Barnesboro High School 
Barnesboro, Pennsylvania 
Beaver Falls Chapter 
Beaver Falls High School 
Beaver Falls, Pennsylvania 
Bellevue High Chapter 
Bellevue High School 
Bellevue, Pennsylvania 
Biglerville Chapter 
Biglerville High School 
Biglerville, Pennsylvania 
Bloomsburg Chapter 
Bloomsburg High School 
Bloomsburg, Pennsylvania 
Bridgeport Chapter 
Bridgeport High School 
Bridgeport, Pennsylvania 
Bridgeville Chapter 
Bridgeville High School 
Bridgeville, Pennsylvania 
Brookville Chapter 
Brookville High School 
Brookville, Pennsylvania 
Cum Laude Chapter 
Penn Hall School 
Chambersburg, Pennsylvania 
Camp Hill Chapter 
Camp Hill High School 
Camp Hill, Pennsylvania 
Canonsburg Chapter 
Canonsburg High School 
Canonsburg, Pennsylvania 
Clairton Chapter 
Clairton High School 
Clairton, Pennsylvania 
Clarion Chapter 
Senior Hig! hool 
Clarion, nsylvania 
Abington Chapter 
Clark’s Summit High School 
Clark’s Summit, Pennsylvania 
Conshohocken Chapter 
Conshohocken High School 
Conshohocken, Pennsylvania 
Sigma Chapter 
Coraopolis High School 
Coraopolis, Pennsylvania 
Connellsville Chapter 
Connellsville High School 
Connellsville, Pennsylvania 
Crafton Chapter 
Crafton High School 
Crafton Borough, Pennsylvania 
Du Bois Chapter 
Du Bois High School 
Du Bois, Pennsylvania 
East Stroudsburg Chapter 
Senior High School 
East Stroudsburg, Pennsylvania 
Ebensburg Chapter 
Ebensburg High School 
Ebensburg, Pennsylvania 
Edgewood Chapter 
Edgewood High School 
Edgewood, Pittsburgh, Pennsylvania 
Easton Chapter 
Easton High School 
Easton, Pertnsylvania 








M. 


St 





FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 147 


Cheltenham Chapter 
Cheltenham High School 
Elkins Park, Pennsylvania 
Erie Chapter 
Central High School 
Erie, Pennsylvania 
Georges Chapter 
Georges Township High School 
Fairchild, Pennsylvania 
Fleetwood Chapter 
Fleetwood High School 
Fleetwood, Pennsylvania 
Ford City Chapter 
Ford City High School 
Ford City, Pennsylvania 
Freeland Chapter 
Freeland High School © 
Freeland, Pennsylvania 
Freeport Chapter 
Freeport High School 
Freeport, Pennsylvania 
Gettysburg Chapter 
Gettysburg High School 
Gettysburg, Pennsylvania 
Hazleton High School Honor Society 
Hazleton Senior High School 
Hazleton, Pennsylvania 
Southmont Chapter 
Southmont Senior High School 
Johnstown, Pennsylvania 
Westmont-Upper Yoder Honor Society 
Westmont-Upper Yoder High School 
Johnstown, Pennsylvania 
Kingston Chapter 
Soldiers’ and Sailors’ Memorial High 
School 


Meadville Chapter 
Meadville High School 
Meadville, Pennsylvania 
Meyersdale Chapter 
Meyersdale High School 
Meyersdale, Pennsylvania 
Middletown Chapter 
ao High School 
wn, Pi y ii 
Midland Chapter 
Lincoln High School 
Midland, Pennsylvania 
Manor Chapter 
Manor Township High School 
Millersville, Pennsylvania 
Minersville Chapter 
Minersville ich, School 
Minersville, Pennsylvania 
Mount Pleasant Chapter 
Mount Pleasant High School 





Mount Pleasant, Pennsylvania 


Albright Chapter 
Munhall High School 
Munhall, Pennsylvania 
Nu Chapter 
Mauch Chunck High School 
Nosquehoning, Pennsylvania 
New Kensington Chapter 
New Kensington High School 





New Kensington, P y 
Norristown Chapter 
Norristewn High School 
Norristown, Pennsylvania 
Glen-Nor Chapter 
Glen-Nor High School 
Norwood, Pennsylvania 
Northampton Chapter 


Northampton High School 
Northampton, Pennsylvania 
Northumberland Chapter 
Northumberland High School 
Northumberland, Pennsylvania 


Kingston, Pennsylvania 
Kittaning Chapter 
Kittaning High School 
Kittaning, Pénnsylvania 


Lancaster Chapter 
Boys’ High School 
Lancaster, Pennsylvania 
Stevens Chapter 
Stevens High School 
Lancaster, Pennsylvania 
Lansdowne Chapter 
Lansdowne High School 
Lansdowne, Pennsylvania 
Lansford Chapter 
Lansford High School 
Lansford, Pennsylvania 
Latrobe Chapter 
Latrobe High School 
Latrobe, Pennsylvania 
Muhlenberg Chapter 
Muhlenberg Township High School 
Laureldale, Pennsylvania 
Lehighton Chapter 
Lehighton High School 
Lehighton, Pennsylvania 
Lewistown Chapter 
Lewistown Senior High School 
Lewistown, Pennsylvania 
Manheim Chapter 
Manheim Borough High School 
Manheim, Pennsylvania 
Mansfield Chapter 
Mansfield Senior High School 
Mansfield, Pennsylvania 
Stowe Chapter 
Stowe High School 
McKee’s Rocks, Pennsylvania 


Palmerton Chapter 
Palmerton High School 
Palmerton, Pennsylvania 
Locosera Chapter 
Blakely High School 
Peckville, Pennsylvania 
Haverford Chapter 


Haverford Township High School 


Philadelphia, goin 
Sophrosnye Chapte 

High School ay Girls 

Mayr gag Pennsylvania 
Torch Soc 


South Philadelphia High School for Girls 


Philadelphia, Pennsylvania 
Phosde Chapter 
West High School for Girls 
Philadelphia, Pennsylvania 
Phoenixville Chapter 
Phoenixville High School 
Phoenixville, Pennsylville 
Dormont Chapter 
Dormont High School 
Pittsburgh, Pennsylvania 
Alpha Chapter 
Fifth Avenue High School 
Pittsburgh, Pennsylvania 
Mt. Lebanon Chapter 
Mt. Lebanon High School 
Pittsburgh, Pennsylvania 
Reta Chapter 
Peabody High School 
Pittsburgh, Pennsylvania 











Perry Chapter 
Perry High School 
Pittsburgh, Pennsylvania 
South High Chapter 
South High School 
Pittsburgh, Pennsylvania 
South Hills Chapter 
South Hills High School 
Pittsburgh, Pennsylvania 
Zeta Chapter 
Taylor Allderdice High School 
Pittsburgh, Pennsylvania 
Westinghouse Chapter 
Westinghouse High School 
Pittsburgh, Pennsylvania - 
Port Alleghany Chapter 
Port Alleghany High School 
Port Alleghany, Pennsylvania 
Reading Chapter 
High School for Boys 
Reading, Pennsylvania 
Mount Peru Chapter 
Mount Peru High School 
Reading, Pennsylvania 
Reading Chapter 
Senior High School 
Reading, Pennsylvania 
Leo Chapter 
Red Lion: High School 
Red Lion, Pennsylvania 
Ridley Park Chapter 
Ridley Park High School 
Ridley Park, Pennsylvania 
Rochester Senior High School Chapter 
Rochester Senior High School 
Rochester, Pennsylvania 
Schuylkill Haven Chapter 
Schuylkill Haven High School 
Schuylkill Haven, Pennsylvania 
Shillington Chapter 
Shillington High School 
Shillington, Pennsylvania 
Keystone Chapter 
Shinglehouse High School 
Shinglehouse, Pennsylvania 
Slatington Chapter 
Slatington High School 
Slatington, Pennsylvania 
Somerset Chapter . 
Somerset Borough High School 
Somerset, Pennsylvania 
Del-Minsi Chapter 
Stroudsburg High School 
Stroudsburg, Pennsylvania 
Sunbury Chapter 
Sunbury High School 
Sunbury, Pennsylvania 
Swarthmore Chapter 
Swarthmore High School 
Swarthmore, Pennsylvania 
Uniontown Chapter 
Uniontown Senior High School 
Uniontown, Pennsylvania 
Vandergrift Chapter 
Vandergrift High School 
Vandergrift, Pennsylvania 
Verona Chapter 
Verona High School 
Verona, Pennsylvania 
Orient Chapter 
East Washington High School 
Washington, Pennsylvania 
Sigma Chapter e 
Washington High School 
Washington, Pennsylvania 


148 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 















Radnor Chapter 
Radnor Township High School 
Wayne, Pennsylvania 
Wellsboro Chapter 
Wellsboro High School 
Wellsboro, Pennsylvania 
Centerville Chapter 
Centerville Vocational School 
West Brownsville, Pennsylvania 
Wilkes-Barre Chapter 
Wilkes-Barre High School 
Wilkes-Barre, Pennsylvania 
Wilkinsburg Chapter 
Wilkinsburg High School 
Wilkinsburg, Pennsylvania 
Woodlawn Chapter 
Woodlawn High School 
Woodlawn, Pennsylvania 
Wyomissing Chapter 
Wyomissing High School 
Wyomissing, Pennsylvania 


PHILIPPINE ISLANDS 


Albay Chapter 
Albay Normal School 
Legaspi, Albay, Philippine Islands 
Mountain Chapter 
Mountain Province High School 
Baguio, Philippine Islands 
Bukidnon Chapter 
Bukdinon Normal School 
Malaybalay, Philippine Islands 
Cagayan Chapter 
Cagayan High School 
Tuquegarao, Cagayan, Philippine Is. 
Ilocas Sur Normal School Chapter 
Ilocas Sur Normal School 
Vigau, Philippine Islands 


SOUTH CAROLINA 


Columbia Chapter 
Columbia High School 
Columbia, South Carolina 
St. John’s Chapter 
St. John’s High School 
Darlington, South Carolina 
Hartsville Chapter 
Hartsville High School ( 
Hartsville, South Carolina 
Crohon Chapter 
Union High School ‘ 
Union, South Carolina 
Walterboro Chapter 
Walterboro High School 
Walterboro, South Carolina 


SOUTH DAKOTA 


Keystone Chapter 
Aberdeen High School A 
Aberdeen, South Dakota 
Canton Chapter 
Canton High School A 
Canton, South Dakota 
Colome Chapter 
Colome High School Be 
Colome, South Dakota 
Deadwood Chapter 
Deadwood High School Bi 
Deadwood, South Dakota ] 
Dakota Wesleyan Chapter 





Dakota Wesleyan University H. S. Bo 

Mitchell, South Dakota I 
Hot Springs Chapter 

Hot Springs High School » 


Hot Springs, South Dakota 














Mit 


Minerva Chapter 
Miller High School 
Miller, South Dakota 
Pierre Chapter 
Pierre High School 
Pierre, South Dakota 
Redfield Chapter 
Redfield High School 
Redfield, South Dakota 
Volga Chapter 
Volga High School 
Volga, South Dakota 
Winner Chapter : 
Winner High School 
Winner, South Dakota 


TENNESSEE 


Baxter Seminary Chapter 
Baxter Seminary 
Baxter, Tennessee 
Lookout Chapter 
Central High School 
Chattanooga, Tennessee 
Chattanooga Chapter 
Chattanooga High School 
Chattanooga, Tennessee 
Alpha Beta Chapter 
Clarksville High School 
Clarksville, Tennessee 
Bradley Chapter 
Bradley High School 
Cleveland, Tennessee 
Johnson City Chapter 
Johnson City High School 
Johnson City, Tennessee 
Kingsport Chapter 
Kingsport High esa 
Kingsport, Tenne 
Knoxville High School , — 
Knoxville High School 
Knoxville, Tennessee 
Murfreesboro Chapter 
Central High School 
Murfreesboro, Tennessee 
Sigma Beta Pi Chapter 
Central High School 
Nashville, Tennessee 
Grove Chapter 
Grove High School 
Paris, Tennessee 
Shelbyville Chapter 
Central High School 
Shelbyville, Tennessee 


TEXAS 
Abilene Chapter 
Abilene High School 
Abilene, Texas 
Amarillo Chapter 
Amarillo Senior High School 
Amarillo, Texas 
Austin Chapter 
Austin Senior High School 
Austin, Texas 
Beaumont Chapter 
Beaumont Senior High School 
Beaumont, Texas 
Big Spring Chapter . 
Big Spring High School 
Big Spring, Texas 
Bonham Chapter 
Bonham High School 
Bonham, Texas 
Brownsville Chapter 
Brownsville High School 
Brownsville, Texas 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 149 


Allen Chapter 
Allen Academy 
Bryan, Texas 
Bryan High Chapter 
Bryan High School 
Bryan, Texas 
R. P. Jarrett Chapter 


West Texas State Teachers College H. S. 


Canyon, Texas 
Cisco Chapter 
Cisco High School 
Cisco, Texas 
Excelsior Chapter 
Jackson High School 
Corsicana, Texas 
Technical High School Chapter 
Dallas Technical High School 
Dallas, Texas 
Forest Chapter 
Forest Avenue High School 
Dallas, Texas 
Highland Park Chapter 
Highland Park High School 
Dallas, Texas 
Viking Chapter 
North Dallas High School 
Dallas, —— 
Oak Cliff Chapte: 
Oak Cliff High * School 
Dallas, Texas 
Sunset High School Chapter 
Sunset High School 
Dallas, Texas 
Woodrow Wilson Chapter 
Woodrow Wilson High School 
Dallas, Texas 
Edinburg Chapter 
Edinburg High School 
Edinburg, Texas 
Stephan F. Austin Chapter 
Austin High School 
E] Paso, Texas 
El Paso Chapter 
El Paso High School 
El Paso, Texas 
North Side Chapter 
North Side High School 
Fort Worth, Texas 
Polytechnic Chapter 
Polytechnic High School 
Fort Worth, Texas 
Stripling Chapter 
Stripling High School 
Fort Worth, Texas 
TIraan Chapter 
Iraan High School 
Traan, Texas 
Kingsville Chapter 
Kingsville High School 
Kingsville, Texas 
Lockhart Chapter 
Lockhart High School 
Lockhari, Texas 
Longview Chapter 
Longview High School 
Longview, Texas 
Lubbock Chapter 
Lubbock High School 
Lubbock, Texas 
Sid Hardin Chapter 
Mission Senior High School 
Mission, Texas 
Palestine Chapter 
Palestine High School 
Palestine, Texas 


| 
| 
| 
| 
| 
| 
| 
| 






| 
| 
| 
} 
| 
4 
| 
| 
/ 
| 
| 

















Pampa Chapter 
Pampa High School 
Pampa, Texas 
Paris Chapter 
Paris High School 
Paris, Texas 
Port Arthur Chapter 
Port Arthur High School 
Port Arthur, Texas 
Alamo Heights Chapter 
Alamo Heights High School 
San Antonio, Texas 
The Breckenridge Chapter 
Breckenridge High School 
San Antonio. Texas 
Harlandale Chapter 
Harlandale High School 
San Ontonio, Texas 
Thomas Jefferson Chapter 
Thomas Jefferson High School 
San Antonio, Texas 
Maine Avenue Chapter 
Maine Avenue High School 
San Antonio, Texas 
Texas Military Institute Chapter 
Texas Military Institute 
San Antonio, Texas 
San Benito Chapter 
San Benito High School 
San Benito, Texas 
San Marcos Chapter 
San Marcos High School 
San Marcos, Texas 
S. W. Tex. Teachers College H. S. Chapter 
Southwest Texas Teachers College H. S. 
San Marcos, Texas 
Cum Laude Chapter 
Sweetwater High School 
Sweetwater, Texas 
Tyler Chapter 
Tyler High School 
Tyler, Texas 
Vernon Chapter 
Vernon Senior High School 
Vernon, Texas 
Wichita Falls Chapter 
Wichita Falls High School 
Wichita Falls, Texas 


VERMONT 


Rutland Chapter 
Rutland High School 
Rutland, Vermont 


VIRGINIA 


E. C. Glass Chapter 
E. C. Glass High School 
Lynchburg, Virginia 
Huntington Chapter 
Huntington High School 
Newport News, Virginia 
Newport News Chapter 
Newport News High School 
Newport News, Virginia 
Booker T. Washington Chapter 
Booker T. Washington High School 
Norfolk, Virginia 


WASHINGTON 


Mount Vernon Honor Society 
Union High School 
Mount Vernon, Washington 
Pasco Chapter 
Pasco High School 
Pasco, Washington 


150 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





Puyallup Chapter 
Puyallup High School 
Puyallup, Washington 
Spokane Alpha Chapter 
Hillyard High School 
Spokane, Washington 
Sunnyside Chapter 
Sunnyside High School 
Sunnyside, Washington 
Wa-Hi Chapter 
Walla Walla High School 
Walla Walla, Washington 
Yakima High School Chapter 
Yakima High School : 
Yakima, Washigtnon 


WEST VIRGINIA 


Benwood Chapter 
Union High School 
Benwood, West virginia 
Bluefield Chapter 
Beaver High School 
Bluefield, West Virginia 
Kanawha Chapter 
Charleston High School 
Charleston, West Virginia 
Washington Irving Chapter 
Washington Irving High School 
Clarksburg, West Virginia 
Clendenin Chapter 
Clendenin High School 
Clendenin, West Virginia 
Elkhorn Chapter 
Elkhorn District Colored High School 
Elkhorn, West Virginia 
Ad Astra Chapter 
Fairmont High School 
Fairmont, West Virginia 
Grafton Chapter 
Grafton High School 
rafton, West Virginia 
Torch Chapter 
Huntington High School 
Huntington, West Virginia 
Martinsburg Chapter 
Martinsburg High School 
Martinsburg, West Virginia 
Morgantown Chapter 
Morgantown High School 
Morgantown, West Virginia 
Moundsville Chapter 
Moundsville High School 
Moundsville, West Virginia 
Chi Sigma Lambda Chapter 
Mount Hope High School 
Mount Hope, West Virginia 
Mullens Chapter 
Mullens High School 
Mullens, West Virginia 
Torch Chapter 
Parkersburg High School 
Parkersburg, West Vriginia 
Excelsior Chapter 
Pennsboro High School 
Pennsboro, West Virginia 
Hughson Chapter 
Princeton High School 
Princeton, West Virginia 
Spencer Chapter 
Spencer High School 
Spencer, West Virginia 
Sewihi Chapter 
Sewickley High School 
Sewickley, West Virginia 



















Weir Chapter 
Weir High School 
Weirton, West Virginia 
Homeric Chapter 
Browns Creek District High School 
Welch, West Virginia 


WISCONSIN 


Appleton Chapter 
Senior High School 
Appleton, Wisconsin 
Baraboo Chapter © 
Baraboo High School 
Baraboo, Wisconsin 
Beloit Chapter ‘ 
Beloit High School 
Beloit, Wisconsin 
Old Abe Chapter 
Eau Claire Senior High School 
Eau Claire, Wisconsin 
Edgerton Chapter 
Edgerton High School 
Edgerton, Wisconsin 
Hurley Chapter 
Lincoln High School 
Hurley, Wisconsin 
Janesville Chapter 
Janesville High School 
Janesville, Wisconsin 
Kewaunee Chapter 
Kewaunee High School 
Kewaunee, Wisconsin 
Madison Central Chapter 
Central Senior High School 
Madison, Wisconsin 
East Side Chapter 
East Side High School 
Madison, Wisconsin 
Madison West Chapter 
West High School 
Madison, Wisconsin 
Manitowoc Chapter 
Lincoln High School 
Manitowoc, Wisconsin 
Marshfield Chapter 
McKinley Senior High School 
Marshfield, Wisconsin 
Menasha Chapter 
Menasha High School 
Menasha, Wisconsin 
Boys’ Technical High School Chapter 
Boys’ Technical High School 
Milwaukee, Wisconsin 
Lambda Chapter 
Lincoln High School 
Milwaukee, Wisconsi 
Milwaukee University Schoo! Chapter 
Milwaukee University Sc 
Milwaukee, Wiens 
Beta Chapter of Wisconsin 
North Division High School 
Milwaukee, Wisconsin 
Milwaukee Riverside Chapter 
Riverside High School 
Milwaukee, Wisconsin 
Shorewood Wisconsin Chapter 
Shorewood Junior and Senior H. S. 
Milwaukee, Wisconsin 
Washington Chapter 
Washington High School 
Milwaukee, ha npg 
“dmson Star Chapte 
West Division Wiehe School 
Milwaukee, Wisconsin 








FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 151 





Oconomowoe Chapter 
Oconomowoc High School 
Oconomowoc, Wisconsin 
Oshkosh Chapter 
Oshkosh High School 
Oshkosh, Wisconsin 
Horlick Chapter 
The William Horlick High School 
Racine, Wisconsin 
Racine Chapter 
Washington Park High School 
Racine, Wisconsin 
Emerson High School Chapter 
Emerson High School 
Stevens Point, Wisconsin 
Stoughton Chapter 
Stoughton High School 
Stoughton, Wisconsin 
Tomah Chapter 
Tomah High School 
Tomah, Wisconsin 
Two Rivers Chapter 
Washington High School 
Two Rivers, Wisconsin 
Waukesha Chapter 
Waukesha Junior-Senior High School 
Waukesha, Wisconsin 
Wausau Chapter 
Wausau Senior High School 
Wausau, Wisconsin 
Wauwatosa Chapter 
Wauwatosa High School 
Wauwatosa, Wisconsin 


WYOMING 
Johnson County Chapter 
Johnson County High School 
Buffalo, Wyoming 
Orange and Black Chapter 
Naprona County High School 
Casper, Wyoming 
Cheyenne Chapter 
Cheyenne High School 
Cheyenne, Wyoming 
Converse Chapter 
Converse County High School 
Douglas, Wyoming 
Purple and White Chapter 
Glenrock-Parkerton High School 
Glenrock, Wyoming 
Delta Chapter 
The Greybull High School 
Greybull, Wyoming 
Secondary Training School Chapter 
The Secondary Training School 
Laramie, Wyoming 
Laramie Chapter 
Laramie High School 
Laramie, Wyoming 
Shoshowi Chapter 
Powell High School 
Powell, Wyoming 
Gros Ventre Chapter 
Rock Springs High School 
Rock Springs, Wyoming 
Sheridan Chapter 
Sheridan High School 
Sheridan, Wyoming 
Thermopolis Chapter 
Hot Springs County High School 
Thermopolis, Wyoming 
CHINA 
Shanghai American School Chapter 
Shanghai American School 
Shanghai, China 














152 





DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





ADDENDA 


NATIONAL HONOR SOCIETIES 


Ware Chapter 
University High School 
Atlanta, Georgia 
Mount Morris Chapter 
Mount Morris High School 
Mount Morris, Illinois 
Equi Chapter 
Olney Township High School 
Olney, Illinois 
Kingman Chapter 
Kingman High School 
Peoria, Illinois 
Plains Chapter 
The Plains High School 
Plains, Kansas 
Minervian Chapter 
Barbourville High School 
Barbourville, Kentucky 
Creston Chapter 
Creston High School 
Grand Rapids, Michigan 
Zeta Epsilon Chapter 
Ortonville High School 
Ortonville, a 
Sedalia Chapte 
SmithCotron” High School 
Sedalia, Missouri 
Great Falls Chapter 
Great Falls High School 
Great Falls, Montana 
Pierce Chapter 
Pierce High School 
Pierce, Nebraska 


Hammonton Chapter 
Hammonton High School 
Hammonton, New Jersey 
Rochester West High Chapter 
West High School 
Rochester, New ig 
John Marshall Chapte 
John Marshall High, School 
Cleveland, Ohio 
James Ford Rhodes Chapter 
James Ford Rhodes High School 
Cleveland, Ohio 
Woodward Chapter 
Woodward High School 
Toledo, Ohio 
A. B. Denniston Chapter 
Slippery Rock High School 
Slippery Rock, Pennsylvania 
The Mathew Waley Chapter 
The Mathew Waley High School 
Williamsburg, Virginia 
Duces Chapter 
Adkin District High School 
Gary, West Virginia 
Fairfax Chapter 
Fairfax District High School 
Thomas, West Virginia 
Big Creek Chapter 
Big Creek High School 
War, West Virginia 

















FOURTH HANDBOOK OF THE NATIONAL HONOR SocIETY 153 


LIST OF CHAPTERS 
of the 
National Junior Honor Society 


ARIZONA 
Tempe Chapter 


Tempe Union High School 
Tempe, Arizona 


ARKANSAS 
Fort Smith Chapter 
Fort Smith Junior High School 
Fort Smith, Arkansas 
East Side Chapter 
East Side Junior High School 
Little Rock, Arkansas 
West Side Chapter 
West Side Junior High School 
Little Rock, Arkansas 


CALIFORNIA 
Bancroft Chapter 
Hubert Howe Bancroft Jun’r High School 
Los Angeles, California 
Starr King Chapter 
Thomas Starr King Junior High School 
Los Angeles, California 


COLORADO 
Cole Junior High School Chapter 
Carlos M. Cole Junior High School 
Denver, Colorado 
Excelsi Chapter 
Aaron Gove Junior High School 
Denver, Colorado 


pter 
Grant Junior High School 
Denver, Colorado 
Spiritus Lacus Chapter 
Lake Junior High School 
Denver, Colorado 
Sophos Chapter 
Chester S. Morey Junior High School 
Denver, Colorado 
Alpha, Denver Chapter 
Skinner Junior High School 
Denver, Colorado 
Smiley Chapter 
Smiley Junior High School 
Denver, Colorado 


CONNECTICUT 
Bassick Chapter 
Bassick Junior High School 
Bridgeport, Connecticut 


DELAWARE 
Newark Chapter 
Newark Junior High School 
Newark, ware 
Harlan Chapter 
David W. Harlan School 
Wilmington, Delaware 


S. R. Shaw Chapter 
Emalea Pusey Warner Junior H. S. 
Wilmington, Delaware 
Local Chapter 
Wilmington High School 
Wilmington, Delaware 


DISTRICT OF COLUMBIA 
Garnet-Patterson Chapter 
Garnet-Patterson Junior High School 
Washington, D. C. 


ILLINOIS 
Sterling Chapter 
J. Sterling Morton High School 
Cicero, Illinois 
Prairie Du Pont Chapter 
Dupo Community High School 


Dupo, Illi — 
Cahokia Chapte: 
Rock Junior High School 
East St. Louis, Ilinois 


Normal Chapter 
Normal Community High School 
Normal, Illinois 


Peoria, Ilinois 
INDIANA 
Athens Cha 


pter 
Crawfordsville Junior High School 
diana 


Crawfordsville, In 


Evansville, Indiana 
Horace Mann Chapter 
Horace Mann School 
Gary, Indiana 
Excelsior a 
East Pulaski High School 
Gary, Indiana 
Lew Wallace Chapter 
Lew Wallace School 
Gary, Indiana 


IOWA 
Clarinda Chapter 
Clarinda Junior High School 
Clarinda, Iowa 


KANSAS 
Hays Chapter 
Hays Junior High School 
Kansas 


Salina Chapter 
Lincoln Junior High Sehool 
ina, Kansas 
Liberty Chapter 
Liberty Junior High School 
Hutchinson, 














154 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Phi Chapter 
Northeast Junior High School 
Kansas City, Kansas 
Kanzan Chapter 
Sterling Junior High School 
Steriing, Kansas 


KENTUCKY 


Southern Junior Chapter 
Southern Junior High School 
Louisville, Kentucky 


MARYLAND 


Marlboro Chapter 
Marlboro High School 
Upper Marlboro, Maryland 


MASSACHUSETTS 


Warren Chapter 
Levi F. Warren Junior High School 
West Newton, Massachusetts 


MICHIGAN 


Eklectos Chapter 
T. L. Handy Junior High School 
Bay City, Michigan 
Fordson Chapter 
Fordson Junior High School 
Dearborn, Michigan 
Laureates Chapter 
Harvey H. Lowrey Junior High School 
Dearborn, Michigan 
Harry B. Hutchins Chapter 
Hutchins Intermediate School 
Detroit, Michigan 
Edwin A. Strong Chapter 
Central High School 
Grand Rapids, Michigan 
Jefferson Chapter 
South High School 
Grand Rapids, Michigan 
Lansing Chapter 
Walter H. French Junior High School 
Lansing, Michigan 
Rochester Chapter 
Rochester Junior High School 
Rochester, Michigan 
Romeo Chapter 
Romeo Junior High School 
Romeo, Michigan 
Washtenaw Chapter 
Ypsilanti High School 
Ypsilanti, Michigan 


MINNESOTA 
Austin Chapter : 
Austin Junior High School 
Austin, Minnesota 
Phillips Chapter 
Wendell Phillips Junior High School 
Minneapolis, Minnesota 


MISSOURI 
Athenean Chapter 
Ernst Simonsen Junior High School 
Jefferson City, Missouri 
Lexington, Missouri Chapter 
Lexington Junior-Senior High School 
Lexington, Missouri 
Nevada Chapter 
Nevada Junior High School 
Nevada, Missouri 


Pipkin Chapter 
Pipkin Junior High School 
Springfield, Missouri 
Benton Chapter 
Benton Junior High School 
St. Joseph, Missouri 
Gleam Chapter 
University City Junior High School 
University City, Missouri 
Webster Groves Junior H. S, Chapter 
Junior High Schoo) 
Webster Groves, Missouri 


NEW JERSEY: 


Highland Park Chapter 
Franklin Junior High School 
Highland Park, New Jersey 
Junior High School Number Four Chapter 
Junior High School Number Four 
Trenton, New Jersey 


NEW MEXICO 


Roswell Junior High School Chapter 
Junior High School 
Roswell, New Mexico 
Alpha, New Mexico Chapter 
Tucumcari Junior High School 
Tucumcari, New Mexico 


NEW YORK 
Freeport Chapter 
Freeport Junior High School 
Freeport, New York 
Gloversville Chapter 
Estee Junior High School 
Gloversville, New York 
Albert Leonard Chapter 
Central Junior High School 
New Rochelle, New York 
Zeta Theta Chapter 
Hudson Park Junior High School 
New York City, New York 
Kingsford Park Chapter 
Kingsford Park School 
Oswego, New York 
Peekskill Chapter 
Drum Hill Junior High School 
Peekskill, New York 
Fort Stanwix Chapter 
Rome Junior High School 
Rome, New York 
Washington Irving Chapter 
Washington Irving High School 
Tarrytown, New York 
Stella Chapter 
Valley Stream Central High School 
Valley Stream, New York 


NORTH CAROLINA 
Alexander Graham Chapter 
Alexander Graham Junior High School 
Charlotte, North Carolina 
Hendersonville Chapter 
Hendersonville High School 
Hendersonville, North Carolina 


NORTH DAKOTA 
Cum Laude Chapter 
Minot Junior High School 
Minot, North Dakota 


OHIO 
Cavalier Chapter 
South High School 
Akron, Ohie 








Th 

















Nathan Hale Chapter 
Nathan Hale Junior High School 
Cleveland, Ohio 
Myron T. Herrick Chapte: 


Alexander Hamilton eater High School 


Cleveland, Ohio 
Lincoln Chapter 
Lincoln Junior High School 
Cleveland, Ohio 
Schaaf Chapter 
Henry J. Schaaf Junior High School 
Cleveland, Ohio 
St. Joseph Academy Chapter 
St. Joseph Academy 
Cleveland, Ohio 
Dunatoi Chapter 


Warren G. Harding eee High School 


Lakewood, Ohio 


OKLAHOMA 


Chickasaw Chapter 
Ardmore Junior High School 
Ardmore, Oklahoma 
Eagle Chapter 
West High School 
Muskogee, Oklahoma 
Athenian Chapter 
Capitol Hill Junior High School 
Oklahoma City, Oklahoma 
Sigma Rho Chapter 
Roosevelt Junior High School 
Oklahoma City, Oklahoma 
Alpha Chapter 
Webster Junior High School 
Oklahoma City, Oklahoma 
Ponca City Chapter 
Ponca City Junior High School 
Ponca City, Oklahoma 
Cleveland Chapter 
Cleveland Junior High School 
Tulsa, Oklaboma 
Horace Mann Chapter 
Horace Mann Junior High School 
Tulsa, Oklahoma 
Woodrow Wilson Chapter 
Woodrow Wilson Junior High School 
Tulsa, Oklahoma 


PENNSYLVANIA 


Clairton Chapter 
Fifth Street Junior High School 
Clairton, Pennsylvania 
Donora Chapter 
Donora Junior High School 
Donora, Pennsylvania 
Fidelis Chapter 
Ingram Junior High School 
Ingram, Pennsylvania 


FouRTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 155 


Gladstonian Chapter 
Gladstone Junior High School 
Pittsburgh, Pennsylvania 
Reading Chapter 


Douglass and Weiser Junior High School 


Reading, Pennsylvania 
Shillington Chapter 
Shillington High School 
Shillington, Pennsylvania 
Haverford Chapter 
Haverford Twp. Junior High School 
Upper Darby, Pennsylvania 
Junior Colonist’s Chapter 
Upper Darby Junior High School 
Upper Darby, Pennsylvania 
Alpha, Cheltenham Chapter 
Thomas Williams Junior High School 
Wyncote, Pennsylvania 


TENNESSEE 
Catherine Brown Chapter 
Brainerd Junior High School 
Chattanooga, Tennessee 
John A. Shelton Chapter 
Hardy Junior High School 
Chattanooga, Tennessee 
John Ross Chapter 
North Chattanooga Junior High School 
Chattanooga, Tennessee 
Alpha Chapter 
Park Junior High School 
Knoxville, Tennessee 


TEXAS 
Buchanan Chapter 
Buchanan Junior High School 
Amarillo, Texas 
Central Junior High School Chapter 
Central Junior High School 
Amarillo, Texas 
Iraan Chapter 
Iraan High School 
Iraan, Texas 
Mirabeau B. Lamor Chapter 
McAllen Junior High School 
McAllen, Texas 
Alpha, Texas Chapter 
Port Arthur High School 
Port Arthur, Texas 


WISCONSIN 
Steuben Chapter 
Steuben Junior High School 
Milwaukee, Wisconsin 
Lincoln Chapter 
Lincoln Junior High School 
Waukesha, Wisconsin 


ADDENDA 
NATIONAL JUNIOR HONOR SOCIETIES 


Jefferson Chapter 
Jefferson Junior High School 
Meriden, Connecticut 
Theodore Roosevelt Chapter 


Theodore Roosevelt Intermediate School 


Wichita, Kansas 
William Howard Taft Cha 


pter 
William Howard Taft Junior High School 


Oklahoma City, Oklahoma 


Bloomsburg Chapter 


Bloomsburg Junior High School 
Bloomsburg, Pennsylvania 
Pentagon Chapter 
Langley Junior High School 
Washington, D. C. 














156 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


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, 
8129 Wenonah Avenue, Berwyn, Illinois. 








PC —— ae, 








FourTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 157 


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 


The Junior Honor Society emblem is made in two grades: 
ten karat gold and gold filled. All pins have safety catch. The 
prices are as follows: 

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 requests, 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 











158 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


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. 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 159 


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 
pp.) $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.) $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) $2.00 





*Figures show number of papers. 








160 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. (207 pp.) ....62.00 

























Bulletin No. 10, January, 1926. 
Abstract of Books and of Magazine articles on Adminis- 
tration and Supervision. (32 pp.) $.25 











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

Papers on Social studies (2), International Relations (2), 
Record Forms, Fraternities, Scholarship, Administration (5), 
Curriculum (3), Personnel Charts, Guidance, Marks (2), 
Principals, Student Activities (2), National Honor Society (5) 
and Culture. (259 pp.) Leeeeeeh2.00 





















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 













a @ nr — 


FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 161 


Bulletin No. 13, October, 1926. 


Abstracts of Books and of Magazine articles on Adminis- 
tration and Supervision. (20 pp.) $.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.) $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.) $.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 


Schools. (94 pp.) $.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.) $2.00 











162 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





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.) sniniiaciall $.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. 
$.25 















FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 163 


Bulletin No. 28, October, 1929. 


Abstracts of Books and of Magazine Articles on Adminis- 
tration and Supervision. (pp. 28) 


$.25 





Bulletin No. 29, January, 1980. 

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 (1980) 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. 


(pp. 301) $2.00 


Bulletin No. $1, April, 1980. 


History and Organization of the National Honor Society. 
(pp. 26) $.25 











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


Bulletin No. 38, October, 1980. 


Abstracts of Books and of Magazine Articles on Adminis- 


tration and Supervision. Also a Directory of Members. (pp. 
91) $.50 





Bulletin No. 34, January, 1981. 


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


ifornia. (116 pp.) $.50 











164 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Bulletin No. 35, Proceedings of the Detroit (1981) Meeting. 
(pp. 235) $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. 86, April, 1931. 

Abstracts of Unpublished Masters’ Theses in the Field of 
Secondary-School Administration, University of Southern 
California, concluded. (pp. 68) $.50 





Bulletin No. 87, May, 1981. 

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)..... sieteienimiaiaetl $.50 








Bulletin No. 39, January, 1932. 
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. 380)...............-- ; $2.00 


Papers on National Survey of Secondary Education (17) : 


(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- 








at ry cr of 


DIM Th wpe aw mw A Oo 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 165 


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 
Honor Society $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 100 200 300 400 500 1000 
356: Sone... neil $ .80 $1.50 $2.20 $2.80 $3.40 $6.00 
Cae, SF  ccmsticancaee 80 1,50 2.20 2.80 8.45 6.10 
pT, gare, peers 85 1.55 2.25 2.85 3.50 6.20 
MS. csendbaieoga 85 1.60 2.30 3.00 3.75 6.45 
(|| SES gaeeeonemen ees: .90 1.65 2.40 3.05 3.90 6.60 
Ae OO ae ea 90 1.70 2.45 3.15 4.00 6.80 
Tan 8 ee ae 1.75 2.55 3.25 4.15 7.00 
Ree A Ee a 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, 83129 Wenonah Avenue, Berwyn, Illinois. 











166 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


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 designed for 
small and medium size high schools. 


Space is provided on these blanks for scholarship records 
for five years. An extra year is included for pupils of four-year 
high schools who may desire to do graduate work. It is 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 changeabie 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 feaures 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. 


No medical examination (with exceptions). 











Age 
45_- 


47_. 
48__ 
49__ 
50_. 
51. 


3129 


prep 
insu 
a lov 






3. 


Age 





FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 167 


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. 


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 
----$11.10 OB ok nada $16.90 | SE veers $28.15 
---- 11.66 |. eee 18.15 Wise ecnionrastiiaie’ 30.40 
~... 12.30 See atee 19.50 er iicmcecnticny 32.90 
---. 18.05 | RSE ATER 3 20.90 siete ey 35.50 

eannnee 1590 TR So sic ninco 22.50 Wass adicecayesicctens a 
-... 14.80 Gti... SE 64....--...... 41.50 
--.. 15.80 Ge ccceiaa Vacicintes 26.10 | ERT 44.90 


Send for application blanks to H. V. Church, Executive Secretary, 
3129 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 58, and send it to H. V. Church, 3129 Wenonah Ave- 








168 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


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 IN waar 


Your name .......................---- eee ee ee 
Berths wesc Oe er ee Se 











(City) (State) 
Date of expiration of policy you now hold 





(Policy expires on this date) 
Annual premium you now pay. §............-.---..s--s0-ssesseeceeneceeeeeneeeeees 
I ainsi sssscicitsitetihcen te tetera lai i Talia lita anise 


(Husband’s occupation if married woman) 


Description of car: Make..........................--ccsccccscccssececcceescceeneessees 




















Type of body.... . Year built... 
Factory numbev.......:.................. Engine number 
List price ms ....... Actual cost. 








New or second hand. Is car fully paid for? SR Lee 


(Cross out one) 
een I ince hcicisticdinsiknecacnienstitctnecihatinicnlcaiihaiisaibaitpatissiceaiah 


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


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














FARO PEE oR OTIS SME SRA SPOT I SS te Re 
(Where car is kept) 
Coverage you carry 
(Place cross in proper square) 
O Fire ............. ore aaa QO Property: 5 500 [1,000 © 1,500 
mount 

OE iil itt oeieetotes O Liability: 9 5-10,000 9 10-20,000 
O Extra equipment ................00...0.0220....- 0 20-30,000 

O Tornado ....................---- QO Collision: 5 Full O $25 deduction 
CD I ici ee tis QO $50 deduction 


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















e) 








FOURTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 169 


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 by Con- 
sumers’ Research: 


CONSUMERS’ RESEARCH 


Incorporated under the laws of the State of New York as a 
membership corporation 


340 WEST 23RD 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 recommended and not- 
recommended brands of hundreds of different commodities, 
and in periodic Bulletins which supplement the Handbook and 





TATE a AAA 











170 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


bring it up to date. The Confidential Service costs $2 a year 
(Canadian, $2.50; Foreign, $3). 


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 inferior products in terms which anyone can under- 
stand and apply in the selection and purchase of goods in the 


retail market. 


COMMITTEE OF ytitae: & OF CON- 
SUMERS’ RESEA 


Who vouch for its integrity, pr esteem it 
to be competently administered: 


Grace Abbott, Chief of the Children’s 
Bureau, os S. Dept. of Labor, Washing- 
ton, D. 

Mary Arnold, Head.of the Consumers’ Co- 
operative Services, New Yofk City. 

Edith Ayres, Assistant Professor of Eco- 
nomics, Washington Square College, New 
York University. 

Harry Elmer Barnes, historian and sociol- 
ogist; New York City. 

Otto S. we consulting engineer, Wash- 


ington, D. 
HTL Broach International President, In- 
See Brotherhood of Electrical 
Workers, Washington, D. C 

Frederic C. Clark consulting engineer, 
Boston, Mass. 

M. Clark, Professor of Economics, 
Columbia University, New York City. 

Agnes De Lima, author and _ educator, 
Palo Alto, Calif. 

John Dewey, ~* “9 and educator, Presi- 
dent, League for Independent Political 
Action, Professor Emeritus nt Philos- 
ophy. Columbia ees, & - ¥. City. 

Pau! H. Dougias, Professor of Industrial 
a niversity of Chicago, Chi- 

cago, 





Carl Dreher, Fellow, Institute of Radio 
Engineers; director of sound, RKO 
Studios, Los Angeles, Calif. 

Morrist Ernst, attorney-at-law, N. Y. City. 

Fred R. Fairchild, Professor of Economics, 
Yale University, New Haven, Conn. 

Clinton S. Golden, Vice President, Ameri- 
can Fund for Public Service, dirt 
farmer, Solebury, Penna. 

Henry Harap, author of The Education of 
the Consumer; jate Professor of 
Education, Western Reserve University, 
Cleveland, Ohio. 

M. H. Hedg ges, Research Director of the 
International Brotherhood of Electrical 
Workers, Washington, D. C. 

Melville Herskovits, Associate Professor 
of Assbropeegy Northwestern Univer- 
sity, Evanston, i. 

William Hodson, Director, Welfare Coun- 
cil of New York City 

Edward V. Huntington, mathematician; 
Professor of Mechanics, Harvard Uni- 

J —*  vambridge, Mass. 
oseph Jastrow, psychologist, N. Y. City. 
Dexter M. Keezer, economist, editorial 
staff, the Baltimore Evening Sun, Balti- 
more, 

Arthur Kellogg, Managing Editor, The 
Survey, New York City. 

Dorothy _Kenyon,-- attorney-atlaw, New 
York City. 





I: 
G 


Jo 


Th 
lie 
wil 
fai 
wil 
cou 


Th 
$2.! 


sun 


am¢ 








mr OD 


OO =m © 


f 
of 
ls 


e 
ul 


ir 
oO 








Frank H. Knight, Professor of Economics, 
University o Chicago, Chicago, Ill. 

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 
Philosophy, New York School of Social 
Work, New York City. ie = 

Robert Littell, author and critic, New 
York City. ; : 

Isador Lubin, Institute of Economics of 
Brookings Institution, Washington, D.C. 

George S. Luckett, State Director of 
Public Health of New Mexico, Santa 
Fe, N. M. ; = 

C. J. McGlogan, International Vice Presi- 
dent, Brotherhood of Electrical Work- 
ers, St. Paul, Minn. ; 

R. M. Melver, Professor of Political 
Science, Columbia University, New 
York City. 

Julian W. Mack, Judge, Circuit Court, 
New York City. 

James’ Dysart Magee, Professor of Eco- 
nomics, New York University, N. Y. City. 

John Howard Melish, Rector, Church of 
the Holy Trinity, Brooklyn, N. Y. 

Fred J. Miller, Past President, American 
Society of Mechanical Engineers, New 
York City. 

Wesley Mitchell, Professor of Economics, 
Columbia University, Ncw York City. 


FourTH HANDBOOK OF THE NATIONAL HONOR SOCIETY 171 


A. J. Muste, Vice President, American 
Federation of Teachers; Chairman of 
Faculty, Brookwood Labor College, 
Katonah, N. Y. 

Harlow S. Person, Managing Director, 
Taylor Society, New York City. 

Sumner H. Slichter, Professor of Eco- 
sone Harvard University, Cambridge, 

ass. 

Norman Thomas, Executive Director, 


sone, oe Industrial Democracy, New . 


York City. 

Richard C. ‘Tolman, Professor of Physical 
Chemistry and Mathematical Physics, 
California Institute of Technology, 
Pasadena, Calif. 

A Tugwell, Professor of Economics, 
Columbia Universi 1 New York City. 
Oswald Garrison, illard, Editor, The 

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,. Cooke, 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. 

-_B. Matthews, Executive Secretary, 

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. 


172 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


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 


Degrees 
Position 


Address 


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