Rao 





TEES 


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

EDUCATION ASSOCIATION 


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


DECEMBER, 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, 1925, authorized March 30, 1927. 








BULLETIN NUMBER 43 


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Unpublished Masters’ Theses 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


Prepared under the Direction of 
JOSEPH ROEMER 
George Peabody College for Teachers 














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


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























RE OL et 


: 


Officers 
_ OF THE 
DEPARTMENT OF 
SECONDARY-SCHOOL PRINCIPALS - 
NATIONAL EDUCATION ASSOCIATION 


1932-1933 


OFFICERS 
W. W. HAGGARD, President 
Superintendent Township High School and Junior College, Joliet, Illinois 


ROBERT B. CLEM, Finst Vice President 
Principal Shawnee High School, Louisville, Kentucky 


E. E. CHURCH, Second Vice President 
Principal of Central Junior-Senior High School, Parkersburg, W. Va. 


H. V. CHURCH, Executive Secretary 
Superintendent of J. Sterling Morton Schools, Cicero, Illinois 


EXECUTIVE COMMITTEE 
M. C. JONES 


Principal Union High School, Huntington Beach, California. 
HARRISON C. LYSETH 


State Supervisor of Secondary Education, Augusta, Maine. 
C. H. THRELKELD 


Principal of Columbia High School, South-Orange, New Jersey 


NATIONAL COUNCIL OF NATIONAL HONOR SOCIETY 
EDWARD RYNEARSON, President* 


Director of Vocational Guidance, The Administration Building, Bellefield 
Avenue at Forbes, Pittsburgh, Pennsylvania 


CHARLES FORREST ALLEN 
Supervisor of Secondary Education, Little Rock, Arkansas 
IRA W. BAKER 
Principal of Harding Junior High School, Oklahoma City, Oklahoma 
L. W. Brooks 
Director of Secondary Education, Wichita, Kansas 
H. V. KEPNER 
Principal of West Side High School, Denver, Colorado 
M. R. MCDANIEL 


Principal of Oak Park and River Forest Township High School, 
Oak Park, IIlinois 


Louis E. PLUMMER 


Principal of.Fullerton Union High School and Junior College, 
Fullerton, California 


HARRY C. SIEBER 
Principal of Junior-Senior High School, Red Bank, New Jersey 
M. CHANNING WAGNER 
Assistant Superintendent of Schools, Wilmington, Delaware 


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


*Deceased. 











2 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 
TENTATIVE PROGRAM OF ANNUAL MEETING 
OF THE 


DEPARTMENT OF SECONDARY-SCHOOL 
PRINCIPALS 
AT 


Minneapolis, February 27, 28 and March 1, 1933. 


PRELIMINARY ANNOUNCEMENT | 
PROGRAM 
DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 
February 27, 28, and March 1, 1933 
(All meetings to be held in Leaming'ton Hotel) 





GENERAL SESSION 


Monday, February 27 
2p. m. 
Music, Minneapolis Public Schools 
I. “In Defense of the American High School” 
Dr. C. H. Judd, Director of the Department of Edu- 
cation, The University of Chicago 
II. “The National Survey of Secondary Education” 
Dr. W. J. Cooper, Commissioner of Education 
III. “State Support for High Schools” 
Dr. E. D. Butterfield, Commissioner of Education, 
Connecticut 
IV. Selection of Nominating Committee. 


DISCUSSION GROUPS 


Tuesday, February 28 
9:30 a. m. 


GROUP No. 1—“Improvement and Economy in Administra- 
tion” 
Prof. W. C. Reavis, The University of Chicago 
“Improvement and Economy in Instruction” 
Prin. R. R. Cook, Roosevelt High School, Des Moines, Ia. 
Discussion 
Prin. E. L. Mahaffey, South High School, Columbus, O. 
Prin. W. N. Van Slyck, Topeka High School, Topeka, Kan. 
Discussion from the floor 











GI 











ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 


GROUP No. 2—“Directed Learning” 
Dr. R. O. Billett, Specialist in School Administration, United 
States Office of Education 


“Library Standards” 

Mr. C. C. Certain, Editor of English Review, Detroit 
Discussion 

(Speakers to be selected) 

Discussion from the floor 


GROUP No. 3—“The Relationship of Regional Accrediting 
Agencies to Secondary Education During this Crisis” 
Dean J. B. Edmonson, School of Education, University of 
Michigan 
“The Relationship of State Departments of Education to Sec- 
ondary Education during this Chrisis” 
Deputy Superintendent W. H. Bristow, State Department 
of Education, Pennsylvania 


Discussion 
(Speakers to be selected) 
Discussion from the floor 


JUNIOR HIGH-SCHOOL PRINCIPALS’ LUNCHEON 
Tuesday, February 28 
12:30 p. m. 
(Speaker to be selected) 


Tuesday, February 28 
2:00 p. m. 
GROUP No. 1—‘“Improvement and Economy in the Curricu- 
lum” 
Director J. H. Newlon, Lincoln School, Teachers College 
“Improvement and Economy in Extra-Curricular Activities” 
Prof. E. K. Fretwell, Teachers College 
Discussion 
Mr. Galen Jones, Assistant Superintendent of Schoo!s, 
Tulsa, Oklahoma 
Prin. P. H. Powers, East Technical High School, Cleve- 
land 
Discussion from the floor 

















4 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





GROUP No. 2—“Supervision of Instruction in the Junior High 
School” 
(Speaker to be selected) 
“The Teaching and Learning Situation in Junior High-Schoo! 
Classrooms” 
Principal H. H. Ryan, University of Wisconsin High 
School 


Discussion ; 
(Speakers to be selected) 
Discussion from the floor 


GROUP No. 3—“The Tax-Supported Junior College During the 
Next Decade” 
Prof. W. C. Eells, Stanford lesteikiai 
“Public Relations of the Junior College” 
(Speaker to be selected) 


Discussion 
(Speaker to be selected) 
Discussion from the floor 


Wednesday, March 1 
9:00 a. m. 


GROUP No. 1—“The North Carolina Program of the State 
Support of Education as Affecting High Schools” 
Prin. E. H. Garinger, Charlotte, North Carolina, High School 
“The New York Program of State Support of Education as 
Affecting High Schools” 


Deputy Superintendent A. D. Simpson, Department of 


Public Instruction, New York 


Discussion 
Prof. Paul R. Mort, Teachers College 
Discussion from the floor 


GROUP No. 2—“Analyzing Objectives in Music Education” 
Mr. Russell V. Morgan, Director of Music, Cleveland Public 
Schools 
“Analyzing Art Objectives in the High School” 
Miss Indianola Willcuts, Supervisor of Art, Duluth © 
“Industrial Art Objectives and Their Attainment” 
Prof. Homer J. Smith, School of Education, University of 
Minnesota 








Qq23 42 











ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 


Discussion 
(Speakers to be selected) 
Discussion from the floor 


GROUP No. 3—“Recent Developments in Instruction at the 
Junior-College Level” 
Prof. Doak S. Campbell, George Peabody College for Teach- 
ers 
“Recent Developments in Junior-College Administration” 
(Speaker to be selected) 


Discussion 
Prof. G. W. Willett, Lyons Township High School and 
Junior College, La Grange, Illinois 


(One speaker to be selected) 


LUNCHEON 


Wednesday, March 1 . 
12:30 P. M. 


Music, Minneapolis Public Schools 
Pres. L. D. Coffman, University of Minnesota, Speaker 


Wednesday, March 1 
2:00 P. M. 
Research Section—Dr. Charles H. Judd, Director of School of 
Education, The University of Chicago, Chairman 


Business Session—Dr. Thomas H. Briggs’ report on “Plan fo~ 
the Re-Study of Objectives of Education” 


Financial Report 
Election of Officers 





SPECIAL NOTICE 


If any high-school principal desires to have a special letter 
sent to his board of education or to his superintendent, in 
which it is urged that he be sent to this meeting with his ex- 
penses paid, he should send the name and address of the one to 
whom such a letter should be directed to the secretary, H. V. 
Church, J. Sterling Morton High School, Cicero, Illinois. 








DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


ABSTRACTS OF UNPUBLISHED MASTERS’ 
THESES IN THE FIELD OF SECONDARY 
EDUCATION 


(Theses completed and prepared at George Peabody College 
for Teachers) 


- The abstracts contained in this bulletin were prepared at 
the invitation of Executive Secretary H. V. Church of the De- 
partment of Secondary-School Principals of the National Edu- 
cation Association and were edited under the general direction 
of Dr. Joseph Roemer. 

These theses were completed in the Department of Sec- 
ondary Education of George Peabody College for Teachers un- 
der the supervision of various instructors, including Profes- 
sors J. J. Didcoct, S. B. Hall, C. W. Knudsen, Joseph Roemer. 

Since space would not permit reviewing all the theses, a 
list of those not reviewed will be found in the appendix. 

First drafts of the abstracts were prepared by a group of 
Secondary Education majors, including, J. E. Brewton, J. M. 
Feger, J. G. Gee, A. J. Geiger, W. L. Goette, R. L. Goulding, O. 
W. Hyatt, Floyd Jordan, R. D. Judd, A. M. Meyer, A. L. Mor- 
gan, H. M. Pyle, E. M. Smith, and J. H. Wise. These were 
carefully checked, revised, and edited by Joseph Roemer. 


CONTFNTS OF ARSTRACTS OF UNPUBLISHED 
MASTFR®S’ THFSES IN THE FIELD OF SEC- 
ONDARY SCHOOL ADMINISTRATION 
(Peabody College) 

PART I. 

Page 
STUDIES DEALING WITH THE ADMINISTRATION AND SUPER- 
VISION OF SECONDARY SCHOOLS 


1. Breeze, Retha Edith. Secondary Schools and College Prep- 
SUAUON. -JWRE, 200i nos reco cdnd ncn eeenesnemenneessue~ 11 
Owens, Morgan R. Homogeneous Grouping of Eighth and 
Ninth Grade Mathematics Students. August, 1924_.._----- 12 
Pinkston, Carlos B. Status of the County High School 
Principal in West Tennessee. August, 1932_....---------- 14 
15 





Sealey, R. M. The Report of the State High School Super- 
Vitor, © Gite; TONG side cei Gia eee cavecesunonen 
Turpin. Noah Cleveland, Physical and Instructional Facili- 
ties of Negro High Schools in Tennessee. August, 1932_-- 17 
Vaughan, Thomas Grady. Evaluation of Instruction in Six- 

ty-seven Surveys. August, 1931__.-_-----------~----~---- 22 
Worthy, Haley Dewey. Financial Safeguards for Current 

Schoo] Expenditures. June, 1929_---.---.---.~--~---------- 3 


7 fF 2 SF wS Ww 












ST 





8. 


14, 


15. 
16. 
17. 
18. 
19. 


20. 
21. 
22. 
23. 


24. 








9. 
10. 


11. 


13. 


_ ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 


PART II. 


Page 
STUDIES DEALING WITH THE STATUS AND TRAINING OF 
TEACHERS IN SECONDARY SCHOOLS 





7 





Bentley, Imogene. Secondary Education Courses in South- 


ern State Teachers Colleges. August, 1932_...--._.------- 


Lever, Ira Baxter. Teacher Certification in the South. 


August, 1926___.-_--____ 





Mciinn, Edward Silver. Subject Matter and Professional 
Preparation of High School Teachers in West Virginia. 
27 





Aumign W968. eon os eas 


Williams, Mary Sheppard. A Study of Teacher-Training in 
the Florida High Schools. August, 1931_..._-..---------- 29 


PART III. 


Hounchell, Paul. A Study of State and National High 


STUDIES DEALING WITH THE EXTRA-CURRICULUM ACTIVI- 
TIES OF THE SECONDARY SCHOOL 


12. 


School Athletic Associations. August, 1925_...-__..---_-- 33 


Huck, Clarence Alvey. Financing Inter-School Athletics in 


the Public High Schools of Nebraska. June, 1932_--_-.--. 36 


\ PART IV. 


Elam, Margaret Jewell. An Appraisal of Programs of Co- 
Curricular Activities. June, 1980_.----_---------_----__- 


PART V. 


Agnew, Jesse Sullivan. The Relation of New-Type Exam- 
inations to Study Habits. June, 1930_-.--..-_-_--_--__--_ 
Smith, Rufus Albert. An Attempt to Measure Scientific At- 
titudes. August, 1931_..-----.---_- eenxin 
Vaden, James. Distribution of the Grades at George Pea- 
body College for Teachers. June, 1931_-.-------_.------- 
Van Trump, Ruby. Standardization and Evaluation of the 
Rational Learning Tests. June, 1927_-----..-----_-_--_- 
Young, Katie Cantrell. An Evaluation of Certain New Type 
Tests. August, 1931___- oe aed eka 











PART VI. 


Albreast, Matilda. Methods Used to Evaluate Instruction. 


STUDIES DEALING WITH TESTS AND MEASUREMENTS IN THE 
SECONDARY SCHOOL 


41 
43 
44 
45 
47 


STUDIES DEALING WITH GENERAL METHODS OF INSTRUCTION 
po CLASSROOM SUPERVISION 
SCHOOL 


IN THE SECONDARY 


GUE BO iviecnin cnctientencrnemnientnn on ated siniandaienteetsinnl 49 


Emmons, Spencer Ray. To Evaluate a Supervisory Pro- 
gram. August, 1931_--..---------~--- 
Gunnoe, Otway Marshall. Check List for Comparing Theory 





and Practice in High School Teaching. June, 1930-...-.-__ 53 


Henry, Beryl. Evaluating Teaching by Means of Pupil Ac- 
tivity Chart. June LOB sen et ca he hee neiee 
Smith, William Jefferson. Evaluating of Teaching by An- 
alysis of Learning Exercises. June, 1929_....--..--._--_- 








8 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


PART VII. 
: Page 
STUDIES DEALING WITH PROBLEMS RELATING TO THE JUNIOR 
HIGH SCHOOL 
26. Dunn, Clarence Edwin. Teacher-Load i in Junior High School 
in Fort Worth, Texas. August, 1982__..-.___....._-.._--- 57 
27. Rogers, Gladys. Teacher Load in the Junior High Schools 
of Detroit, Michigan. August, 1982_.--_..._-_-..._--_-__.- 60 
28. West, Joseph Henry. The Junior ‘High School in the South- 
ern Association. August, 1930___.._--- Said 








PART VIII. 


STUDIES DEALING WITH ELIMINATION AND FAILURES IN THE 
SECONDARY SCHOOL 

29. Wilson, William E. Probable Factors Affecting Elimination in 

Tennessee High Schools. August, 1926......_-.-_.-.-__-_- 65 


PART IX. 


STUDIES DEALING WITH THE HISTORY OF SECONDARY EDU- 
CATION 
30. Tolman, Wolfred Ruben. The Development of Secondary 
Schools by the Seventh Day Adventists of North America. 
CU,” Fi win secs intdnp ic Sieg cst hahaa anata ont asta 67 
31. Warwick, James Gordon. A History of the Rise and Fall of 
the Academies in Mississippi. August, 1927.....----_---- 70 





PART X. 


STUDIES DEALING WITH THE POPULATION OF THE SECON- 
DARY SCHOOL 
32. Hounchell, Saul. The High School Pupils of a Kentucky 
Mountain County. August, 1929 ake 74 
33. North, Elizabeth. Occupations of Graduates of High Schools 
in Three Kentucky Counties. June, 1932...-------------- 76 
34. Payne, Virgil French. The Selective Character of Secon- 
dary Education in Nashville. June, 1931_--......-.------ 79 





PART XI. 


STUDIES DEALING WITH FOREIGN SCHOOL SYSTEMS OF SEC- 
ONDARY SCHOOL LEVEL 
35. Frost, Frank Harold. A Study of Athletics in England’s 
Secondary Schools and Universities. June, 1932..-.----_-- 82 
36. King, Ruth Pye. The Development of Secondary Education 
in Cone. dane; 198 soon a eth wdc cb tenss a cetmennee 85 


PART XII. 


STUDIES DEALING WITH CHARACTER EDUCATION. IN THE SEC- 
ONDARY SCHOOL 

37. Bitzer, David Rolston. Stimulating Reflection in Religious 

Education. August, 1930_..----------------,------------ 








rh 








ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 9 


PART XIII. 


STUDIES DEALING WITH CERTAIN PHASES OF VOCATIONAL 


41. 


42. 


43. 








39. 


EDUCATION IN THE SECONDARY SCHOOL 
38. 


Rutledge, Warner Grayson. High School Attendance and 
Vocational Choice. June, 1982_......._..-----____-----__ 
Whitaker Martha Rebecca. Cost of Home Economics in 
State High Schools of Tennessee. June, 1932_.-..----_-_- 91 


PART XIV. 


STUDIES DEALING WITH SURVEY TYPES OF WORK IN THE 
SECONDARY SCHOOL 


40. 


Bankston, Marvin Stewart. Comparison of White Agricul- 
tural and Consolidated High Schools in Mississippi, 1926- 





1007, dane; TO8Bs osc ccs neck 94 
Vickers, James A. A Statistical Report of the Secondary 
Schools of the Southern States. June, 1932_--._....------ 95 
PART XV. 
MISCELLANEOUS 
Brooks, Burrow Penn. Ability of High School Seniors to 
Recognize Causes of Teacher Failure. August, 1932._._-__ 98 


Lawton, Samuel Miller. Student Self Help in Certain De- 
nominational Secondary Schools. June, 1927..-.---------- 100 





























ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 11 


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


1. Breeze, Retha Edith. Secondary Schools and College Prep- 
aration. June, 1921. Pp. 67. 


Problem. The problem of this thesis was to compare the 
efficiency of various types of secondary schools by the stand- 
ard of college preparation. 


Limitations of the Study. The study is limited to the col- 
lege records of 1393 freshmen in the College of Arts and Sci- 
ences in Vanderbilt University, during the school years 1910- 
1911 through 1919-1920. Furthermore, only one standard of 
measure is used—that of college preparation. 


Sources of Data. The data were secured from the Regis- 
trar’s record of grades in Vanderbilt University, made by 
freshmen and sophomores in the College of Arts and Sciences. 


Technique Used in the Study. The method of the study 
was analytical, making use of personal investigation of college 
records, and requests from state high school inspectors and 
other school officials. After securing the names of schoois, 
both public and private, size of schools as to enrollment and 
number of teachers, and records made by the graduates of ali 
these schools having registrants in Vanderbilt University in 
the College of Arts and Sciences during the ten year period 
1910 to 1920, the author by tables shows which type and size of 
school best prepares its students for college, based upon the 
per cent of failures recorded against these registrants. 


Findings and Conclusions. 

1. Students from public high schools with twenty-five or 
more teachers showed superior achievement of that group over 
all other groups of both public and private high schools. 


2, Students from both public and private schools with 
from eleven to twenty-four teachers have made a poorer record 
than those from schools with fewer teachers. 


3. There is a marked difference in achievements between 
the private and the public secondary school group in favor of 
the latter. 

















12 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


4. In almost all cases the highest per cent of failures oc- 
curred in mathematics. 


5. The per cent of failures in modern languages was 
higher than in ancient languages. 


6. The high per cent of failures. shown in all groups 
taken together indicates that, as a whole, the secondary schools 
are low in efficiency in preparing students for college courses. 


2. Owens, Morgan R. Homogeneous Grouping of Eighth and 
Ninth Grade Mathematics Students. August, 1924. Pp. 79. 


Problem. The problem in this study is to give an analysis 
of the situation found in the mathematics classes of the 
eighth and ninth grades of the Pine Bluff Junior High School, 
in light of teachers’ marks, intelligence tests, and educational 
tests and to determine a scientific basis for assigning students 
to class sections in eighth and ninth grade mathematics where- 
by each student will work in a class section with fellow stu- 
dents whose mental abilities are in close proximity to his own 
mental ability. 


Limitations of the Study.. The study deals with only 316 
cases, 155 girls and 161 boys. The materials are collected 
from one school representing only one city in one section of the 
country. 


Source of Data. The data concerning the mental ability 
were obtained by givmg the Otis Group. Intelligence Scale, 
Form A, and the standardized educational tests were Courtis 
Arithmetic Test, Form B, given to the eighth grade, and the 
Hotz Algebra Scales, Series A were administered to the ninth 
grade. All tests were given during the school year of 1923- 
1924. 


Technique Used in the Study. The technique used in this 
study was that of determining the correlations between the 
factors taken into consideration—teachers’ marks, intelligence 
tests, and standardized tests. Upon the results obtained from 
these measures recommendations are made for grouping chil- 
dren in mathematics homogeneously. 


Findings and Conclusions. The facts sacnciel out by the 
above analysis are stated as follows: 











1. 








ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 


13 


The age-grade progress of the eighth and ninth grade 
mathematics classes in this school is about average 
when compared to the age-grade standards for the 
United States. 


The intelligence of eighth and ninth grade students is 
a little above the norm established by the Otis Group 
Intelligence Scales, and pupils of normal-age and un- 
der-age do a higher grade of work in eighth and ninth 
grade mathematics than over-age pupils. 


The intelligence of the ninth grade is slightly lawer 
than the intelligence of the eighth grade students. — 


The intelligence of the boys in the eighth and ninth 
grades is slightly lower than the intelligence of the 
girls. 


According to the Courtis Arithmetic Tests and the 
Hotz Algebra scales eighth and ninth grade students 
are somewhat below standard in achievement in 
Arithmetic and Algebra. 


There is a very significant, positive correlation be- 
tween intelligence and achievement in the Courtis 
Arithmetic Tests and between intelligence and 
achievement on the Hotz Algebra Scales, respectively, 
30+ .05 and .39+ .04. 


There is a very significant, positive correlation be- 
tween the intelligence of the students and the teach- 
ers’ marks. 


In scholarship, as determined by teachers’ marks, the 
girls as a group out-rank the boys as a group although 
eight of the highest ranking students are boys and 
four are girls. 

A combination plan is recommended for grouping of 
students using the three measures—teachers-marks, 
intelligence tests, and standardized educational tests. 
The following plan is suggested: 

(a) Rank students in order of their indices of bright- 

ness. 

(b) Rank the students in order of their achievement 
in the standardized educational tests in mathe- 
matics. 














14 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


(c) Rank the students according to the teachers’ 
marks they receive. 

(d) Average the three rankings thus obtained and 
form a fourth and final ranking’ of the students. 

(e) From this final ranking of the students separate 
them into slow, medium, and fast groups. 


The following conclusions are given: 

1. After the slow, medium and fast groups ‘have been 
formed, each group of students should be given work 
in mathematics comparable with their mental ability. 


2. Ample provision should be made for transferring pu- 
pils from one group to another as the occasion seems 
to justify. 


3. It should be emphasized that all of the pupils in any of 
the groups do not have the same mental ability. The 
problem of individual differences will still be present 
after pupils have been grouped homogeneously. In 
homogeneous groups, however, the range of intelli- 
gence in each group is reduced from a very wide range 
to a comparatively narrow range. 


3. Pinkston, Carlos B. Status of the County High School 
Principal in West Tennessee. August, 1932. Pp. 93. 


Problem. The problem was to reveal the status of the 
West Tennessee high school principal through a cross-sectional 
study of their training, experience, certification, administra- 
tive duties, supervisory duties, teaching load, curriculum of- 
fered, salary and savings, size of school, equipment at their 
command, and of their place in the community as a whole. 


Limitations of the Study. The study is limited to princi- 
pals who were teaching in West Tennessee from 1928-1931 in- 
clusive. The study was further limited to the following fac- 
tors: (a) training, (b) experience, (c) certification, (d) sal- 
aries and savings, (e) administrative and supervisory duties, 
(f) age, size of family, insurance and degrees, (g) professional 
readings and affiliations, (h) relation of principal and school to 
community, (i) extra-curricular activities and physical train- 


ing. 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 15 





Sources of Data. The author relies almost wholly upon 
data procured from questionnaires to the county high schoo! 
principals of West Tennessee. For comparative purposes the 
author uses conclusions from Stone’s study of the Status of the 
County High School Principals of Tennessee; L. V. Koos, The 
High School Principal; and Dan H. Eikenberry, The Status of 
the High School Principal. 


Technique Used in the Study. The conclusions aré based 
on the answers to questionnaires sent to 54 county high 
schools. The mean, median or trend of each phase is pointed 
out. Frequent tables and charts are used. The author com- 
pares his findings with the conclusions reached by Stone, Koos, 
and Eickenberry. 


Findings and Conclusions. The median principal of West 
Tennessee was 37.22 years old, had a family of 2.5 persons, re- 
ceived an annual salary of $1,864.28, carried insurance to the 
amount of $5,416.66, has had 36.6 quarter hours of profes- 
sional training, 1.5 years of elementary teaching experience, 
total experience as high school principal 7.55 years, and has 
been in the present position 3.54 years. 


The median principal taught five or more periods per day; 
was in charge of both elementary and high school; had poor of- 
fice facilities, if any at all; often raised money for laboratory 
and office supplies by means of plays. He gave 2.5 hours per 
day to administration and little to supervision. 


The median principal took an active part in church and 
civic life, and was responsible for extra-curricular activities 
which consisted mainly of athletics and literary societies. 


Principals of this study compared favorably with princi- 
pals throughout the country in regard to (1) training, (2) ex- 
perience, and (8) certification. However, they compared un- 
favorably with respect to salary. 


4. Sealey, R. M. The Report of the State High School Super- 
visor. June, 1925. Pp. 1380. 


Problem. The purpose of this study is two-fold: (1) To 
investigate the practices of the various State Departments of 
Public Instruction with regard to the preparation and publi- 
cation of a periodical report on Secondary education; (2) To 











16 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


prepare an acceptable report on secondary education in Flor- 


ida for the biennium beginning July 1, 1922 and ending June 
30, 1924. 


Limitations of the Study. The following limitations are 
noted: 


1. The study was confined to twenty-one of the twenty- 
four states that publish a definite report on secondary 
education. ‘ 


2. The statistical study included only the annual reports 
of Florida high school principals for the school years 
1922-23 and 1923-24. 


Source of Data. The data upon which part I of this study 
is based were secured by writing a letter to each of the forty- 
eight State Departments of Public Instruction requesting a 
copy of the latest report of their State High School Supervis- 
ors. Data were collected in 1924. Finally there were at hand 
twenty-one reports from the twenty-four states that publish a 
definite report on secondary education. The data upon which 
part II of this study is based are the annual reports of Florida 
high school principals for the school years 1922-23 and 
1923-24. 


Findings and Conclusions. 


PART ONE: 

1. Twenty-four of the states publish regularly some form 
of report dealing with the high schools of the state. 

2. The typical state report on secondary education con- 
tains an average of thirty-eight pages of material 
with approximately twenty-five of these devoted to 
tabular data concerning which there is little or no ex- 
planation. There is little use made of the graphical 
presentation facts and few modern statistical methods 
are employed in the interpretation of the data pre- 


sented. 


PART Two: 
1. Prominent among the evidences of the advancement 
of secondary education in Florida are the lengthening 
of the school term in many of the schools and the large 





= te ef FA fet PH het ke PA lhe 


Mo fue et 


= 





r 


ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 17 
increase in the number of standard high schools of 
the state. 

2. Extra-curricular activities and student participation 
in school government hold a place of minor import- 
ance among the high schools of the state. 

3. More than half the teachers in the four-year high 
schools in 1923-24 were teaching on certificates that 
were issued on their college credentials. 

4, Teachers’ salaries in a majority of the schools are too 
low to insure securing and holding teachers who have 
ability, training, and scholarship. 

5. The salaries of the principals are not in keeping with 
the importance of the position. The migratory ten- 
dency among the principals makes the best work al- 
most impossible. 


5. Turpin, Noah Cleveland. Physical and Instructional Fa- 
cilities of Negro High Schools in Tennessee. August, 1932. 


Pp. 74. 


Problem. The problem involved in this study is to ana- 
lyze the physical and instructional facilities of the Negro high 
schools of Tennessee that made annual reports to the State 
High School Supervisor in 1931 seeking approval of the State 
Department of Education; to compare the findings with the 
standards for approval that are set up by the Tennessee State 
Department of Education and the Association of Colleges and 
Secondary Schools of the Southern States; and to compare 
these findings with similar items for certain types of white 
high schools in the state, where figures are available for com- 


parison. 


Limitations of the Study. This study included only the 
twenty-four county Negro high schools in Tennessee that made 
annual reports to the State High School Inspector seeking ap- 
proval of the State Department of Education. There are for- 
ty-five additional county Negro high schoois and a number of 
private and city high schools that did not seek approval by the 
State Department of Education. 


Source of Data. The data for this study were gathered 
largely from the high school principals’ annual reports in the 








18 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


files of the State High School Supervisor, publications of the 
State Department of Education, publications of the Associa- 
tion of Colleges and Secondary Schools of the Southern States, 
and theses and bulletins in the Peabody College library. 


Technique Used in the Study. The method used in treat- 
ing the data collected in this study was analytical and compar- 
ative, the data being presented in tabular form. Many tables 
contain data for the Negro schools and a statement of the s.ate 
and Southern Association requirements for the factors enu- 
merated. 


Findings and Conclusions. Prior to 1917 the records for 
Negro high schools were kept in such manner that it was noi 
possible to secure adequate data for the study. During that 
year there were 253 children enrolled in the county high 
schools for Negroes in Tennessee and since that time rapid 
progress has been made. In 1925 there were twenty-four pub- 
lic high schools for Negroes in the state and in 1931 there were 
sixty-nine county high schools, and a number of private and 
city high schools in addition. 


The first negro high school was approved by the State 
High School Supervisor in 1920; in 1931 twenty-four sought 
approval and twenty-three of them were approved. Four of 
these schools were given an “A” rating, eight a “B” rating, 
and eleven a “C” rating. These schools had a total enrollment 
of 2020 pupils, over 300 of whom were graduated. In 1931 
the Southern Association of Colleges and Secondary Schools 
approved for the first time Negro colleges and secondary 
schools. Twenty secondary schools were placed on the ap- 
proved list but none of them were in Tennessee. 


All of the twenty-four county high schools for Negroes 
included in this study were in session 178 days during the 
school year and required 120 or more clock hours for one-unit 
of credit in a course. Fifteen had daily schedules with seven 


periods and nine had eight periods daily; in seven schools the . 


periods were forty minutes in length and in seventeen they 
were forty-five minutes; seven provided eighty to eighty-nine 
minutes for laboratory periods while seventeen provided 
ninety minutes or more for this type of instructional period. 


All of these schools offered sixteen or more recitation pe- 





aS 


i ie ae a ed 














ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 19 


riods each day, thus meeting the minimum requirement of the 
Southern Association in this respect. 


The median enrollment for the schools was 68.7 and the 
range from 34 to 249. Three schools had ten or fewer pupils 
per teacher, two had thirty-one or more pupils per teacher 
while the median enrollment per teacher for the group was 
18.7. 

Seventeen of the schools were housed in brick buildings 
and seven in frame buildings; thirteen were heated by steam, 
one by hot air and ten by stoves. Ventilation was through the 
windows in nineteen buildings, by windows and transoms in 
one, and by windows and wall exits in one, and was not re- 
ported for three buildings. 


Twenty-three of the schools reporting had special rooms 
for libraries, six had gymnasiums, twenty-three had audito- 
riums, twelve had study halls and nineteen had principal’s of- 
fices. ; 

Water was obtained from the system in eighteen schools, 
from wells in four, from cisterns in one, and the source was 
not reported by one, and sanitary drinking facilities were re- 
ported by twenty-three schools. 

The median of play space for the twenty-four schools was 
2.8 acres and the range from one acre or less to eight acres. 


Sixteen schools reported laboratory equipment for ‘teach- 
ing general science, twelve for biology, seventeen for chemis- 
try, eleven for physics, twenty-four for home economics, nine 
for agriculture and ten for the manual arts. One school re- 
ported 200 or fewer books in the library, one reported more 
than 2000, and the median was 600. 

A teaching force of three to four teachers was reported bv 
six schools; five to six teachers by fourteen schools; seven to 
eight teachers by two schools; nine to ten by one school; and 
eleven to twelve by one school. . Three-fourths or more of the 
teachers in twenty-two schools were college graduates while in 
two schools fewer than this proportion were college graduates. 

Salaries paid the 113 teachers included in the study ranged 
from $540.00 to $2,160.00 per year with a median salary of — 
$850.00. Nine of these teachers taught two periods daily, and 
three taught eight periods daily. The median teaching load 
was 5.3 periods daily. 





20 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


There were a total of 508 classes taught in these schools 
and twenty-five of them had from one to five pupils in them 
while eight classes were larger than 35 pupils. The median 
class size was 18.5. 


The State Department requires that every high school of- 
fer at least one of the curricula outlined in the Manual. One 
school reported that it was offering none of these curricula, 
twenty that they were offering one of them and three that they 
were offering two of them. Three of the schools offered 
courses not outlined in the Manual. 


Three units of English were offered in one school and 
twenty-three schools offered four units. In Latin, three schools 
offered one unit, two offered ten units, three offered three units 
and three offered four units. One unit of French was offered in 
two schools and two units in six schools. 

General science was available to the pupils in seventeen 
schools, biology in eleven, chemistry in’ eighteen and physics in 
eleven. All of the twenty-four schools reported that they were 
offering home economics. 

All of the schools studied failed to meet the state require- 
ment for the area of playgrounds and some failed to meet the 
requirement with respect to the number of teachers emploved. 
college training of teachers, certification of teachers, number 
of curricula offered, laboratory equipment, subjects offered for 
credit, and the number of units of English offered. All of them 
met all other requirements. Southern Association require- 
ments were met in many respects by all of the schools but no 
school met all of them. 


A number of comparisons with the white high schools of 
Tennessee are noted. Among them we find: 

1. The schools studied seem to be better equipped than 
the C-grade white high schools in the following respects: Num- 
ber of class periods in the daily schedule; heating of buildings; 
material of which buildings are constructed; number of li- 
brary rooms and auditoriums; source of water supply; num- 
ber of volumes in the library; per cent of schools offering 
physics and chemistry, and the number of units of home eco- 
nomics offered. 

2. They seem to be about on a par with the C-grade 
white high schools in these respects: Length of class period, 


























ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 21 


system of records, percent of teachers with college degrees, 
and number of units of algebra, plane geometry, and American 
history offered. 


3. They are more poorly equipped than C-grade white 
schools with regard to the following items: Length of labora- 
tory period, number of gymnasiums and study halls, area of 
campus, annual salary of teachers, and the number of units of 
general science, biology and English offered. . 


4, The schools of this study are better equipped than the 
A-grade white schools of Tennessee with respect to these 
items: Number of library rooms and auditoriums, source of 
water supply, and the per cent of schools offering chemistry 
and physics. 


5. They are about on a par with the A-grade white high 
schools of the state with regard to the length of class period, 
system of records, per cent of teachers with college degrees, 
and the number of units of algebra, plane geometry, and Amer- 
ican history offered. 


6. These schools are more poorly equipped than the A- 
grade schools with respect to length of laboratory period, en- 
rollment, material of which buildings are constructed, heating 
of buildings, area of campus, number of volumes in the library, 
and the annual salary of teachers. 


7. The schools of this study seem to be better equipped 
than the high schools of Tennessee that are members of the 
Southern Association with regard to the number of schoo!s 
having special library rooms, sanitary drinking arrangements 
and the number of college hours of professional training of 
the teachers employed ; they seem to be about on a par with re- 
gard to length of class periods, and the per cent of teachers 
holding college degrees; and they seem to be more poorly 
equipped with respect to the number of auditoriums, gymna- 
siums, and study halls, the number of volumes in libraries, 
newspapers and magazines, and the annual salaries of teach- 
ers. 

The writer states that he found the schools studied to be 
better equipped from the standpoint of physical and instruc- 
tional facilities than he expected to find-them when he began 
the study. He found that they are making rapid progress and 











22 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





is of the opinion that it will be only a short time until some of 
them will be approved by the Southern Association. 

Certain philanthropic agencies have done much toward 
raising the standards of the schools studied. 


6. Vaughan. Thomas Grady. Evaluation of Instruction in 
Sixty-seven Surveys. August, 1931. Pp. 109. 


Problem. The purpose of this study was to examine the 
reports of surveys found in George Peabody College for Teach- 
ers library to determine the methods used to evaluate instruc- 
tion and to appraise the methods used. 


Limitations of the Study. Not all the reports of surveys 
made up to the present time were available. Sacwell, in his 
study of surveys, lists one hundred eighty-one surveys made 
from 1910 to 1927. Some of the reports of surveys do not make 
clear the methods used in collecting data in evaluating instruc- 
tion, but merely describe their findings and make recommenda- 
tions. 


Source of Data. A list was made of all the surveys cata- 
loged in George Peabody College for Teachers library. Thirty- 
seven surveys that were examined in a previous study were not 
included in this study. The remaining survey reports were ex- 
amined to determine the methods used to evaluate the effi- 
ciency of instruction. In all eighty-one survey reports exam- 
ined, fourteen contained no evaluation of teaching. Three sur- 
vey reports listed were not found. 


Technique Used in the Study. Sixty-seven surveys were 
examined and careful notes made on those sections concerned 
with evaluation of instruction. In chapter II the methods of 
evaluating instruction found in the surveys are described and 
appraised. The survey reviews are arranged in alphabetical 
order by years beginning with the earliest. Selected sentences 
and paragraphs from each survey are quoted to show the basis 
for determining the methods used in measuring the efficiency 
of instruction. 


Findings and Conclusions. 


1. The ways most often used to evaluate instruction in 
the sixty-seven surveys examined were as follows: 








ter 
sis 





































ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES ~ 23 























a. Study of teaching personnel 58 
b. Standard tests 42 
| c. Pupil accounting 35 
d. General impression through observation............ 32 
e. General impression through conference.............. 14 
f. Rating scale and check-list 11 
g. Criteria for judging . 8 
h. Analysis of lesson plans 2 
! i. Analysis of pupils’ written work 2 
j. Miscellaneous 19 





2. Most of the later surveys employ standard tests in 
evaluating instruction. For instance, of twenty-four 
surveys made during the period, 1927 to 1930, stand- 
ard tests were given in eighteen. In oniy two of the 
other six surveys was any attempt made to measure . 
teaching efficiency except by studying’ teaching per- 
sonnel and pupil accounting. 


3. The survey staffs of the later surveys seemed to real- 
ize the limitations of evaluating teaching only by giv- 
ing standard tests as is evidenced by the fact that out 
of eighteen using standard tests, twelve attempted to 

evaluate the actual teaching by observation or check- 

list. : 


4, ‘The methods used to evaluate teaching efficiency by 
observation of the classroom instruction were highly 
subjective. 


7. Worthy, Haley Dewey. Financial Safeguards for Current 
School Expenditures. June, 1929. Pp. 78. 


Problem. The purpose of this investigation is to analyze 
the various factors of a system of records and reports, the 
budget, the accounting system, and the system of supply and 
equipment management and show how these instruments are 
adequate financial safeguards of the current expenditures. 


Limitations of the Study. Information was furnished by 
ten of the superintendents of the largest school systems in Mis- 
sissippi. The other information was broader in scope. 


Source of Data. In order to make this study information 
furnished by ten of the superintendents of the largest school 




















24 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


systems in Mississippi was used; practices of business con- 
cerns and the recommendations of those who have made careful 
studies of financial practices in schools were drawn upon; and 
a survey of the literature in the field of school administration 
was made. 


Technique Used in the Study. The normative and histori- 
cal methods of making the study were used. The superintend- 
ents were asked to furnish information concerning records and 
reports, budgeting, accounting, and supply and equipment man- 
agement. Opinions and practices of business concerns and edu- 
cators and administrators through their publications were the 
chief sources of the study. 


Findings and Conclusions. A system of records and re- 
ports as analyzed and discussed in this study is an adequate 
financial safe-guard of current expenditures by aiding in the 
scientific development of budgeting, cost accounting, and the 
administration of funds; revealing true economy in the opera- 
tion and maintenance of schools; assisting in the checking of 
forecasts with reality; presenting statistical data which show 
certain changes in financial condition; and furnishing records 
which are necessary in answering certain required questions 
periodically. 


A sound budgetary procedure is an adequate financial safe- 
guard because it provides a sound practice through which ef- 
fective, businesslike management can result; furnishes an im- 
portant bearing on accounting control; shows the purposes for 
which the funds are to be used; reveals detailed information 
concerning school costs; prevents unnecessary financial surplus 
for any item; and helps coordinate the educational plans with 
the financial plan. 


An ample system of accounting is a financial safeguard of 
current expenditures because it provides a complete system of 
financial records; secures uniformity of classification and ac- 
counting procedure throughout the country; provides for clear 
audits; secures protection by bonding officials and deposito- 
ries; and serves as one method of diagnosing the situation and 
locating irregularities in management. 


An adequate system of supply and equipment management 
is a safeguard of the current expenditures since it requires a 





S fs" © 


frc 
fre 
me 


“p 
tal 








ee Se FT 











ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 25 


classification and standardization of supplies and equipment, 
budgetary control, a definite purchasing procedure, a system of 
storage and distribution, insurance, and a plan of textbook 
management. 


8. Bentley, Imogene. Secondary Education Courses in South- 
ern State Teachers Colleges. August, 1932. Pp. 74. 


Problem. To determine (1) the status of secondary edu- 
cation courses in Southern State Teachers Colleges, and (2) 
what the course Principles of Secondary Education implies as 
to subject matter according to the texts used and the way each 
teacher treats in his class the topics included in the course. 


Limitations of the Study. The study is confined to those 
courses which either by title or catalog description, and opin- 
ion of the head of each education department were shown to be 
directly related to the field of Secondary Education. The in- 
formation given in-the information blanks concerning the texts 
and references used was not clear because in some cases the 
text had not been selected, and in other courses where no text 
was used specific references were not given. 


Only courses that were given in the catalogs of colleges 
that were listed as State Teachers Colleges and as members of 
the Association in the Proceedings of the Thirty-fifth Annual 
Meeting of the Association of Colleges and Secondary Schools 
of the Southern States were considered in the study. 


Sources of Data. College catalogs, information blanks 
that were sent to the heads of education departments, and 
check lists that were sent to the teachers of the courses per- 
taining to Principles of Secondary Education were the sources 
of the data used in this study. 


Technique Used in the Study. The information gathered 
from catalogues was arranged in sixteen tables; that secured 
from information blanks sent to heads of the education depart- 
ments in the different colleges was arranged in one table; that 
gathered from the check list sent to the teachers of the course 
“Principles of Secondary Education” in one table. Most of the 
tables dealt with titles of courses and textbooks used. Table 
XVI was an analysis of the catalog description of the courses. 














26 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





Table XVIII showed how each teacher treats in his class the va- 
rious topics that might be included in the course on Principles 
of Secondary Education. All the tables were analyzed and in- 
terpreted. Chapter II of the thesis reviewed other studies of 
a similar nature. 


Findings and Conclusions. In the twenty-two state teach- 
ers colleges studied, the number of courses offered in secondary 
education in each college ranged from five to sixteen, the me- 
dian number of courses being nine. There was no set form fol- 
lowed in the different catalogs concerning the description of 
the courses. . 

From the study made of the textbooks used in each course 
it was found that for each of the twelve groups of courses, 
many different texts were used and in some cases no text was 
used. 

The course Principles of Secondary Education denotes a 
different course in different colleges. Topics included in the 
course were treated as the instructor sees fit and little uni- 
formity of practice was observed. 


9. Lever, Ira Baxter. Teacher Certification in the South. 
August, 1926. Pp. 80. 


Problem. The problem of this study is to show the quali- 
fications necessary for teacher certification in the South. 


Limitations of the Study. The study is limited to the 
state laws or bulletins on teacher certification up to 1926, or 
the most recent legislation concerning certification. 


Sources of Data. Laws or bulletins on certification from 
each of the Southern states provided the only source of data. 


Technique Used in the Study. The normative method was 
used. The author attempted to find out what the status for 


1926 was concerning certification of teachers in the South. 


Such items as the kinds of certificates, by whom issued, length 
of validation, where valid, renewal requirements, and experi- 
ence were considered. The minimum age and fees, the revoca- 
tion, and reciprocal relations of the different Southern states 
were also taken up. 














2g 
n - 
of 








ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 27 


Findings and Conclusions. , 

1. The kind of certificates vary in the different states, 
ranging from five in Tennessee to fifteen in North Carolina. 

2. The issuing of certificates in most cases had been in- 
trusted to the state commissioner of education, or the state 
board of education. They are valid throughout the state ex- 
cept a few that are issued in-counties. The validity ranges 
anywhere from six months county certificate (Arkansas) to 
life certificates in all states except Virginia. 

3. The higher the value of the certificate the greater the 
amount of preparation is necessary. In order to renew certifi- 
cates most states require summer school work or reading circle 
work. 

4. The minimum age is 17 years (Arkansas and Florida 
do not specify an age limit) but most states require the appii- 
cant to be 18 years of age. 

5. Fees for certificates range from fifty cents to ten dol- 
lars. North Carolina and South Carolina do not require a fee. 


10. McLinn, Edward Silver. Subject Matter and Professional 
Preparation of High School Teachers in West Virginia. 
August, 1932. Pp. 86. 


Problem. The purpose of this study was to ascertain the 
subject matter and professional preparation of the academic 
high school teachers of West Virginia. 


“Limitations of the Study. The investigation was limited 
to a study of the subject matter and professional preparation 
of high school teachers of: English, French, Chemistry, Span- 
ish, History; Mathematics, Latin, and Physics, in the state of 
West Virginia. The study presents data obtained from can- 
vassing all first, second, and third class high schools for whites 
in West Virginia, as listed by the State Department of Public 
Instruction. Replies were received from 901 of the 1700 or 
more schools. Six hundred forty-eight of these replies were 
checked by the colleges attended by the several teachers. 


Sources of Data. Data were secured from the replies to 
the questionnaires sent to the high school teachers in the 1700 
or more high schools of West Virginia, and from the college 
records of 648 of those replying. 

















28 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 
Technique Used in the Study. The questionnaire type of 
inquiry was used and this was further checked by writing to 
colleges for the official record of credit hours earned in Educa- 
tion and in subject matter courses by the teachers who had 
filled out the questionnaires. The teachers were classified ac- 
cording to subject or subjects taught. Distributions were made 
in each classification showing mean and median semester hours 
in the subject taught and in education. The standard devia- 
tion was shown in each case. The results in each classification 
were compared with the minimum requirements of the North 
Central Association of High Schools and Colleges and of the 
State Department of Public Instruction of West Virginia. 


Findings and Conclusions: 


1. On the basis of semester hours or quarter hours of 
credit in Education and in the subject a teacher was 
teaching at the time the study was made, it would 
seem that teachers would rank professionally as fol- 
lows (from best to poorest): 1. English; 2. French; 
3. Chemistry; 5. Spanish; 6. History; 7. Mathemat- 
ics; 8. Latin; 9. Physics. 

2. Nearly 8 per cent of the teachers were teaching on less 
than five semester hours of preparation in subject 
matter, 24.7 were teaching on less than ten semester 
hours, 40.6 had less than fifteen hours’ preparation. 

3. Professional preparation of these teachers was much 
better since only 18.6 per cent had less than ten semes- 
ter hours in Education, 30.5 per cent had less than fif- 
teen hours, and 40.4 per cent less than twenty hours. 

4. The study reveals that one out of four teachers is 

teaching in one field only ; 36 per cent must make prep- 

aration in two fields; 25 per cent in three fields; and 

14.5 per cent in four or more fields. 

Teachers with least subject matter preparation are 

called upon to teach the greatest range of subjects. 

6. There is a tendency for teachers to take but one line 
of work. 


on 


Recommendations. 
1. West Virginia should set up minimum subject matter 
requirements for all its high school teachers, 











[wr Vw FF = Ss OS Or 











ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 29 


2. Definite combinations of subjects should be estab- 
lished. 


3. The number.of subjects a teacher may teach should be 
definitely limited to the established teaching combina- 
tions. 

4. Teacher should not be allowed to teach a high schooi 
subject for credit when the teacher herself has had 
not more than equivalent high school credit. 


5. Closer cooperation between high school principals, su- 
perintendents, teacher training institutions, and insti- 
tutions concerned with training, certification, and 
placement of teachers, in order to avoid large numbers 
of teachers having to teach three or more subjects. 


6. Consolidation of small schools into larger ones so as to 
prevent teachers having to teach so many different 
fields. 


11. Williams, Mary Sheppard. A Study of Teacher-Training 
in the Florida High Schools. August, 1931. Pp. 62. 


Problem. The problem of this thesis is to study the estab- 
lishment, functioning and output of the teacher-training de- 
partments in Florida high schools in relation to the present 
supply and demand for teachers, and to determine whether 
there is still a need for these departments. 


Sources of Data. The data for this study were gathered 
from the Laws of Florida; The Biennial Reports of the State 
Superintendent of Public Instruction of Florida; the Annual 
Reports of County Superintendents in Florida to the State Su- 
perintendents for 1929-1930; records in the office of the State 
Supervisor of Teacher-Training in Florida; bulletins from the 
State Department of Education; questionnaires to high school 
teacher-training departments operated in Florida in 1929-1930; 
rating scales filled out by county superintendents and super- 
visors employing graduates of high school teacher-training de- 
partments; personal letters from the State Superintendent to 
nine colleges in Florida used in this study ; Report of the Flor- 
ida Educational Survey Commission ; and, personal observation 
while serving in the capacity of State Supervisor of Teacher- 
Training in Florida.. 

















30 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Technique Used in the Study. The data were treated by 
very simple methods, only medians, averages and percentages 
were calculated because there appeared to be no practical value 
for a more complex treatment. The writer surveyed teacher- 
training conditions up to 1915, when teacner-training depart- 
ments were established by law in Florida high schools, she 
gave the state laws and the regulations of the State Board of 
Education governing these departments, and she studied the 
graduates of the teacher-training departments for the school 
year of 1929-1930 with regard to what they did in 1930-1931. 
In addition to this she made a study of the 1929-1930 gradu- 
ates of all teacher-training courses of the colleges of Florida 
recognized by the State Department of Education for certifica- 
tion, and she also made a study of all teachers in Florida dur- 
ing 1929-1930 in regard to training. With these data in hand 
she drew her conclusions and made recommendations. 


Findings and Conclusions. The conditions which led to 
the establishment in Florida high schools of teacher-training 
departments are depicted by the training status of the 5187 
teachers employed in Florida public schools in 1912-1913. At 
that time 19 per cent had graduated from normal school or col- 
lege, 24 per cent held certificates based on examinations on high 
school subjects, and 57 per cent held certificates based upon ex- 
aminations on elementary subjects. For the white teachers 
the percentages for these items were 20, 29, and 51 per cent, 
respectively, and for the negro teachers they were 14, 8, and 
78 per cent, respectively. 

In 1915 the legislature of Florida passed a law authorizing 
the establishment of one teacher-training department in one 
high school in each county of the state under such rules as the 
State Board of Education might adopt. The Board was author- 
ized to appropriate $500.00 annually to each department pro- 
vided the county would appropriate an equal or a greater 
/ amount in order to secure a competent teacher. In 1923 the 
certificate law granted graduates of these departments first 
grade teachers’ certificates and the certificate law of 1927 
granted them second grade certificates. The legislature of 
1931 abolished the teacher-training departments in high 
schools. 

While the teacher-training departments were maintained 
in the high schools the State Department of Public Instruction 


















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 31 


exercised supervision over them and carried out the regulations 
of the State Board of Education. In 1927 the position of State 
Supervisor of Teacher-Training was created and the writer of 
this thesis served in that capacity until her resignation in 1930. 


In general the aims of the teacher-training departments in 
Florida high schools were to encourage those who will teach 
without college training’ to graduate from high school and 
thereby to raise the standard of the training of teachers to the 
level of high school graduation, to give to such students an ele- 
mentary professional training, and to orient the subject of 
teaching in order to encourage more students to enter teach- 
ers’ courses in college. 

On the whole the counties of the state were slow in taking 
advantage of the opportunity for training teachers in the high 
schools. However, when the law of 1927 provided for teacher- 
training departments in negro high schools they developed 
more rapidly than they had in the white high schools. Be- 
tween 1923 and 1980 certificates were granted to 1024 gradu- 
ates of high school teacher-training departments. 

A study was made of the graduates of the teacher-train- 
ing departments for the school year 1929-1930 and it was 
found that 50 per cent of them taught school during the follow- 
ing year, 20 per cent would have taught if they could have se- 
cured positions and 10 per cent went to college for further 
training. Fifty-one per cent of the white graduates who 
taught worked in schools of two to five teachers and 54 per 
cent of the negro graduates worked in one-teacher schools. 
Eighty-seven per cent of the white and 73 per cent of the 
negro teacher-training graduates who taught worked the first 
year in the county in which they were trained. The average 
salary paid these beginning teachers was 20 to 30 per cent less 
than the average salaries paid over the state as a whole. The 
county superintendents and supervisors rated these*graduates 
of teacher-training departments B (good) in their first. year 

of teaching. The writer concluded, from the data secured, that 
too few of the graduates of teacher-training departments at- 
tended summer school to begin college training before begin- 
ning to teach. 

In the school year 1929-1930 there were 766 white gradu- 
ates from Florida colleges and universities eligible for graduate 
certificates and of this number 492 taught in 1930-1 921. 472 of 

















32 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





them in Florida. There were eighty-four negro graduates eli- 
gible for certificates and seventy-nine of them taught in 1930- 
1931, all of them in Florida. The writer concludes that only 65 
per cent of the teachers graduated from Florida colleges in 
1929-1930 went into active teaching service. Assuming that 
that year is typical and further assuming upon reliable evi- 
dence, that experience justifies the expectancy that approxi- 
mately 15 per cent of the graduates will not teach during the 
first year after graduation, she concludes that Florida is losing’ 
20 per cent more of her trained teachers the first year after 
graduation than experience in the field predicts. 

The writer found that of the 8654 white teachers employed 
during 1929-1930, 38 per cent had graduated from college, 21 
per cent from normal school, 31 per cent from high school and 
10 per cent had less than high school training. Of the 2306 
negro teachers employed that year, 14 per cent had graduated 
from college, 21 per cent from normal school, 31 per cent from 
high school, and 34 per cent had less than high school training. 
For the total of 10960 teachers employed in the state that year 
these percentages were 33, 21, and 15, respectively. 

In answering the question whether or not the teacher- 
training departments in Florida high schools should be contin- 
ued, the writer assumes as basic the principles that every state 
should train its own teachers and that the minimum training 
for e’ementary teachers should be two years above high school 
and for high school teachers four years above high school. 

Although Florida ranks high among the southern states in 
regard to these standards, there are still 885 or 10 per cent, of 
the white teachers and 786, or 34 per cent, of the negro teach- 
ers who have graduated from high school but not from normal 
school. 

If all of the graduates from all of the college teacher-train- 
ing agencies could be employed each year to replace teachers 
who now have less than two years of college training’ it would 
require five years for the white and eighteen years for the ne- 
goes to eliminate all teachers now under standard of training. 
However, by using the graduates of high school teacher-train- 
ing departments to replace teachers with less than high school 
training all white teachers could be brought up to the standard 
within four years. By using the present college and high 
school facilities for training negro teachers it would require 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 33 
fourteen years to bring all negro teachers up to the desired 
standard. 


Recommendations. In consideration of these, and other 
data, the writer recommends, among other things, that certifi- 
cation of teachers by examination be discontinued and that ali 
certificates be issued on the basis of training, making the high 
school teacher-training certificate the lowest form issued. 

That the high school teacher-training departments be con- 
tinued as they existed at the time the study was made and thav 
at least seven additional departments be provided for negro 

* students. 

That these departments be continued until such time tha. 

all teachers in Florida meet the desirable minimum standards. 
That, as soon as possible, graduates from the private negro 
colleges in Florida be certificated. 


12. Hounchell, Paul. A Study of State and National High 
School Athletic Associations. August, 1925. Pp. 104. . 


Problem. The purpose of this study was two-fold; first, 
to find what were the plans for operation of the various asso- 
ciations, from a study of the printed matter in use; second, to 
discover what standards of eligibility for athletes were set up 
as aims of the association. 


Limitations of the Study. The study dealt with the active 
state high school athletic associations in forty-three states or 
the United States. 


Sources of Data. There were two principal sources of data 
used in this study: the constitutions and other printed matter 
then in use by the different state organizations; and, question- 
naires seeking’ more specific and detailed information which 
were returned to the writer by officials and others in a position 
to know of the operation of the various state associations. 


Technique Used in the Study. All findings were compiled 
under logical heads, covering neariy 200 points of organizavions 
or rules, then arranged in chapters with fact tables and discus- 
sions in an orderly sequence. After a brief historical sketch, 
there was detailed treatment of data related to the general na- 
ture of the associations, plans for government, administrative 


















34 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


problems and eligibility rules. The actual findings were sum- 
marized in one chapter, recommended improvements appeared 
in another, and the total results of the study were given in still 
another chapter assuming the form of a composite constitution 
for any state athletic association. 


Findings and Conclusions. The writer found that the 
state high school athletic association movement had been de- 
veloping for a period of about 25 years and that in 1925 the 
movement was more pronounced than at any previous time. 
At that time forty-three states had associations. 


These associations operated under a variety of names, but 
the most common form gave the name of the state followed by 
the words “High School Athletic Association”. Eleven aims 
for association work were found, and all had to do with regula- 
tion, standardization, and raising the ideals of high school 
sport. The state officers were unanimous in their judgment 
that the aims were being realized. Public accredited high 
schools could belong to all the associations and about half of 
them admitted private schools. A majority of the associations 
fostered girls’ sports, but as a rule included only basketball. 
Some of the associations in the Southern states managed lit- 
erary contests. All of the 43 associations had three or more of 
the leading four sports—football, basketball, baseball and field- 
track contests. 


Nearly all of the associations provided definite dates for 
the business year to begin, for the payment of dues and for the 
annual business meeting, which was usually held in connection 
with some state educational meeting. As a rule the officers 
were a president, a vice-president and a secretary-treasurer, 
but the actual handling of the affairs of the association was in 
the hands of a governing committee consisting of from three 
to seventeen members. In twelve states district boards were 
an integral part of the association. Usually officers and boards 
were elected by the membership at large at the annual meeting 
and the term of office was for one, two, or three years. 


The associations were financed by the initiation fees and 
annual dues, and from a share of the net receipts from district 
and state athletic meets. Expenditures were approved by the 
president or the governing body, systematic records were kept, 
accounts audited and financial reports printed. The secretary- 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 35 


treasurer as a rule kept all records and made reports from time 
to time as needed. Protests could be filed at any time and in all 
cases the governing body of the association was the final au- 
thority in resulting decisions. Violations of regulations were 
punished by suspensions of varying length but in some states 
they were punished by fines. Scheduled games had to be 
played, even if there were-questions for protests. Eligibility 
lists of players were exchanged by principals from one to ten 
days before any game, contracts had to be made on prescribed 
forms which made the rules a part of the contract, and it was 
required that a responsible faculty representative accompany 
the teams on all trips. Nearly half the states had approved 
lists of officials. At the time this study was made, a large 
number of the states did not require that the coach be a mem- 
ber of the teaching staff and be paid exclusively by the school. 
However, the writer noted a tendency in that direction in most 
of the states. 


In general, the eligibility of players was governed by rules 
setting forth the following requirements: enrollment previous 
to the 20th day of the semester; transferred pupils ineligible 
for one semester, unless transfer was due to change of resi- 
dence by parents or legal guardian; scholarship requirement of 
at least 15 hours of passing work for the present and past se- 
mester were set up by all but eight associations, three had 
lower requirements and one had no scholarship requirement at 
all; pupils were restricted to four years of participation in high 
school athletics; the 21st birthday was the upper age limit for 
participation in 34 states, the 20th in four, and four states per- 
mitted participation under certain conditions up to the age of 
twenty-two. 

Amendments to the constitution could be effected by a 
two-thirds vote of the representatives present at any annual 
meeting, but about half the associations required that proposed 
amendments be published not less than 10 days before they 
were passed upon. ; 

The writer found that the National Association consisted 
of a federation of twenty member state associations. Its ob- 
jects were two-fo'd: first, to set up minimum essentials of eli- 
gibility for interstate competition ; second, to provide machin- 
ery for administration of inter-state athletics, particularly na- 
tional sectional tournaments. 














36 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





Recommendations. The writer devoted one chapter to rec- 
ommendations covering specific points. Among the recommen- 
dations made were: that private schools be admitted to mem- 
bership in the associations on the same basis as public schools; 
that girls’ athletics be not abolished but be conducted under 
special regulations; that the districts be given more power in 
the management of the affairs of the association; that an ex- 
ecutive secretary be employed by each association; that 
coaches be members of the faculty and be paid from school 
funds only; that post-season games be prohibited and that all 
contests between teams representing member schools be played 
under the association regulations, regardless of whether the 
teams went under the name of “scrub”, “second team” or any 
like designation. 

The closing chapter of the thesis was a proposed “model 
constitution embracing the essential tendencies found in a 
study of the 43 state association constitutions, with recom- 
mended improvements.” 


13. Huck, Clarence Alvey. Financing Inter-School Athletics 
in the Public High Schools of Nebraska. June, 1932. 
Pp. 60. 


Problem. This study was attempted for the purpose: (1) 
of discovering what methods are being used in financing inter- 
school athletics in the public high schools of Nebraska, with 
the major emphasis on management and safeguarding athletic 
funds; (2) making an analytical study of the principles and 
practices for financing inter-school athletics as set forth by 
writers in this field; (3) offering’ recommendations for improv- 
ing the methods now in use. 


Limitations of the Study. These limitations are noted by 
the writer: (1) the study deals only with the financing of inter- 
school athletics in the four-year high schools of Nebraska; (2) 
in some cases the problem of differentiating between inter- 
school and intra-mural athletics was difficult, in these cases a 
careful estimate was made as accurately as possible with the 
available data; (3) very little comprehensive material is avail- 
able which deals directly with the problem of this study; (4) 
the check lists used in securing data from the individual schools 
included in the study were sent to the heads of 517 public high 

















37 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 


schools, and'of this number 286, or 55.1 per cent, were re- 
turned. 


Sources of Data. The data employed in the study were se- 
cured from: (1) the Nebraska School Laws; (2) replies to 
check lists sent to the superintendents of the four-year public 
high schools of Nebraska; (3) writings of others who have 
made studies of similar phases of school work. 


Technique Used in the Study. The School Laws of Ne- 
braska were studied carefully to determine what, if any, provi- 
sions were made for the handling and safeguarding of athletic 
funds. All available literature in the field was read and such 
parts of it as seemed applicable to the problem were consid- 
ered in summarizing the findings for this portion of the study. 
Check lists were sent to the heads of 517 public four-year high 
schools in Nebraska and 285, or 55.1 per cent, were returned, 
and the data contained in these check lists were analyzed. 


It-was found that the state school laws provided that every 
school treasurer shall be bonded to an amount equal to that for 
which he is responsible at any one time. While no direct men- 
tion was made of the athletic treasurer it was implied that he 
was included, inasmuch as all school moneys are public funds. 
Few schools complied with this provision. 


Of the 520 four-year public high schools of the state, 95.8 
per cent of them maintained an inter-school athletic program. 
The size of the institution had little to do in determining its 
athletic policy. 

The writer found that the cost of inter-school athletics 
had a wide range; in 83.7 per cent of the cases reported the 
cost is less: than $1000.00 a year, while in 4.4 per cent of the 
cases reported the cost is more than $2000.00 per year. The 
mode for the cost is between $200 and $300 per year. Fifty- 
two and two-tenths of the schools reporting maintained an in- 
ter-school athletic program which is self-supporting, but 34.2 - 
per cent of them reported a deficit in the athletic treasury. 
These deficits were made up by staging benefit programs of va- 
rious kinds or by appropriations from the regular school 
budgets. 


It was stated by the writer that “fifty per cent of the pub- 
lic school administrators favor some plan by which inter-school 














DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





38 


athletics might be made an integral part, of the school program 
and thus financed through the regular school budget”. 


The mode of salaries paid coaches of public high schools 
is $1350.00. 


Seven and four-tenths of the schools reporting received aid 
from outside organizations for financing’ inter-school athletics, 
but the amounts received were, in most cases, so small as to be 
negligible. : 

As a rule, the management of athletic funds was delegated 
either to the superintendent or to the principal, or to both 
jointly. Generally the funds secured from athletic contests 
were used to support the athletic program, but in some in- 
stances other extra-curricular activities were also financed with 
these funds. 

The writer considers that the worst conditions found in 
the entire inter-school athletic set-up was that of not safe- 
guarding the athletic funds by bonding the official in charge of 
them. 

A number of schools reported loss of funds through bank 


failures and some through mismanagement by incompetent and 


unscrupulous officials in charge of athletic funds. 

Summarizing the literature of the field, it was found that 
nearly all writers were in accord that inter-school athletics 
should be placed on a business-like basis, with modern systems 
of accounting, scientific budgeting’, and proper safeguarding of 
athletic funds. They also agreed that tag days, school carni- 
vals and like activities should be discouraged in financing inter- 
school athletics because they cheapen the purpose for which the 
funds are collected. © 


Recommendations. The writer recommends that: 

1. The inter-school athletic program be made an integral 
part of the regular school program and considered as 
a part of the physical education program; but in no 
instance should the athletic program be considered a 
substitute for the physical education program itself. 

2. That the inter-school program be financed through the 
regular school budget. 

3. That the inter-school athletic contests be free to the . 

pupils and the public alike. 








—_ A Ae FR 





n 4, 





10. 


11. 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 39 


All inter-school athletic funds be properly budgeted 
and that this budget be adhered to by officials. 


A modern system of financial accounting be intro- 
duced and maintained for the management of inter- 
school athletic funds. 


All inter-school athletic financial accounting records be 
periodically audited, that annual reports be made by 
the proper officials, and that financial accounting rec- 
ords be open at all time for inspection. 


The official in charge of the school funds be bonded 


. for an amount equal to the largest sum under his con- 


trol at any one time. 


The coach be required to make requisition for supplies 
and equipment and that this requisition be reviewed 
and checked by the principal and approved by the su- 
perintendent. 


Athletic contracts be arranged and drawn up by the 
principal and approved by- the superintendent, and 
that the coach act in an advisory capacity in this con- 
nection. 


Tag-days, school carnivals, solicitations and the like 
activities should not be tolerated either for advertising 


‘ purposes or for securing funds. 


That the coach be employed on the basis of his pro- 
fessional training and experience, that he be a fuli- 
time teacher, paid by the board of education, and that 
his salary be consistent with the salary scale of the 
regular teachers in the system. 


14. Elam, Margaret Jewell. An Appraisal of Programs of 
Co-Curnicular Activities. June, 1930. Pp. 98. 


Problem. The problem of this thesis is two-fold: (1) to 
select appropriate criteria that have been used by educational 
authorities with which to evaluate the program of co-curricular 
activities; (2) to evaluate the program of co-curricular activi- 
ties in the light of the criteria chosen. 














40 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





Limitations of the Study. 

1. This study is confined to literature written in the field 
of co-curricular activities and published in educational journals 
and magazines during’ the period 1910-1930. 

2. Only those educational journals and magazines on the 
subscription list of the library of George Peabody College for 
Teachers were included. 

3. No articles dealing with the financing of co-curricular 
organization, with the purely administrative phase of co-cur- 
ricular programs, or with the honorary societies in secondary 
schools were included. 


Sources of Data. The data for this thesis were taken from 
educational journals and magazines of the period 1910-1930 
and found in the files of George Peabody College for Teachers 
library. 


Technique Used in the Study. The historical and norma- 
tive methods are used. A survey of literature in the field of 
co-curricular activities was made to establish criteria. A study 
was made of present co-curricular programs. Based upon the 
criteria, these present programs were evaluated. 


Findings and Conclusions: 

1. By table it may be shown what per cent of the 188 
articles read contributed to each of the “Cardinal Aims of 
Secondary Education”’: 


Per Cent AIM— 
1. 52.91 Health 
2. 46.07 Command of Fundamental Processes 
3. 65.73 Vocational Education 
4, 56.74 Worthy Use of Leisure 
5. 65.83 Worthy Home Membership 
6. 86.03 Citizenship 
7% 44.4 Ethical Character 


2. Three studies examined—the Kansas City, Missouri, 
study, that of Kenosha, Wisconsin, and the Illinois study—all 
tend to the same conclusion, namely, that participation in co- 
curricular activities does not weaken the scholarship of the 
participants, but rather tends to strengthen it. 

3. Probably if co-curricular activities were suppressed, 
more pupils would leave school so we cannot yet decide the de- 








s. . 


eo a -«€: ai» 


Cy, me 


i 


32202 Bbc 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 41 


sirability of co-curricular activities on the basis of the above 
study. However, the data seem to indicate that co-curricular 
activities are beneficial rather than detrimental to the school 
studies. : 


4, The evidence adduced points to the fact that high 
school pupils of somewhat more than average intelligence par- 
ticipate in co-curricular activities, but the number of pupils 
represented in the study are too few to serve as a basis for final 
judgment. 

5. There is an abundance of subjective evidence that the 
program of co-curricular activities contributes to character- 
building; however, there is no objective evidence to this effect. 


15. Agnew, Jesse Sullivan. The Relation of New-Type Ex- 
aminations to Study Habits. June, 1930. Pp. 91. 


Problem. The problem as stated in this study is to inves- 
tigate the apparent changes, if any, in the study habits of high 
school boys by the continued use of the new-type examina- 
tions. 


Limitations of thé Study. The study was limited by time 
to the first six months of the school year of 1929-1930. There 
were thirty pupils involved in the study, divided into two 
groups and equated by the use of two tests. The senior class 
in English at Bailey Military Academy at Greenwood, South. 
Carolina was used. 


Source of Data. The data were secured from thirty pupils 
in a Senior English class by means of the experimenter keep- 
ing a record of the results obtained from tests given each 


group. 


Technique Used in the Study. Thirty students were given 
the Otis Self-Administering Test, Higher Examination, Form 
A, followed later by the Terman Group Intelligence Test, Form 
A. From the average of raw scores of the two tests, two 
equivalent groups were formed. One group of fifteen boys was 
designated as the control group, the other group of fifteen boys 
as the experimental group. Each group was taught by the ex- 
perimenter in the same manner as nearly as possible. The 
control group was given an essay type examination of twelve 








42 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


minutes’ length every class period, while the experimental 
group was given a new-type examination of the same length 
according to time. The questions for each group were based 
upon the same subject matter. Ten special tests were given, 
namely: (1) General Test on Rhetoric and Grammar; (2) Sen- 
tence Recognition Test; (3) General Test on Grammar; (4) 
Grammar for Correct Speech; (5) Correct Diction Test; (6) 
Spelling Test; (7) Capital Test; (8) Errors in Composition 
Test; (9) Reading Comprehension Test; and, (10) Fact Com- 
prehension Test. 


Findings and Conclusions. The conclusions derived by the 
experimenter are: 


1. The control group exceeds in ability to study: (a) 
alone; (b) a definite length of time; (c) the assignment in ev- 
ery subject. They also have the ability to succeed in: (a) Gen- 
eral Rhetoric Grammar Test; (b) General Grammar Test; and, 
(c) Correct Speech. 

2. The experimental group exceeds in ability to study: 
(a) on a definite schedule; (b) with self-reliance; (c) through 
self-helps; (d) with an enquiring attitude; (e) thoughtfully ; 
(f) sympathetically; and, (g) purposefully. They also exceed 
in: (a) Sentence Recognition; (b) Correct Diction Test; (c) 
Spelling Test; (d) Capital Test; (e) Composition Test; (f) 
Reading Comprehension Test; and, (g) Fact Comprehension 

Test. 

3. The apparent effect tends to show the old-type to be 
superior for motivating immediate knowledge from day to day 
and in solving new situations, especially those involving’ exact 
knowledge, as in the mechanics of grammar. 

4. The new-type is apparently superior for motivating 
general knowledge and ¢ontacts with general reading and com- 
prehension. ; 

5. The new-type, therefore, is superior, based on the av- 


erage of the Critical Ratio from the twelve tests which were 
given. The chances are 78 in 100 that the new-type group will 


exceed the old-type group. 








nmewx- «= 


the 
jec 
the 
was 
esti 
sun 
on | 
ject 
Thi 


at le 
fror 
of tl 
enol 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 43 


16. Smith, Rufus, Albert. An Attempt to Measure Scientific 
Attitudes. August, 1931. Pp. 60. 


Problem. Two things were attempted by the writer in 
this study: first, to review the available literature dealing with 
the nature of attitudes, especially the scie1 tific attitudes; and, 
second, to check the reliability and validity of Curtis’ test of 
scientific attitudes. 


Limitations of the Study. The number of subjects in each 
class level, or school grade is too small to serve as a basis for 
definite conclusions. The results give only an indication of the 
validity and reliability of the test. Only two localities are rep- 
resented and both are in the same section of the country. 
Classes at upper levels, graduate students, need to be included. 
Subjects other than school students need to be included. The 
use of a rating scale in validating a test is highly subjective. 
The selection of the courses correlated with the test scores was 


subjective. 


Source of Data. The data were secured by reading the 
available literature for definitions of “attitude” and “scientific 
attitude”, and by the administration of the Curtis test of scien- 
tific attitude to 996 subjects in grades ranging from seven to 
the senior year in college. 


Technique Used in the Study. The technique used was 
that of. giving the Curtis test of scientific altitudes to 996 sub- 
jects over a wide ability range. After administering the test 
the items of the test were rearranged and this rearranged test 
was given two months later. A rating card was worked out for 
estimating the scientific attitudes of an individual. It was as- 
sumed that education develops the scientific attitude. Based 
on this assumption, the number of hours’ credit that each sub- 
ject had in science, psychology, and mathematics was secured. 
This number was correlated with the test scores. 


Findings and Conclusions. : 

1. A definite statement of reliability can not be made for. 
at least three reasons: (a) the subjects who took the tests were 
from only one section of the country and from only one group 
of that section; (b) only one of the group correlations is high 
enough to indicate much more than the required reliability for 








44 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


a group test; and (c) the most important reason is that the 
group was small. 

2. A correlation of .43+ .138 was secured from the com- 
parison of the test scores with the writer’s “Scientific Attitude 
Rating Card” scores. The correlation is less than .50 and the 
probable error is high. The number of subjeets is small and 
from one section of the country. 

3. There is little relationship between hours of credit 
classification, or grades and the score made on the Test of “Sci- 
entific Attitudes”. It is interesting to note that there is more 
relationship between the test scores and the classification of the 
pupils than there is between the test scores and the selected 
subjects. These results show a slight positive indication that 
the test is valid. 

4. The writer concludes that the results of the investiga- 
tion indicate that Curtis’ Test is more reliable than a mere 
guess, but not as reliable as a test should be. 


17. Vaden, James. Distribution of the Grades at George Pea- 
body College for Teachers. June, 1931. Pp. 66. 


Problem. The problem of this thesis is to present data to 
show to what extent the distribution of grades at George Pea- 
body College for Teachers varies according to departments and 
instructors for the years 1925-1929, and to see to what extent 
the distribution of grades has remained constant. 


Sources of Data. Material for this study was collected di- 
rectly from the grade sheets turned in by the instructors to 
the recorder’s office. The distribution of these grades is com- 
pared with a similar study made by Dr. Peterson in 1918-1920. 


Technique Used in the Study. In determining the grade- 
point of the departments and of the instructors in the various 
departments the following values were assigned to the grades: 
A-5; B-4; C-3; D-2; F-1. By grade-point is meant the average 
value of an instructor’s or department’s grade after a definite 
numerical value has been given the different marks. After 
having valued each mark the grade-point was computed as fol- 
lows: ’ 

(1) Multiply the frequency of each mark by its assigned 

value. 


\) 





ti 


1 


st 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 45 


(2) Determine the total sum by adding the above points. 


(3) Divide the sum total points by the number of grades 
given by the instructor. 


The total Grade-points were computed by using the total 
number of A’s, B’s, C’s, D’s, and F’s, and applying the above 
method, rather than by averaging the grade-points of the vari- 
ous instructors. 


Findings and Conclusions. It was found that the grades 
do not conform to any proposed distribution of marks. There 
were few D. and F. grades, and in most instances a large per- 
centage of A and B grades. Some departments had a very 
large per cent of C grades. This condition was also prevalent 
in 1918-1920. 

Possible explanations of this abnormal distribution of 
grades are: 

1. The unusual examination system at Peabody College. 

2. The fact that graduates and undergraduates are reg- 
istered in the same classes. 

3. The lack of sequence in course requirements. 

4. The fact that students may remain in class for six 
weeks term. 

5. The use of a three-point grading system. 

6. The fact that students are permitted to drop courses 
at any time during the term. 

7. The possibility that all other studies of marks have 
been based on the marks of teachers whose distribu- 
tions were not correct. 

8. The possibility that Peabody College students are of a 
superior quality. 

9. The possibility that the faculty members at Peabody 
College are better, and teach rather than fail students. 


The writer of the thesis doubts the plausibility of explana- 
tions 7, 8, and 9. 


18. Van Trump, Ruby. Standardization and Evaluation of 
the Rational Learning Tests. June, 1927. Pp. 22. 


Problem. This study is an attempt to evaluate and to 
standardize for children of a lower age and grade in school a 











46 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


test which has been used for those of a more advanced age and 
grade. The test in question is the Rational Learning Test of 
which Dr. Joseph Peterson is the author. In this study an ef- 
fort is being made to determine whether or not this test can 
measure certain factors which the standard intelligence tests 
cannot take into account. 


Limitations of the Study. The following limitations are 
noted: , 
1. The test in question is the Rational Learning Test. 

2. Two forms of the Rational Learning Test were given 
to eighty-five six, seven, and eight year old children of 
Peabody Demonstration School during the school year 
1926-1927. 


Sources of Data. The data upon which this study is based 
were secured as follows: Two forms of the Rational Learning 
Test were given to eighty-five six, seven, and eight year old 
children of the Peabody Demonstration school during the 
school year 1926-1927. In fifty of these cases, form one was 
used first, then followed immediately by form twu. In the re- 
maining thirty-five cases, the second form was given after an 
interval of twenty-one days. The purpose of this change in 
method was to determine the etfect of this “elay on the trans- 
ter effects from the first to the second application. 


Technique Used in the Study. The tests were scored and 
treated statistically. 


Findings and Conclusions. This study shows that the co- 
efficients of reliability are relatively low as compared with the 
results at other times with the same test. 


The size of the difference of the results of the two tests 
independent of the size of the test units is 1.34 probable error 
units, with a probable error of .166. 


In the tests given where there was no delay, the average 
number of errors per child for form one is 12.32; for those 
with twenty-one days’ delay, 12.8. In form two with no delay, 
the average is 13.58; with twenty-one days’ delay it is 7.3. 

With no delay the average length of time per child re- 
quired for the completion of form one of the test is 252.2 sec- 
onds; after a delay of twenty-one days, the average length of 

















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 47 


time is 345 seconds. In form two the average length of time is 
331.3 seconds; after a delay of twenty-one days, the average 
length of time is 156 seconds. 


In form one, with no delay, the average number of repeti- 
tions per child, is five; with twenty-one days’ delay the aver- 
age number is six. In form two with no delay the average num- 
ber per child is 5.7; after the delay of twenty-one days the av- 
erage number is 3.8. 


This study shows that except in Kindergarten, the corre- 
lations between the rankings the teachers made of the subjects 
and those secured through the use of the Rational Learning 
Tests are too low to be significant. 


19. Young, Katie Cantrell. An Evaluation of Certain New 
Type Tests. August, 1931. Pp. 85. 


Problem. The study aims to give an evaluation of cer- 
tain new-type tests in a course in methods of teaching in the 
high school at George Peabody College for Teachers. The 
study attempts (1) to check the errors made on each test; (2) 
to check the errors made in giving scores; (3) to determine the 
pupil difficulty of each test item; (4) to eiiminate the poor 
test items; (5) to compare different approved methods of scor- 
ing; (6) to give the opinions, as given by the students of the 
new-type tests used to measure achievement in the course. 


Limitations of the Study. (1) The data no doubt wou'd 
have been more reliable if the study had been more compre- 
hensive in scope. 


(2) ~Only the test items were studied, other outside fac- 
tors which might have had effect upon them were not consid- 
ered. 


(3) The number of tests in this study is a limited sam- 
pling. Enough complete data were obtained, however, to make 
possible certain limited conclusions. 


Source of Data. There are included in this study nine sets 
of new-type examination based on the textbook used in the 
course in methods of teaching in the high school. These nine 
sets of tests include 708 true-false items, 150 multip'e choice 
items, 7 completion items, 13 opinions of the new-type tests as 














48 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


achievement tests, and 29 reasons for missing various test- 
items. 


Technique Used in the Study. The data upon which this 
study is based were secured at George Peabody College for 
Teachers, during the years of 1928, 1929, 1930, and 1931. 
New-type tests were administered to the classes in a course in 
methods of teaching in the high school. The writer attempted 
to evaluate these objective tests, setting up some definite cri- 
teria by which the new-type tests could be evaluated. Criteria 
as set up for a good examination, for building a good examina- 
tion, or judging an objective or new-type examination were 
studied, and the frequency of each criterion tabulated. From 
the most frequently recurring criteria were set up the criteria 
by which these tests were evaluated. 


In applying these criteria, it was decided to re-check each 
test-item by the key, take down the errors actually made by 
the students, tabulating them as “checked errors”, “unchecked 
errors’, “correct items checked as errors”, “errors in assign- 
ing scores”, and “omissions”. . After applying this procedure 
to each set of tests, they were carefully evaluated by the cri- 
teria previously determined. 


Findings and Conclusions. All conclusions are based on 
the present study with its limited sampling. 


1. The tests are valid. 


2. The tests are reliable as shown by the reliability co- 
efficients. In estimating reliability coefficients, sev- 
eral hundred tests should be used in each calculation. 


3. The tests are objective, although there were some er- 
rors in checking and assigning scores. The size of 
the subjective error in checking is very small in com- 
parison with the number measured, the ratio being 1 
to 300. The errors in assigning scores were small 
with exception of two, one an error of ten points, the 
other an error of e'even points; both were due to an 
error in subtraction. These errors are small in com- 
parison with the number measured, averaging about 
one point per four pupils. These errors would make 

no difference in the majority of cases and little differ- 














ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 49 


ence in a very few cases with the ranking of the pu- 
pils. 


The nine sets of tests in this study are on file in the office 
in the Department of Secondary Education. 

Tables are given to show the possible rearrangement of 
the tests according to pupil difficulty as shown by the number 
of pupils to whom the tests were administered, the errors, the 
number of the test-items, and percentage of failures on each 
test-item. : 


20. Albreast, Matilda. “Methods Used to Evaluate Instruc- 
tion.” August, 1930. Pp. 90. 


The Problem. To summarize and appraise the methcds 
that have been used to secure significant data about teaching 
and to determine the methods that comparatively recent school 
surveys have used to evaluate instruction. 


Limitations of the Study. Only a part of the material 
available on the evaluation of instruction and teacher rating 
was included in the study and only 37 school surveys were 
studied. 


Sources of Data. About ten recognized authorities on 
methods of evaluating instruction and thirty-seven school sur- 
veys were found in the Peabody Library. 


Techniques Used in the Study. 1. Methods of evaluation 
of teaching as found in literature were classified under three 
heads: a. rating scales, b. standardized tests, c. teacher and 
pupil activity. Four conclusions as to the relative merit of 
them were drawn. 

2. Sections were taken from the 37 school surveys stud- 
ied that indicate the methods used by the various survey staffs 
in determining the character of instruction. The methods used 
were arranged in the form of a table showing the number of 
times each method was used, and the method used by each sur- 
vey staff. 


Findings and Conclusions. 
1. From the literature examined all agree that there is 
need for some objective method of rating teachers but they do 
not agree on the observable characteristics of instruction. 























50 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


2. There is increasingly a greater demand for a satisfac- 
tory means of measuring the actual teaching process. 

3. The score card method of rating seems to be the most 
generally used device in recent studies. 

4. In school surveys, the method of appraising instruc- 
tion most generally used in “general impression”. 

5. Many attempts to evaluate instruction have been 
nothing more than descriptions of the classroom procedures. 

6. Less space is given in recent surveys to a discussion 
of instruction. This is probably due to the fact that there is a 
greater demand for an objective method of measurement of 
classroom procedure. 


21. Emmons, Spencer Ray To Evaluate a Supervisory Pro-. 
gram. August, 1931. Pp. 219. 


Problem. The purpose of this study is to evaluate a super- 
visory program inaugurated in the high schools of Webster 
Parish, Louisiana. 


Limitations of the Study. The following limitations are 

noted: : 

1. The study was confined to one school. 

2. The study was confined to ten teachers. 

3. Evaluation of learning exercises is not entirely ob- 
jective. 

4. Evaluation of responses made by pupils is not entirely 
objective. 

5. Determining whether a pupil is attentive is more or 
less subjective. 


Source of Data. The data upon which the study is based 
were secured at Springhill, Louisiana. Ten teachers and ap- 
proximately three hundred pupils were used. Data were col- 
lected over a period of seven months during the school year of 
1929-1930. 


Technique Used in the Study. The program was inaugu- 
rated according to the following outline: 











1. 


a. 








ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 51 


Secure data on which to evaluate teaching by: 

a. An analysis of learning exercises that the teacher uses 
in conducting her recitations, and also an analysis of 
the questions which do not form the basis for learning 
activity of the pupil. 

b. Securing a measure of the teacher’s ability to control 
the attention of the class. 

c. An analysis of the activities in which the pupils engage 
in response to the teacher’s directions. 

d. An analysis of the teacher’s immediate objectives. 

e. An analysis of the results of a standardized test. 


Hold a conference with the teacher in order to make sug- 
gestions for the improvement of teaching when the data 
secured as indicated in (1) reveals ineffective teaching. 


To secure data after the conference with the teacher, in 
order to determine whether improvement has occurred. 


To continue this cycle of “securing information about 
teaching, conference, securing information on which to 
base conclusions relative to improvements,” energetically 
and sympathetically until both teachers and supervisor 
have objective evidence that improvement in teaching has 
resulted. 


Findings and Conclusions. Supporting data are given to 


indicate that the following improvements were made in teach- 
ing: 


Thirty-two and seven tenths per cent of the pupils were 
not called on during recitations secured in the fall, whereas 
one per cent were not called on during the recitations se- 
cured in the spring. 


In the fall 8.2 per cent of the pupils were called on three 
times during the recitations, whereas only 4.8 per cent 
were asked three questions in the spring. These data are 
evidence that the teacher is making a better distribution 
among members of the class. 


In the fall 18.9 per cent of the pupils were called on who 
could not make any response, whereas in the spring there 
were only 9.6. 







































DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





52 


d. There were 52.4 per cent of good responses in the fall, 
whereas there were 65.5 per cent in the spring. 


e. In the fall, 10 per cent of.the pupils made poor responses 
but in the spring there were only 5 per cent. 

f. In the fall, only 10.2 per cent of the pupils asked questions 
during the recitations, whereas in the spring there were 
22.2 per cent. This tends to show more interest among 
the pupils. ’ 

g. One hundred per cent of the pupils were taking part in the 
recitation in the spring, whereas only 86.4 were taking 
part in the fall. 

h. In the spring there was an average of 30.1 minutes per 
teacher given to directed study, whereas in the fall there 
was only 13.5 minutes. 

i. In the fall there were only two teachers providing for a 
summary of the lesson, whereas in the spring there were 
nine. 


That the following improvements were made after super- 
vision is noticeable from supporting data: 
1. More basal learning exercises and fewer test questions 
More time given to directed study 
Learning exercises better distributed 
More recognition of individual differences 
Better balance between home and school work 
Teachers differentiate between the doing of the exer- 
cises and the outcomes 
Activities of the pupils are better distributed 
Better group control. 
9. Definite immediate objectives formulated in terms of 
abilities to be engendered 
10. Considerable improvement in achievement shown by 


/ 


Ane w wo 


00 49 


standardized tests I 
11. More good responses 
12. More pupils asking questions a 


13. Summaries of the lessons were provided for 
Teachers gave help to more pupils 

















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 53 


15. Fewer unclassified exercises 
16. More pupils volunteering relevant responses. 


22. Gunnoe, Otway Marshall. Check List for Comparing 
Theory and Practice in High School Teaching. June, 
1930. Pp. 96. 


The Problem. ‘To construct some means of measuring the 
extent to which theory and principles of teaching in the high 
school, as evidenced by texts on methods, are carried on in 
practice.” 


Limitations of the Study. Ten textbooks on methods of 
teaching in high school were analyzed and the outstanding 
principles found in them were taken as the basis of theory. 


Sources of Data. Literature dealing with evaluation of 
teaching and rating scales, and ten textbooks on methods of 
teaching in the high school. 


Techniques Used in this Study. A review was made of the 
literature on teacher rating to find the various schemes in use. 
About eighty principles which represent the analysis of the 
ten textbooks on theory and methods of teaching were used as 
a basis for making a shorter check list of 67 items to be used 
in the classroom. This check list is constructed on a plan 
somewhat similar to the true and false examination. 


Twelve pairs of observations were recorded to verify the 
use of the check list. Tables III and IV give the results of 
these observations made by three different observers. Ob- 
server “A” was compared with observer “B”, also with “C” 
and “B” with “C”. 

Findings and Conclusions. The following merits are 
claimed for the check list: 


1. The check list is based upon a definite set of princi- 
ples, and is definite in its form. 

2. The mechanics of scoring are very simple so that the 
attention is free for observing the class. 


8. The form of the check list is concise enough to have 
most that is involved in the ordinary class. It is placed easily 











54 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


on two sheets, yet is comprehensive enough to include all the 
items suggested for the ordinary classroom recitation. 

4. The check list represents the principles that have been 
gleaned from ten textbooks, therefore it covers rather broad 
view of what is important in teaching. 

5. The results given in Tables III and IV indicate a fair 
reliability measure of its use. The average results from a com- 
bination of the two tables are as follows: 


Exact agreement on - - 68% 
Slight variation on - - 19% 
Great variationon - - - 8% 
Greatest variationon - - 3% 


Recommendations. The supervisor needs an evaluating 
scheme that will be diagnostic in effect and reliable in resuits. 


23. Henry, Beryl. Evaluating Teaching by Means of Pupil 
Activity Chart. June, 1929. Pp. 120. 


Problem. The problem of this thesis is to devise (1) a 
scheme for evaluating teaching upon objective evidence, that 
of pupil activity, and (2) to use in a normal teaching situation 
the plan devised in order to estimate its practicability. 


Limitations of the Study: 

1. The study was confined to one school and to one de- 
partment in that school. 

2. Evaluation of responses made by pupils was a sub- 
jective matter. 

3. Work was not a part of the regular program, there- 
fore the teachers voluntarily practiced the suggestions 


made to them. 


Source of Data. Various books, studies and articles deal- 
ing with the rating of teachers and the present trend of evalu- 
aton of teaching were reviewed. A pupil activity chart was 
constructed which checked the essential pupil activities during 
a recitation period. The experiment was carried out by using 
a typical high school, (Central High School, Davidson County, 
Tennessee) employing thirty-five teachers and enrolling nine 
hundred pupils, as a laboratory for testing the efficiency of the 


chart. 


















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 55 


Technique Used in the Study. The method of the study 
was largely analytical and historical. The teachers were told 
that the plan was an attempt to measure the results of teach- 
ing through pupil response. The objectives were placed before 
them and therefore the teachers became a part of the plan. 
Two lessons were observed, one before and one after the plan 
was put into effect. Sixteen lessons were recorded in each class 
and the results of each class were tabulated and compared. 
The entire experiment extended over a period of four and one- 
half months. 


Findings and Conclusions. The author concludes her 
thesis with a summary enumerating the outstanding features 
concerning her investigation. The most important are: 


After Supervision. 

1. The number of test questions were reduced 34.4 per 
cent. 

2. The number of learning exercises were increased 21.3 
per cent. 

3. Teachers endeavored to maintain a higher level of 
learning which in turn brought about a better quality 
of response from pupils. 

4. Distribution of work was more even. 

5. An increase in the number of voluntary responses. 

6. An increase in the number of questions asked by pu- 
pils. 

7. An increase in interest and attention. 

8. <A decrease in the discipline problem. 

9. The chart may serve as a self-improvement scheme for 
both the teacher and the supervisor. 

10. The chart affords a means of getting data on: 

a. Group control, which eliminates waste. 

b. Operative control, which establishes in a more effi- 
cient manner a learning situation for the mastery 
of units by the pupil. 

c. Recognition of individual differences in formulating 

questions or exercises for pupils. 

















56 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





24. Smith, William Jefferson. Evaluating of Teaching by An- 
alysis of Learning Exercises. June, 1929. Pp. 153. 


Problem. The purpose of this study is to present a super- 
visory scheme in which teaching is evaluated on the basis of 
the relationship between learning’ exercises (requests direct 
and indirect that the teacher makes of the student), learning 
activity (the response that the students make in response to 
the teacher’s requests), and the teacher’s immediate objective 
(the abilities which the teacher attempts to engender in the 


pupils). 


Limitations of the Study. The data, no doubt, would have 
been more reliable if the study had been more comprehensive 
in scope. Only one school, ten teachers, and two departments 
were used in this report. Better results might have been se- 
cured had the supervisory program been carried out by an of- 
ficial supervisor. The entire scheme was a volunteer project. 
Teachers were not required to follow the writer’s supervisory 
program. The subjective element will of necessity enter into a 
subject of this kind. This limitation is especially applicable in 
applying the general criteria for judging the learning exer- 
cises. 


Source of Data. This study was carried out in Central 
High School, Davidson County, Tennessee, during the school 
year 1928-1929. Observations were begun in the early fall and 
concluded about the middle of April. At the beginning two of 
the observations were made with each teacher at the same pe- 
riod on consecutive days and at such time that the teacher did 
not know the observer was coming. The observer used blanks 
on which were recorded (1) the assignment of the previous 
day; (2) the learning exercises of the recitation; (3) the learn- 
ing exercises of the advanced assignment, and (4) the time de- 
voted to each phase of the lesson. A total of sixty observations 
were made during the year. 


Technique Used in the Study. Part I contains a summary 
of the efforts to evaluate teaching as reported in current educa- 
tional literature. Part II gives a basis for the point of view 
for developing the criteria by which teaching is evaluated in 
this study and shows how these criteria were applied in a real 
situation. 

















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 57 


The learning exercises of five lessons in history and five 
lessons in mathematics taken before supervision are analyzed 
by the established criteria. A program of supervision was at- 
tempted in an effort to meet the needs of the teachers as re- 
vealed by the lesson analysis. After this program of supervi- 
sion was carried on for four months, the learning exercises of 
five lessons in history and five lessons in mathematics from the 
same teachers were taken and analyzed by the established cri- 
teria. The results of the analysis before and after supervision 
were summarized and compared. 


Findings and Conclusions. The data showed that after su- 
pervision teachers used more thought questions and less de- 
vices. In the stimulation and direction of students in learning 
activities more recognition was given to individual differences, 
to the proper distribution between home and school work, to the 
satisfactory conditions of learning, and to the devising of learn- 
ing exercises so that they were a real challenge to the students. 
Improvement was also shown by a more appropriate balance be- 
tween the several types of instructional activities. 


A summary of the improvements made after supervision 
as is evidenced from the data shown in this study include: 
More thought questions and fewer test questions. 
Better distribution of time. 

Learning exercises better distributed. 
More recognition of individual differences. 
Better balance between home and school work. 
Learning exercises more of a challenge to students. 
Conditions of learning more satisfactory. 
Teacher differentiated between the doing of learning 
exercises and the outcomes. 

9. Activities of the students better balanced. 
. 10. Special efforts made to teach ideals, interests, atti- 

tudes, and the like. 


PIP Tp we 


26. Dunn, Clarence Edwin. Teacher-Load in Junior High 
School in Fort Worth, Texas. August, 19382. Pp. 54. 


Problem, The problem of this study is to determine the 
teachers’ load in the junior high schools of Fort Worth, Texas. 














58 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


The problem divides itself into two factors: first, the teaching 
load which involves all those details pertaining to classroom in- 
struction, and second, the teacher-load which is equal to the 
teaching load plus all the activities of a community nature 
which are not directly connected with classroom instruction. 


Limitations of the Study. No attempt was made in this 
study to suggest corrections which might be made in the teach- 
ing load of the junior high school teachers. It is merely a com- 
pilation of the hours spent in the various forms of teacher ac- 
tivity, and the amount of training and experience of the teach- 
ers. : 

No attempt was made to test the validity of the informa- 
tion supplied by the teachers. 


Sources of Data. A survey of other studies in this field 
was made in order to determine the factors which are to be con- 
sidered in a study of teaching load. The data for this study 
were secured by means of a questionnaire sent to all the junior 
high school teachers of Fort Worth during the fall of 1930. 


Technique Used in the Study. A survey of the literature 
pertaining to teacher load in order to determine the factors in- 
volved in the problem was first made. Then a questionnaire 
was compiled designed to facilitate the collecting of data per- 
taining to the various phases of teaching-load and teacher-load. 
After the collection of the material, tabulations were made to 
secure the findings which were revealed by the questionnaire. 


Findings and Conclusions. The findings and conclusions of 
this study are as follows: 


A. Teaching-load or those activities which are directly con- 
nected with classroom instruction: 


(1) The data show that the average number of classes 
taught per week by each teacher in the junior high 
school was 26.2 and that the average number of pupils 
per class was 28.8. 

(2) Twenty-three teachers out of a total number of 91 
teach neither their major or minor subject; 67.7 per 
cent of all teachers as shown in this report are teach- 
ing in their major or minor fields of preparation. 

(3) The average number of pupil-hours that a teacher 

spends. in school work per week in the junior high 














ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 59 




























schools of Fort Worth, Texas, was found: to be 725 
pupil-hours per week. 


(4) The average number of hours spent by each teacher 
per week in all departments for activities directly con- 
nected with classroom instruction outside of instruc- 
tion periods was as follows: 

(a) Construction, scoring and grading tests, 3.9 hours 
(b) Examining note books, reports and themes, 3.1 
hours ' 
(c) Making out reports, 1.5 hours , 
(d) Preparation for teaching classes, 4.2 hours. 
B. The average number of hours spent by each teacher in the 


activities which are not directly connected with classroom 
activities by departments: - 


English department - - - 11.9 hours per week 
Language department - - - 10.2 hours per week 
Social Science department - - 9.4 hours per week 
Mathematics department - - 8.8 hours per week 
Science department - - --- 5.3 hours per week 
Fine Arts department - - - 9.1 hours per week 
Practical Arts department - 6.6 hours per week 
Health department - - - - 22.3 hours per week 


C. The teacher-load or the number of hours spent per week 
by teachers in class duties and in out-of-class duties by de- 


partments: 

English department - - - - 43.0 hours 
Language department - - - 42.2 hours 
Social Science department - - 36.4 hours 
Mathematics department - - 42.4 hours 
Science department - - - - 38.4 hours 
Fine arts department - - - 47.4 hours 
Practical arts department - - 49.4 hours 
Health department - - - - 49.4 hours 


No recommendations of any form regarding the teacher- 
load in junior high school of Fort Worth, Texas, are made in 
this study. 











60 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 












27. Rogers, Gladys. Teacher Load in the Junior High Schools 
of Detroit, Michigan. August, 1932. Pp. 83. 

































Problem. To determine the relative amount of time spent 
by the teachers of the Detroit junior high schools in teaching, 
preparing for classroom teaching, examining notebooks and re- 
ports, making out and grading tests, making out reports, tak- 
ing care of routine school duties, attending school meetings, 
holding special conferences, working for professional growth 
and advancement, doing research work, taking care of disci- 
plinary duties, and sponsoring extra-curricular activities. 


Limitations of the Study. The study is confined to the 
1061 junior high school teachers of Detroit, Michigan. The 
junior high schools of Detroit contain the seventh, eighth and 
ninth grades. Junior high school buildings are constructed on 
a policy of housing 1200 or more pupiis in each building and 72 
per cent of all junior high school pupils are so housed. No at- 
tempt is made to set a standard teaching load. The study is 
conducted from the teachers’ viewpoint and with a view to es- 
tablishing the question as to whether the avowed purposes of 
the junior high school can be realized if the teaching load is so 
large that it prevents teachers from giving adequate attention 
to those purposes for which the junior high school is main- 
tained. No attempt is made to weigh teaching load in different 
subject fields. The questionnaire method of gathering data 
was used in the study. The subjectivity of the data on some 
items necessitates formulating conclusions on the basis of con- 
sensus of opinions. 


Sources of Data. The data in the study were obtained di- 
rectly from the teachers and administrators by means of a 
questionnaire. All of the 1061 junior high school teachers of 
Detroit filled out a questionnaire. The questionnaire was 
largely impersonal in its administration. 


Technique Used in the Study. The data collected are ar- 
ranged in a series of twenty-two tables in which totals and av- 
erages for the various items studied in the group of 1061 
teachers employed in the twenty junior high schools of De- 
troit are given. A table is included for each main topic of the 
questionnaire. 

















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 61 


Findings and Conclusions. Sixty-eight per cent of all 
teachers are college graduates and 20.1 per cent had the Mas- 
ter’s degree. The Language department ranks highest in Mas- 
ter’s degree and the Social Studies department ranks highest 
for the Bachelor’s degree. The Commercial department ranked 
lowest. Only twenty-five teachers have less than three years 
of teaching experience. No new teachers had been employed 
in the system for two years prior to the study, which indicates 
a low turnover in teachers. Thirty-nine per cent of the junior 
high school teachers come up from the elementary schools. A 
two-year probationary period is required before teachers may 
enter the tenure program. Only 11.5 per cent of the teachers 
are not teaching in either their major or minor fields of train- 
ing, with the Mathematics department being the worst of- 
fender. Socialized recitation is the most frequent method used 
with individual instruction ranking second. Pupils are grouped 
homogeneously on the basis of I. Q., C. A. and achievement 
performance in elementary schools. Differentiation begins with 
the eighth grade among the Language Curriculum, Commercial 
Curriculum, or Practical Arts Curriculum. 

Language teachers spent the least number of hours per 
week in activities connected with classroom teaching—5.9 
hours; while teachers of Health subjects spent the most—11.1 
hours. 

The teachers spend about 3.8 hours per week in daily prep- 
aration for classes. The median pupil clock-hours per teacher 
‘ is 780. Each teacher has five classes per day. The range of 
class size is 10-49 with a median of 39.3. The pupil-teacher 
ratio is 31.2. The time spent each week in teaching and all 
activities pertaining to the work of a teacher ranged from 38.8 
hours for teachers of the Social Studies to 46.7 hours for 
teachers in the Health department. The teaching load in jun- 
ior high schools is heavier than that of the senior high school 
teachers. 

Teaching load as referred to in this study consists of all 
time spent in all activities connected with the school. There 
were 142 different extra-instructional activities engaged in by 
teachers. 

The writer of the thesis concludes that teacher load as es- 
timated in this study does not appear to defeat any of the pur- 
poses of the junior high school. 


















62 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





28. West, Joseph Henry. The Junior High School in the 
Southern Association. August, 1930. Pp. 164. 


The Problem. This study was undertaken for the pur- 
pose of determining to what extent provision is made for indi- 
vidual differences by the junior high schools of the Association 
of Colleges and Secondary Schools of the Southern States. 


Limitations. Those limitations applying to all studies in- 
volving the use of questionnaires for the collection of major 


data apply to this study. 


Sources of Data. Questionnaires were sent to eighty-five 
of the larger high schools listed in the 1929 yearbook of the 
Association of Colleges and Secondary Schools of the Southern 
States and satisfactory data were obtained from sixty-five of 
them. One or more schools in each state in the Association ter- 
ritory returned the questionnaires satisfactorily filled out. 

In addition to these data the study included a brief review 
of the literature of the field and a detailed study of seven pub- 
lished studies and one unpublished Master’s Thesis dealing 
with the same problem. 


Technique Used in the Study. The writer made abstracts 
of the seven treatments of the problem which he studied in de- 
tail and included them in the body of his thesis. 

Data supplied by the questionnaires were tabulated under 
appropriate headings and studied. 


Findings and Conclusions: 


A. As regards organization: 


1. 65 per cent of the schools studied were organized into 
grades 7, 8, and 9. 


2. 22 per cent of the schools studied were organized into 
grades 6, 7, and 8. 

3. 17 per cent of the schools studied were organized into 
grades 7 and 8. 


4, The enrollments of all of the sixty-five schools, rang- 
ing from 112 to 1794, are large enough for the employ- 
ment of junior high school principals. 














1. 








ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 63 


B. As regards staff: 
1. The schools were provided with the following staff 


members: principal; physical director; home-room 
‘ teacher ; athletic coach. 


The percentage of men and women teachers is 18 and 
82, respectively. , 


C. As regards provisions for physical needs of individual pu- 
pils: 
1. 


Average of 5.1 acres of play space which-is only fifty 
per cent of the required amount. Fifty per cent of the 
schools have gymnasiums. 


The tendency is toward intra-mural and inter-school 
games and away from formal calisthenics. 

Fifty-six schools report practice of intra-mural games 
and fifty schools foster inter-school games. 

Over 80 per cent of the schools require one or more 
physical examinations a year. 

Fifty-eight schools require enrollment in physical ex- 
ercises and the median length of the physical-exercise 
period is 50 minutes. 

Forty-eight schools require enrollment in health-study 
classes. 

No special provision is made for physically handi- 
capped children. 


D. As regards provisions for mental needs of individual pu- 
pils: 


Seventy-five per cent of the schools are housed in sep- 
arate buildings. Sixty schools have library space and 
fifty-four auditorium with stages; all have floor space 
for domestic science, but laboratories for sciences are 
notably lacking’; sufficient floor space is provided for 
music and art; in general no provision is made for 
commercial work and seventy-eight per cent of the 
schools require the pupils to purchase their textbooks. 
The median number of recitations per day is six, the 
median length of recitation period is 50 minutes, and 
median length of school day 360 minutes. 

















64 


9. 


10. 








DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Forty-eight schools provided for supervised study dur- 
ing the recitation period. 

Departmental instruction is found in all the schools; 
ability grouping in 80 per cent; various methods of 
instruction were found in all the schools. 

Little attention is given to the super-normal and the 
sub-normal child in these schools. 

The data obtained did not permit satisfactory analysis 
of programs of study, but it is noted that electives are 
found mostly in the ninth grade; less than 5 per cent 
of the schools are offering a sufficient number of ex- 
ploratory courses; forty-one schools permit shifting 
from one course to another as pupiis’ needs demand. 
Only 65 per cent of the schools make any pretense of 
educational guidance; the occupational course in most 
cases constitutes vocational guidance. 

Promotion by subject, mostly semi-annually, is prac- 
ticed in the majority of schools; thirty-two schools 
permit conditional promotion. 

Thirty per cent of the schools give credit toward grad- 
uation for out of school work. 

Less than half of the schools studied require formal 
graduation. 


E. Provision for social needs of individual pupils: 


1. 


Student participation is found in forty-four schools; in 
fifty-three schools a pupil may engage in five or more 
student-body activities; club membership is, as a rule, 
voluntary ; sixty-four schools provide home rooms, but 
in only thirty are they reported as _ self-governinz 
units; assemblies are held on an average of 1.6 times 
a week and are recognized as pupil affairs in 86 per 
cent of the schools; a negligible number of schools are 
assuming’ the responsibility of providing wholesome 
entertainment for all pupils; while awards are pro- 
vided by most schools for extra-curricular work, they 
are not counted toward graduation; all schools are neg- 
ligent in the matter of social-background records. 


F. As regards the provisions for the moral needs of individual 


pupils: 























ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 65 


1. Little effort is noted on the part of most schoo!s for 
teaching of moral guidance by the direct or individual- 
instruction method; less than 30 per cent of the 
schools evaluate character traits to the extent of keep- 
ing a record card for each individual; the attention 
given to religious instruction is of no significance. 


29. Wilson, William E. Probable Factors Affecting Elimina- 
tions in Tennessee High Schools. August, 1926. Pp. 65. 


Problem. This study was made for the purpose of making 
a comparison of the pupils who are eliminated from the high 
schools of Tennessee with the pupils who are not eliminated. 
The comparison is based upon: (1) the age of the pupils at the 
time of entrance into the ninth grade; (2) the distance of the 
homes from the schools attended; (3) parental occupation, and 
(4) the failures made in the school subjects. 


Limitations of the Study. The study covered the factors 
mentioned above as more or less unrelated to each other and 
did not indicate to what extent more than one of them were op- 
erative for the same pupil. A further limitation is noted in 
that the writer did not show that the factors studied werc 
causes and not merely characteristics of eliminated and non- 
eliminated pupils. 


Sources of Data. The data were derived from a study of 
the records of 2,018 pupils from sixty-five high schools in Ten- 
nessee over a period of four years. These records included the 
pupils’ ages, parental occupations, distances of home from 
schools. These items were secured at the time the pupils en- 
tered the ninth grade in 1922. In addition, a record of their 
failures and eliminations was secured for each of the fcur 
years which the study covered. 


Technique Used in the Study. A questionnaire, accom- 
panied by an explanatory letter, was sent to the principal or 
superintendent of each school asking for the necessary infor- 
mation. As the information was received the names of the pu- 
pils were classified into the eliminated and non-eliminated 
group and they were. further classified according to the four 
factors studied. Conclusions were then drawn upon the basis 
of the tabulated data. 














66 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Findings and Conclusions. It was learned that approxi- 
mately one-half of the eliminations occur before the second 
year of high school is reached. In going from the group of pu- 
pils who were found in the schools at eleven years of age to the 
group nineteen years old, it was found that “there is a steady 
increase of elimination, approximately 10 per cent for each suc- 
ceeding year of age.” The age of the pupil on entering the 
school was found to be an important factor in elimination for 
the probability of an under-age pupil remaining for the full 
four years of high school was nine times that of the over-age 
pupil. The median age of all pupils entering high school was 
found to be 15.44 years and the median age of of the-elim- 
inated group was 16.2 years as compared with 15.08 years for 
the non-eliminated group. 


Of the pupils studied 32.06 per cent lived at a distance of 
one mile or less from the schools attended, 59.99 per cent lived 
at a distance of three miles or less, 19.37 per cent lived over 
five miles away, and 6.86 per cent lived more than ten miles 
from the school attended. There was little difference in the 
percentage of eliminations between groups of pupils living one 
mile, two miles, three miles, and four miles from school; but 
on the whole the comparatively small group living from five to 
twenty miles from school tended to be eliminated at a slower 
rate than pupils whose homes were one to four miles away. 
The median distance of homes of non-eliminated pupils from 
school was 1.7 miles while for the eliminated group it was 2.1; 
the first and third quartiles were .65 and .89 miles, and 4.25 
miles and 4.44 miles, respectively; therefore the conclusion is 
that, taking the group as a whole, the eliminated pupils live 
farther from the school than the non-eliminated group. 


Public education in Tennessee was found to be selective in 
principle and application when it was noted that the smallest 
percentage of elimination (27) was for children whose fathers’ 
occupations were in the non-labor group, and the largest per- 
centage (39) was for children whose fathers were engaged in 
agriculture. The common labor group showed 31 per cent elim- 
ination and the skilled labor group 35 per cent. 

Failure to pass work was also found to be a factor in pupil 
elimination because eliminated pupils made three times as 
many failures per pupil as non-eliminated pupils. It was noted 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 67 


that the number of failures decreased annually for the same 
group of pupils from the freshman year’‘to the senior year. 


Recommendations, The writer recommends: 

1. That immediate steps be taken to prevent over-ageness 
in the elementary grades in order that fewer over-age 
pupils will enter high school. 

2. That the high school curricula be reorganized so as to 
meet more adequately the needs of the pupils from ag- 
ricultural homes. 5 

3. That since algebra accounted for such a large percent- 
age (32.23) of the failures it be made to articulate 
more closely with seventh and eighth grade mathe- 
matics. 


30. Tolman, Wolfred Ruben. The Development of Secondary- 
Schools by the Seventh Day Adventists of North America. 
June, 1929. Pp. 73. 


Problem. To trace the development of the educational 
work of the Seventh Day Adventists of North America, with 
particular emphasis on the development of the secondary 
schools. 


Limitations of the Study. The first limitation noted is the 
fact that literature bearing upon the field is scarce and difficult 
to obtain. 

A second limitation is stated by the writer as follows: “Ii 
is also a difficult problem for one who has had an active part 
in the cause, who believes in it and in the doctrines of the 
church for which it stands, to give an account of what has been 
accomplished without putting it in at least as favorable form 
as possible... .” 


Sources of Data. The source of the material for this study 
was principally the publications and reports of the church, but 
these were supplemented by the encyclopedias, census reports 
and any other sources from which material could be gleaned. 


Technique Used in the Study. The historical research 
method was employed in the preparation of this thesis. 


Findings and Conclusions. The writer first gave a brief 
historical sketch of the Seventh Day Adventist denomination 


















68 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





as a background to the school work of this church. It was not 
until 1845 that this church was organized, but the denomina- 
tion has grown steadily and at the present time its membership 
is estimated to be approximately 300,000 in the United States. 
It maintains missions in foreign lands, has developed hospitals 
in many portions of the country, owns some forty publishing 
houses which issue and circulate over two million dollars’ worth 
of denominational literature annually, and has a well developed 
system of schools and colleges. 

The impetus for the establishment of separate schools by 
the denomination arose from the fact that the children of Ad- 
ventists were taunted and even persecuted by other children in 
the public schools. There was also a disagreement as to the 
purposes of education; the public schools sought to train chili- 
dren for the problems of the world, whereas the Adventists 
wished their children educated “in accordance with spiritual 
principles to fit them for heaven rather than the world.” In 
1860 the first Adventist school was opened in Battle Creek, 
Michigan. Later a Professor G. H. Bell conducted an ele- 
mentary school for Adventist children in the same city. In 
1872, Professor Bell opened a school for the preparation of de- 
nominatioanl workers which institution later became known as 
Battle Creek College, and was a potent factor in the develop- 
ment of the denomination. 

In 1883 two new schools were opened by the church, one in 
California, and one in South Lancaster, Massachusetts. The 
statement of the aim of education sought by one of these 
schools is as follows: “True education builds up and strength- 
ens a symmetry of character that, by and by, in after life, will 
show itself in some grand, good and noble work for the world. 
The school at South Lancaster seeks to attain this ideai.” The 
school at South Lancaster, Massachusetts, was the first sec- 
ondary school of the denomination, the second was opened at 
Mount Vernon, Ohio, in 1893. 

In discussing the purpose of the Adventist schools the 
writer says: “These schools were ogranized to bring Adventist 
young people a reformed educational training. This training 
was to fit them to act worthily their part in this world, and 
help them be ready for the next world.” 

It was about the year 1895 that the movement was set on 
foot for the wide-spread establishment of schools by the de- 


























ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 69 


nomination. They sought to staff these schools as far as pos- 
sible with Adventist teachers employed in the public schools 
who possessed a missionary spirit and were willing to devote 
their lives to the work at a much less salary than they former- 
ly received. The denomination maintains normal departments 
in many of its training schools. 


The principles of education as conceived by the Adventists 
are stated as follows: 


“The Bible is faithfully taught in all years of school life. 
1. More than that the teaching in all of the classrooms must 
be in harmony with the fundamental principles taught in the 
Bible, which is accepted by Seventh-day Adventists as the 
source of spiritual truth. 2. Those studies are emphasized 
which contribute most directly to the spiritual objectives 
which led to the founding of their religious schools. 3. Man- 
ual labor is honored as having a definite place in an all-round 
preparation for life. 4. The cultivation of correct physical 
habits is emphasized.” 


At a convention held in 1906, plans were adopted to organ- 
ize educational work extending from the first grade through 
four years of college. It was planned that the work in the 
grammar grades and the preparatory or academic, courses 
should be made to correspond in a general way with the work 
given in the same years of the public school. 


One of the features of the denominational schools of sec- 
ondary and of college grade is the provision that is made for 
worthy and industrious students to support themselves while 
they are attending the institutions. 

In 1915 a convention was held at which definite standards 
of education were adopted. These increased the efficiency of 
the schools and colleges by bringing about a oneness of aim 
and methods. At this convention it was recommended that 
the year be 36 weeks, divided into semesters with six-week re- 
port periods, and that work be reckoned on a unit basis. 

In general the curriculum of the Adventist schools is sim- 
ilar to that of the public schools with the exception of the re- 
quirement of one unit of religious or denominational study 
each year. 

In discussing the present status of Seventh-day Adventist 
schools in North America, the writer lists sixty-two colleges 














70 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





and secondary schools, giving for each the date of organiza- 
tion, acres of land, student capacity, grades taught and 
whether equipped for manual training. In the closing chapter 
he summarizes the progress of the denominational plans as an 
indication of the plans for the future. 


31. Warwick, James Gordon. A History of the Rise and Fall 
of the Academies in Mississippi. August, 1927. Pp. 114. 


Problem. The writer had three motives in making this 
study of the rise and fall of the academies in Mississippi. They 
were: (1) to learn why the academies were established in Mis- 
sissippi and to know about the nature of their organization, 
administration and distribution; (2) to discover some of the 
causes which led to the extinction of many of the academies; 
(3) to find out the conditions of the existing academies in re- 
spect to their classification by the State Department of Edu- 
cation, their means of support and their curricula as compared 
with the State Suggested Course of Study found in Bulletin 
No. 29, 1924. 


Limitations of the Study. This study is confined to the 
study of the privately owned and operated academies which 
flourished in such great numbers in each of the Southern states 
prior to the establishment of an adequate system of public sec- 
ondary education. Since many of these academies are not only 
extinct, but have also been forgotten it was difficult to secure 
adequate information concerning them. A further limitation 
is noted in the fact that the scope of this work does not admit 
of a full treatment of the many questions and conditions 
brought forth by the study of the rise and fall of these insti- 
tutions. 


Sources of Data. The data found in the study were de- 
rived from a variety of sources among which were: Mississippi 
newspapers dated from 1802 to 1905; Mississippi histories and 
historical publications; Legislative acts, and codes and digests 
of the state laws; state public school reports and-bulletins ; cat- 
alogs of the institutions; and, questionnaires. 


Technique Used in the Study. In studying the data found 
it was observed that five questions presented themselves, and 
each was made the title of a chapter. These questions are: (1) 

















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 71 


Why were the academies established in Mississipp?#? (2) How 
were the academies financed? (3) What was the nature of the 
organization and administration of the academies and how 
were they distributed? (4) Why did the academies cease to ex- 
ist? (5) What is the status of the existing academies in respect 
to their classification by the State Department of Education, 
their means of support, and their curricula as compared with 
the State Suggested Course of Study as found in Bulletin No. 
29, 1924? 


Findings and Conclusions: 


Chapter I. 


This chapter sought to answer the question, Why were the 
academies established in Mississippi? The writer studied the 
stated reasons for establishing and maintaining these acad- 
emies and found a variety of reasons ranging all the way from 
the general purpose of preparation for life to the more spe- 
cific purpose of teaching the “Catholic children of Vicksburg 
and care for the poor girls especially”. Perhaps the outstand- 
ing reason for the establishment of these academies was to 
provide a superior type of education for the boys and girls of 
Mississippi nearer at home and thus avoid the necessity of 
sending them to the older academies in other states. Amonz 
the other reasons enumerated by the writer in his summary of 
this chapter are found: dissemination of knowledge and incul- 
cation of moral culture; education of the masses; “promoting - 
the cause of letters with the true interests and dignity of the 
state”; preparation for entrance into higher institutions; 
spiritual culture; to escape the “lock-step” of the public school 
and military training. 

Chapter II. 

This chapter is devoted to answering the question, “How 
were the academies financed”? It is disclosed that the Ordin- 
ance of 1787 had its effect upon the establishment of the acad- 
emy system in Mississippi for on December 23, 1799 a memo- 
rial was presented to Congress by the people of Natchez pray- 
ing for legislative aid in the establishment of schools. This 
was the first movement for public education in Mississippi and 
the beginning of the academy system. The writer found 
among the sources of support for the academies, land grants 
by the National Government; loans and donations by the State 


















72 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





Government ; public contributions; individual subscriptions and 
donations; proceeds from lotteries; loans by banks; tuition; 
manual labor products; proceeds from the sale of school lots; 
sixteenth section revenues; taxes; tax exemption for schools; 
forfeitures and escheats; licenses of billiard tables; licenses for 
retailing wines or spirituous liquors; church offerings, sub- 
scriptions and donations; and donations and subscriptions from 
Odd Fellows, Masons, and other fraternal organizations. 
Chapter ITI. 

The answers to two questions are found in this chapter; 
first dealing with the distribution of the academies and the 
other with their organization and administration. One of the 
outstanding features of this section of the study is a list of the 
two hundred sixty academies known to have been chartered in 
Mississippi. The name, classification, location and date of or- 
ganization of each is given. First in the list is Ker Female 
School, of Natchez, chartered in 1801 and the last is the Mis- 
sissippi College Academy, at Clinton, which was chartered in 
1913. Of these academies thirty-four were for males, seventy- 
five were for females, one hundred were for both male and fe- 
male, and fifty could not be classified for lack of information. 
Two hundred sixty were established by individual enterprise, 
thirty-five by churches and church organizations and three by 
the Masons. 

Two hundred twenty-three of the academies were admin- 
istered by self-perpetuating boards of trustees, for one of them 
the state legislature acted in the capacity of trustees, one was 
unclassified and the others were governed by the church or fra- 
ternal bodies sponsoring them. 

A principal, or superintendent, and the assistants, elected 
by the governing body were engaged to conduct the institution 
and to teach the various courses of study. These courses were 
usually organized by the principal and adopted by the govern- 
ing body. 

The curricula for the institutions ranged from the simple 
elementary course to such advanced courses as we find today 
in the standard classical colleges. The main courses found in 
the various colleges were as follows: 1. Primary, 2. Grammar, 
3. Latin-Scientific, 4. Classical, 5. English, 6. Commercial, 7. 
Military tactics, 8. Music, 9. Modern-Foreign Languages, 10. 
Dancing, 11. Moral Philosophy and the Bible, 12. Domestic 














= 





































ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 73 


and Culinary Arts, 13. Principles of’ Liberty, Free Govern- 
ment, 14. Common Studies, and 15. Ornamental Arts. 
Chapter IV. ‘ 

The question, Why did the academies cease to exist, is 
treated in this chapter. In the school year of 1925-1926 there 
were fourteen academies on the list of state accredited institu- 
tions. With the exception of a small number of non-accred- 
ited institutions which were not listed, they represent the total 
number of the two hundred sixty academies surviving the rav- 
ages of time. Among the chief causes of the decline of the 
academies in Mississippi were: an inadequate and weak system 
of financing; the ravages and after effects of the Civil War; 
and, the establishment of an adequate and widespread system 
of public seconadry schools. Other causes mentioned by the 
writer were: shifting of the centers of population necessitat- 
ing the removal or abandonment of established institutions; 
yellow fever epidemics; absorption by institutions of higher 
learning; too much competition; destruction by fire; consoli- 
dation of two schools; indifference of trustee boards; and sec- 
tarian controversy. 

Chapter V. 

In this chapter the writer examined the present status of 
the academies in Mississippi. He found that fourteen were ac- 
credited by the State Department of Education in 1925-1926, 
and implies that some additional non-accredited academies 
were operating but gave no information about them. These 
schools derive their support from a variety of sources among 
which are listed offerings, subscriptions, tuition, profits on 
board, donations and endowment. Nine different courses of 
study are offered: college preparatory, vocational, teachers, 
classical, scientific, English, general, the State course, and the 
State course with the addition of music and military science. 
Chapter VI. 

This closing chapter of the thesis is devoted to a summary 
of the findings and conclusions. Some of the points of inter- 
est, not previously given in this review, follow: 

Publicity, accomplished through the press and catalogs 
issued by the institutions, was an outstanding feature of these 
institutions. 

In comparing the curricula of the accredited academies 
with the State Course of Study, it was found that no academy 


















DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





74 


offered more than twenty-five courses, whereas the State 
course offered fifty-six. The State course specified fewer re- 
quired courses and permitted a greater range of electives than 
did the curricula of the academies. 


A supplementary table, given in the concluding chapter, 
showed that in sixty-five of the Mississippi counties from one 
to nineteen academies were established, and in seventeen coun- 
ties no academies were ever established. 


32. Hounchell, Saul. The High School Pupils of a Kentucky 
Mountain County. August, 1929. Pp. 157. ; 


Problem. This thesis attempts to discover some aspects 
of (1) the social and economic status, (2) the intellectual and 
educational status, and (3) the life interests of the high school 
pupils of a Kentucky mountain county. 


Limitations of the Study. It is questionable if the achieve- 
ment and intelligence tests used were adequate tests of the 
pupils studied because the background of these pupils was so 
different from that of the children for which they were de- 
signed. 


Sources of Data. The data were derived from question- 
naires filled out by each pupil, the results obtained from the 
Illinois Examination II, and the two question blanks used by 
Terman in his study of gifted children, these blanks having 
been filled in by the children studied. In addition to these 
sources the writer, who has spent the greater part of his life 
in the region, relied to a certain extent upon his personal ob- 
servations of the factors studied. 


Technique Used in the Study. A questionnaire was filled 
out by each pupil. This contained questions designed to get at 
the socio-economic status and other questions concerning the 
family of the pupil and certain of his interests and plans. 

The Hlinois Examination II was administered. This ex- 
amination consists of tests of intelligence, reading and arith- 
metic. 

Two question blanks used by Terman in his studies of 
gifted children were filled by each pupil. These blanks dealt 
with activity interests and school-subject interests. 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 75 


These data were presented and, where possible, compari- 
sons were drawn from different situations. 


Findings and Conclusions. The foreword opens with a 
quotation from John C. Campbell who, in speaking of the ig- 
norance of the country at large, concerning the mountain sec- 
tion of Kentucky and adjoining states, says that it is “a land 
about which, perhaps, more things are known that are not true 
than of any other part of our country.” The writer then 
quotes at length from a recent article appearing in Collier’s 
and reprinted in The Literary Digest and he makes the state- 
ment that the mountain dialect portrayed was but the most 
flagrant garbling, and the characters depicted, if found at all, 
were only the rarest freaks. Furthermore the “statistics” 
given were the grossest inaccuracies because the writer of the 
magazine article attributed a population of 4,000,000 to the 
Cumberland mountain areas when the census of 1920 gave it as 
1,226,137. Out of this population there were, according to the 
article quoted 2,000,000 children of school age, while the same 
census shows 345,110. The article said that illiteracy still ex- 
ceeded 90 per cent in the mountains of Kentucky, Virginia, 
West Virginia, Tennessee, and North Carolina, but the census 
of 1920 showed that the county which the article purported 
to describe showed 18.6 per cent illiteracy and the average 
illiteracy in Kentucky’s mountain counties in 1920 was 11.8. 


The body of the thesis is devoted to a general description 
of the pupils and their families; the socio-economic status of 
the Clay County, Kentucky, pupils, their intellectual and edu- 
cational status, and some of their life interests. 


A summary of the principal findings are given by the 
writer as follows: 

“The county has six high schools, with enrollments rang- 
ing from 16 to 149 and totaling 338. Four are public schools; 
two supported by general contributions from outside the moun- 
tains. One of these latter has been in existence thirty years; 
the others were all established from five to nine years ago. 
The schools are well distributed over the county, the entire 
population of which is rural. Lacking means of transporta- 
tion, the student bodies are for the most part local. 

“Of the pupils, 49 out of every 50 were born in the moun- 
tains. Practically all the fathers and mothers of the pupils 











76 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 










































were born in the mountains, 9 out of 10 in Clay and adjoining 
counties. Of these 9, 8 have never lived elsewhere; the other 
one has tried residence for a year or more outside the moun- 
tains and has returned to his native home. 


“The average number of children in the families of the pu- 
pils is 7.38; the most frequent number is 9. The most frequent 
position of birth is first; the median is third. These families 
have emphasized high school and college education for the 
other children. No difference is found in the emphasis placed 
upon education for boys and for girls. 

“Most of the pupils are from homes where the socio-eco- 
nomic status is low or medium low. Still, these homes are 
believed to be well above the average for the county. More 
than 60 per cent of the fathers are farmers. Most of the oth- 
ers have occupations of equal or higher classification. The 
parents have had little schooling. The homes have few lux- 
uries or conveniences. 

“Measured by instruments probably ill suited to them, 
these pupils show an intelligence mostly average and below. 
Educational tests lead to the surprising’ conclusion that on the 
basis of ability their school achievement has been close up to 
the average for city children. 

“There are no marked evidences of unusual interests 
among these pupils along lines of general activities and the 
school subjects. On the whole their life interests are probably 
less well developed and their plans for the future less definite- 
ly considered than is true of high school pupils in general. 


“The curricula of the schools are purely college prepara- 
tory, and the practical subjects are very little studied. Nearly 
all the pupils who have plans for the future expect to go to 
college. 

“In the light of the opinions of certain students of moun- 
tain problems, the high schools of this county do not seem to 
be contributing materially to the solution of these problems.” 


33. North, Elizabeth. Occupation of Graduates of High 
Schools in Three Kentucky Counties. June, 1932. Pp. 57. 


Problem. The problem undertaken in this study is to de- 
termine what occupation the graduates of the rural high 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 77 


schools are following in order that the information thus gained 
may serve as a basis for fitting curricula to the needs of high 
school pupils of the future. 


Limitations of the Study. Only high school graduates of 
the fifteen high schools in Fayette, Henry, and Shelby coun- 
ties, Kentucky, for the years of 1920, 1921, 1922, 1923, and 
1924 were studied. 


Sources of Data. In addition to a review of the literature 
pertinent to this study the writer derived his data from trac- 
ing the occupations of the graduates of the high schools in 
these three counties for the five years enumerated. Informa- 
tion concerning the graduates was secured from the school of- 
ficials of the three counties, the school records, the n»ren's n* 
the graduates, people of the community, and, finally, from the 
graduates themselves. 


Technique Used in the Study. Information concerning 
the graduates was collected by means of personal interviews, 
study of school records, and questionnaires. The data were 
classified and treated so as to show which graduates went to 
college, and which went to work; the types of colleges attended 
and the extent of college training received; present occupa- 
tions; training for present occupations; vocational subjects of- 
fered in the high school, and the influence of the high school 
curriculum on the choice of vocations. 


Findings and Conclusions. Fayette, Henry, and Shelby 
counties are located in the north central section of Kentucky, 
in the Bluegrass Region, which is particularly adapted to farm- 
ing, stock raising and dairying. The fertile soil lends itself to 
the growth of tobacco, wheat, corn, and hay. On the whole, it 
can be designated as a region in which advanced methods are 
applied. The counties maintain a system of good roads. 


During the vears included in this study there were 235 
graduates from the high schools of these three counties but 
due to elimination because of inaccurate data and death the 
study was confined to 218 of these graduates of which number 
84 were boys and 134 were girls. 


These are some of the points of special interest pointed 
out in the treatment of the data: 














78 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





Of the 218 graduates studied, 133, or 61 per cent entered 
some college and 76, or 35 per cent remained on the farm or 
sought other employment. 


Sixty-eight per cent of the boys and 56 per cent of the 
girls went to college and of these 44 per cent of the boys and 
31 per cent of the girls graduated, while 56 per cent of the 
boys and 69 per cent of the girls dropped out before graduating. 


Out of those entering college 90 per cent of the boys and 
43 per cent of the girls attended Liberal Arts colleges, and 10 
per cent of the boys and 75 per cent of the girls attended teach- 
ers colleges. It is also noted that 25 per cent of the boys and 
75 per cent of the girls who went to college entered the teach- 
ing’ profession. 


The findings further reveal that 31.2 per cent of the boys 
remained on the farm and 48.4 per cent of the girls became 
home makers. 


Four of the fifteen high schools in these three counties of- 
fered vocational agriculture, one offered vocational civics and 
one offered commercial subjects, and of the 218 graduates stud- 
ied, 18.8 took school subjects of a vocational nature. 


When asked if they felt that they had been helped by the 
high school curriculum in their choice of vocations 7 per cent 
of the graduates stated that they felt they had been helped and 
93 per cent of them stated that they felt they had not been 


helped. 

It was noted that the boys and girls showed a tendency to 
shift from one occupation to another. The occupations in 
which the graduates were found to be engaged are listed be- 
low. Each is followed by the per cent of the total found in 
that occupation: Home makers, 29.9; teachers, 19.3; farmers, 
11.9; clerks, 11; stenographers, 6.2; nothing, 3; chemists, 2.3; 
business administration, 2.3; preachers, 1.4; lawyers, 1.4; 
nurses, 1.4; insurance agents, 1.4; army and navy, 1.4; bus 
drivers, 1.4; mechanics, .9; mail carriers, .9; telephone oper- 
ators, .9; doctors, .5; athletic coach, .5; surveyors, .5; funeral 
director, .5; tobacco buyer, .5; seamstress, .5. 

Taking into consideration the data secured from the study 
of these 218 high school graduates and previous studies made 
in the field the writer concludes: 























ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 79 


1. That the present high school curricula seem to pre- 
pare students to enter college. 


2. That a large number of rural high school graduates do 
not remain on the farm. 


3. That boys and girls do not receive tne proper guid- 
ance in choosing the occupation or profession for 
which they are best suited. 


4. That high schools do not prepare boys and girls to 
make a living. 


5. That there is need for a vocational guidance program 
in the high school. 


34. Payne, Virgil French. The Selective Character of Sec- 
ondary Education in Nashville. June, 1931. Pp. 97. 


Problem. The purpose of this study is to show how the 
social status of the family affects the character of secondary 
education in Nashville. The factors used in the determination 
of the social status of the family are: whether or not the fa- 
ther owns the business in which he is engaged; the nationality 
of the parents; whether the parents are living or not; the occu- 
pation of the father; the size of the family; whether the 
mother is employed in remunerative services outside the home. 


Limitations of the Study. Since the primary source of 
. data used in this study was questionnaires filled out by the stu- 
dents the limitations would be those commonly found when 
questionnaires are used. The questions were quite definite and 
the temptation to exalt the father’s business was removed by 
not requiring the pupil to give his name, so it is assumed that 
the information concerning the occupational status of the 
fathers is reliable. However, less reliability is likely to prevail 
in the statements of the vocational choices of the pupils. 

This study is not selective even though three small pri- 
vate schools were used in the study; the enrollment in these 
schools was so small as not to exert a significant influence on 
the group as a whole. 


Sources of Data. A questionnaire patterned after that 
given by Counts on page 6 of his study, The Selective Charac- 
ter of Secondary Education in America, was filled out by 3,048 














80 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





pupils in fourteen high schools in Nashville, Tennessee. Ail 
public and private high schools for both white and colored 
children were included. Material of a similar nature for St. 
Louis, Seattle, Mount Vernon, and Bridgeport found in 
Counts’ study was used for purposes of comparison. 


Technique used in the Study. The pupils were given no 
warning or preparation for filling out the questionnaires, but 
all teachers were given the same written instructions and 
were told that the chief purpose was to find out the extent 
of high school attendance from each occupational group. Each 
student filled out the questionnaire, and returned it to his 
home room teacher. 

The occupational classification given by Counts on page 
22 of his The Selective Character of American Secondary Edu- 
cation was used in classifying the occupations of the fathers. 
In the event the father had died or had retired the pupil was 
classified in the occupational group in which his father had 
been employed. The mother’s ciassification was not used 
because it has little if any influence on the social status of the 


family. 


Findings and Conclusions. It was learned that the per- 
centages of the occupations of the fathers or guardians of 
the 3,048 students in the fourteen high schools of Nashville 
included in this study were as follows: commercial, 17.1; 
managerial, 13.5; professional, 11.0; miscellaneous, 10.5; 
clerical, 8.6; proprietor, 7.6; transportation service, 6.3; labor, 
5.7; machine, 5.5; building trade, 4.0; public service, 2.7; agri- 
culture, 1.9; unknown, 1.7; printer, 1.4; artisan, 1.3; and not 
given, 1.2. 

A study of the selection of the academic and commercial 
courses by pupils in thirteen of the high schools revealed the 


following facts: 
Per Cent Selecting 
General Commercial 


Parental Occupation Course Course 
ES os a a ee he eee ee 66.1 33.9 
Professional Service ..................-.......<. 81.2 18.8 
Managerial Service ............-...--.......__. 60.9 39.1 
Commercial Service ~.----.---------------------- 71.5 28.5 
CORT NNO a i cs canm aman annueoucatiesoce 67.1 32.9 
PRUOIRMOONIG) sis oa ake cd case cn eeeamedoded 52.5 47.5 


Transportation Service ~------------------+----- 48.6 51.4 








—— 
ss 


mm = Be 


cr 


i | 








ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 81 





Pablie Seivies .i2c 65.0 asec seas 50.8 49.2 
tris Trates), a et 33.6 66.4 
Machine Trades ___--__---_-----_____ atte oa 42.1 57.9 
Agriculture -_-.-..........__-- eno ise 54.3 45.7 
Brae Trades oo 8s ee ee ae 47.0 53.0 
INGUEINU SIG) 2.802 oa Sook Sn Se ee 70.0 30.0 
RONEN So nS eins oa See ah ee ees ae 40.0 60.0 
WMS Ai ie 2 ooo Ae ee es ee 50.6 49.4 
ee CT eR EE 5 in) OT eT Rey EN 59.3 40.7 
Al Geeupatione: —:. 22020 ne a Ss 55.9 44,1 


An expression of whether they intended to go to college 
disclosed a range from 60.4 per cent of the girls whose fathers 
were in professional service to 30.8 whose fathers were 
engaged in the unknown trades, and the boys showed a still 
wider range of 76 per cent for professional services and 30 
per cent for the unknown trades. 


From these and other data presented, the writer concludes 
“that parental occupations do influence the expectations of 
children following graduation.” 

The writer devoted one chapter to a consideration of the 
data from the negro high school He learned that for the 700 
negro students the percentage of the fathers found in the dif- 
ferent occuvational groups were as follows: proprietors, 2.0; 
professional service, 8.0; managerial service, 1.4; commercial - 
service, 1.9; clerical service, 3.1; miscellaneous, 13.7; trans- 
portation service, 1.0; public service, 6; building trades, 5.7: 
machine trades, 8.1; agriculture. 7.7; personal service, 16.6: 
unknown, 9.0; common labor, 19.1; printers, 1.4; and arti- 
sans, .6. 


In considering the family influences surrounding the 
negro high school student, it was found that one or both par- 
ents of 15.6 per cent of the pupils were dead, while the cor- 
responding percentage for white children was 8 per cent. In 
Nashville 24.8 per cent of the negro mothers helped support 
the family while only 10.4 per cent of the mothers of the white 
children did so. 


These conclusions are among those drawn by the writer: 
There is a very close relation between parental occupation 
and the privileges of secondary education. Parental occupation 
is a strong factor in determining the curriculum the child will 
follow. The groups poorly represented as a rule patronize 











82 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


the short, more practical courses. A statement of college 
intentions by the pupils reveals that this selective principle 
continues to operate beyond the high school. 

Disorganization of the home through the death of a parent 
diminishes the opportunities for secondary education; and 
the engagement of mothers in remunerative occupation seems 
to have the same effect. 

The size of the family has little if any effect upon sec- 
ondary educational opportunities. 

A small percentage of the negroes of high school age is 
found in high school, and of those found there the number of 
the girls is much greater than that of boys. A higher pro- 
portion of the negroes than of white students expressed an 
intention to go to college. 

The foreign population of Nashville is not significant 
enough to affect secondary education materially. 

In the private high schools of Nashville there is a more 
select group than in the public high schools. 


35. Frost, Frank Harold. A Study of Athletics in England’s 
Secondary Schools and Universities. June, 1932. Pp. 54. 


Problem. This study was undertaken with the idea that 
it might disclose some interesting and significant information 
concerning the English ideals and philosophy of athletics and 
that with this information as a basis, some recommendations 
could be made for overcoming the over-emphasis current in 
American athletics. 


Limitations. This study is confined to athletics among 
boys and men in the English secondary schools and 
universities. 


Sources of Data. All data were obtained from books and 
articles appearing in periodicals treating athletics in the 
English schools. 


Technique used in the Study. The material of the sources 
was- analyzed to obtain English practices related to certain 
criticisms made of athletics in American schools, and the Eng- 
lish ideals and philosophy were thus studied in reference to 
their implications to general school athletics. 





‘ew AY 








' 


ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 83 


Findings and Conclusions. ‘The common criticisms of the 
ideals and practices of athletics in the secondary schools and 
universities of the United States are: too much specializa- 
tion; too much time given tw athietics; coaches have too much 
authority ; lack of participation for all because of an inadequate 
intra-mural program; too much money spent for equipment; 
over-emphasis on athletics; failure of athletics to carry-over 
because of little participation of a recreational nature offered 
in our schools; over-training; playing to the spectators, and 
playing to win awards. 


It is generally recognized that the English do not take 
their sports and the routine of preparation for games as seri- 
ously as do the people of the United States. Among the various 
reasons suggested for this are: traditional standards of sup- 
port that have been built up in England; geographical differ- 
ences; the fact that the English are more interested in com- 
peting than in looking on. 

In England there is a notable lack of specialization by 
individuals for they go in for a variety of sports preferring 
to play several well enough to derive recreational values from 
them than to be an expert in one. Most of the coaching is 
done by the captains of the clubs (teams), by more expert 
players, or by invited masters or dons; paid coaches are few. 
There is no organized cheering’ at the games. 


The writer includes in his study the athletic activities of 
two types of secondary schools, the public schools and the day 
schools. Public schools are mainly boarding schools where 
the high fees practically insure their being schools for sons 
of the wealthy. Eaton, Rugby, and Harrow are representa- 
tives of this type of school. The state-aided day schools cor- 
respond to the American public high school and King’s College 
School, Liverpool Collegiate School are representatives of this 
group. 

In the public school daily program adequate provision is 
made for sports in every season of the year and the schoois 
are provided with spacious fields and other facilities for games. 
But in the day schools the fields are usually distant from the 
schools and the dons are hesitant about going a great distance 
and giving so much of their time to athletics when they receive 
no added compensation for their trouble. 














84 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


In both types of schools intramural sports are stressed. 
As a rule these contests draw few spectators except when 
games are being played to determine school championships. 


Interschool contests are common for rugby football, 
cricket, and rowing, and while the rivalry is keen between 
schools the prevailing spirit seems to be of a social nature and 
is very friendly. Many spectators attend these games but 
there is no organized cheering. 


At Oxford and Cambridge athletics is recognized as an 
important part of the student life and adequate provision is 
made for them both in scheduling the classes and in physical 
equipment of the institutions. The units of competition in 
these universities for intramural sports are the college amal- 
gamated clubs and the program is financed by dues paid to 
these clubs. In the newer universities, and one is so classified 
if it was founded since 1826, the intramural athletic program 
is not as extensive as in the older institutions because of the 
crowded conditions of the buildings and other factors. 


It is interesting to note that personal athletic equipment 
is purchased by the individual students and that awards for 
athletics are usually of the simplest nature. 

Since a large proportion of the students in the English 
secondary schools and colleges participate in athletics and, 
since the English attitude is more that of a participant than 
of a spectator the carry-over of school sports is great. 


Recommendations. The writer feels that the ideals and 
the philosophy of the English has several contributions to 
make which will tend to lessen the over-emphasis of athletics 
current in American educational institutions. He offers the 
following characteristics of the English program as suggestive 
of steps to be taken: 


1. Non-specialization in sports. 

2. Less intense training and general preparation for 
games. 

3. Less authority to the coaches. 
No organized cheering. 


5. A great system of intramural games and athletics 
which place active participation on a par with the 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 85 


other educational processes, for it is in this that lies 
a great deal of the explanation for there being little 
over-emphasis of athletics in England. 


36. King, Ruth Pye. The Development of Secondary Educa- 
tion in China. June, 1927. Pp. 49. 


Problem. This study seeks to show the development of 
secondary education in China. 


Limitations of the Study. Few statistics on secondary 
education in China are availabl¢, and the reliability of these 
is questioned, so statistics play a small part in this study. The 
unreliability of the educational statistics is based upon the 
fact that the teachers, for the most part, were paid according 
to the number of pupils enrolled and this practice is known to 
have resulted in inaccurate reports. 


Sources of Data. The data were gathered from histories 
of China, general histories of education, annual reports of the 
United States Commissioner of Education, Educational Year- 
books, Mission Yearbooks, China Yearbooks, books by Chinese 
educators, current periodicals and from personal experiences 
and observations during eight years of habitation in China. 


Technique used in the Study. The data are discussed 
under these headings: 
The Old System prior to 1842. 
The Transition Stage, 1842-1905. 
The First Period of Modern Education, 1905-1912. 
The Second Period of Modern Education, 1912-1922. 
The Present System, since 1922. 


Findings and Conclusions. The writer’s summary is 
quoted in full: 

“The old examination system .was in effect, with practi- 
cally no alteration, from 700 A. D. to the opening of the treaty 
ports in 1842. When a change became necessary, the over- 
enthusiastic leaders attempted to establish over-night a sys- 
tem of modern schools patterned after the various Western 
nations. The first secondary schools resembled somewhat the 
American high school of the type, 1905. The plan did not 








86 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


succeed, consequently, with the establishment of the Republic 
in 1912, a second system was outlined by the government. 


“This second system, because it was patterned too much 
after the school systems of Germany and Japan, was in effect 
only a short time. Chinese educators soon found that it was 
not suited to Chinese life. As a consequence, after experi- 
ments with several different types of schools, a third system 
known as the New System was drawn up. This new system 
showed noticeably the influence of American ideals of educa- 
tion. In all probability this was due to the visits of American 
educators as well as to the fatt that many of the leading, Chi- 
nese educators had received their education in the United 
States. 


‘Thus the record ot the development of secondary educa- 
tion in China shows a change from a system of stagnation and 
crystallized conservatism to a hybrid system effected by an 
overdose of Western progressiveness. This change has been 
brought about in a few tens of years by a relatively small 
number of individuals who have come in contact with Western 
learning and civilization from the mission schools, the com- 
mercial world, or from students who have studied abroad. 
These leaders have succeeded in getting even the masses of 
China to realize that if China does not wish to disintegrate, 
she must educate her millions. 


“In 1923 there were 1,435 middle schools in China. Some 
of these were farcical, but many of them were doing con- 
structive work. Whether the present system of secondary 
education patterned to a certain extent after the American 
schools is going to meet the need in and of the life of the 
nation remains to be seen. It appears to be more practicable 
for the Chinese people. Since it has succeeded as well as it 
has during the past three or four years in spite of flood, fight- 
ing, fire, and famine, there is hope that China may yet find 
herself and thus make her contribution to the world in second- 
ary education.” 


37. Bitzer, David Rolston. Stimulating Reflection in ieeli- 
gious Education. August, 1930. Pp. 82. 
Problem. The purpose of this study was to determine, as 
far as possible, the extent to which the material found in a 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 87 


new church school course. “The Life and Teachings of Jesus,” 
or Parts 1, 2, and 3, of Course IX, published by the Graded 
Lessons Syndicate, will or can be useful in stimulating 


reflection. 


Limitations of the Study. The writer notes these limita- 
tions: First, reflection cannot be objectively weighed and 
measured, hence it is necessary to rely upon a compilation of 
consensus of opinions of those persons who can speak authori- 
tatively in determining the meaning of the term. 


Second, the conclusions reached in studying the actual 
material of the course analyzed are to a large degree subjective. 


Sources of Data. Data used in this study were derived 
from two sources; first, from the writings of authorities dis- 
cussing the nature of reflection and the means of stimulating 
it and, second, from the church school course, “The Life and 
Teachings of Jesus,” or Parts 1, 2, and 3 of Course IX, pub- 
lished by the Graded Lessons Syndicate. 


Technique used in the Study. First the writer proceeded 
to study the works of Dewey and other authorities to deter- 
mine the nature of reflection and the means by which it can 
be stimulated, then he applied the criteria resulting from 
this investigation to the course to be analyzed to discover if 
it is effective and also where it can be improved. 


Findings and Conclusions. Reflection seems to be that 
mode of evolving responses to stimuli which involves: (1) a 
clear formulation of the problem in mind, and (2) a mental 
attack upon it, by means of language mechanisms, until some 
one solution emerges as satisfactory. The steps of the process 
are: (1) formulating the problem, (2) securing hypotheses, 
(8) criticising hypotheses, (4) organizing results. 


Basing his opinion on the tacit assumptions of writers in 
general, and the research of Ruger in particular, the writer 
held that the ability to think can be improved. He found, 
also, that all writers agreed that the school can assist greatly 
in this improvement. 

A series of questions were formulated as criteria by which 
the study of the religious education material could be guided 
to an answer of the question which he was attempting to solve. 











88 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





These questions are: 
1. Are the questions real problems? 
2. Are the issues raised worth while? 
3. Are the pupils shown their inability to meet these 
problems unaided ? 
Are the problems clearly stated? 
Is the discussion organized in accordance .with the 
steps of reflection? 
Is wandering discouraged ? 
Do the pupils suggest the solutions? 


a5 


Are all suggestions critical? 
Are the results utilized? 


Using these questions as criteria, the course of study was 
examined critically and the following conclusions reached: 

The questions raised are real questions. 

The issues raised are worthwhile. 

To a certain extent the pupils are shown their inability 
to meet these problems unaided. 

Except as regards the questions for class discussion the 
problems are not clearly stated. 

To a large extent the discussion is organized in accord 
with the steps of reflection. 

Wandering is discouraged to a small extent. 

It is probable that the pupils suggest the solutions. 

All suggestions are criticized. 

The results are utilized. 


Finally the writer concluded that the course of study ana- 
lyzed offers a number of features which should make it an 
excellent instrument for stimulating. reflection on Religious 
Education; that the emphasis is decidedly upon problem-solv- 
ing rather than upon memorization of content and that every 
effort is being made to bring the problems presented into vital 
contact with the lives of the pupils. He found the chief weak- 
ness of the course to be its failure to organize the lesson 
material as a whole about any one specific problem for each 
chapter, and he made a number of specific suggestions for 
remedying this defect. 


SC PAH 











ay ea sh ae oe 


RS 














ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 89 


38. Rutledge, Warner Grayson. High School Attendance and 
Vocational Choice. June, 1932. Pp. 86. 


Problem. The purpose of this study was to determine 
the difference between the vocational choices, and attendant 
influences, of seniors in high school and of ninth-grade pupiis. 


Limitations of the Study. The writer noted these 
limitations: 

1. Only the pupils of the public high schools of Nash- 
ville, Tennessee, were used in the study. 

2. All conclusions were based upon the statements of 
the pupils. 

3. No attempt was made to measure the intelligence, 
aptitudes, or abilities of the pupils studied. 


Sources of Data. The data used were obtained from ques- 
tionnaires returned by 186 senior boys, 273 senior girls, 443 
ninth-grade boys, and 536 ninth-grade girls enrolled in the 
public high schools of Nashville, Tennessee. 


Technique used in the Study. Much thought and siudy 
was given to the preparations of the questionnaire in order 
to insure that the facts sought would be secured. All teachers 
co-operating in the endeavor were made familiar with the 
purpose of the study and given the information necessary for 
guiding the pupils in filling out the questionnaires. 

In tabulating the vocational choices the classification used 
by Counts in his “Selective Character of American Secondary 
Education” was employed. 


Findings and Conclusions. Occupational choices of 
senior boys revealed that 32.79 per cent of them expected to 
enter the professions, 29.57 had made no decision, and that 
the only other groups receiving an appreciable number of 
choices were clerical service with 10.75 per cent and commer- 
cial service with 6.45 per cent. 

Of the senior girls 35.16 per cent chose clerical service, 
28.94 per cent professional service, and 30.03 per cent were 
undecided. No other classification was selected by as many as 
three per cent of these girls. 

Of the ninth-grade boys, 36.12 per cent were undecided, 
28.67 per cent preferred the professions, 9.48 per cent trans- 











90 

































DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


portation, 6.55 per ceht miscellaneous and 5.80 per cent public 
service. No other of the comparatively large range of selec- 
tions claimed as many as three per cent of these boys. 

Of the ninth-grade girls 33.02 preferred clerical service, 
32.09 per cent professional service and 29.85 were undecided. 
Six other service preferences were indicated but the highest, 
miscellaneous service, claimed only 2.05 per cent of the giris. 

After an analysis of the findings, only a small portion of 
which are indicated above, the writer concludes: 


1. 


That seniors in high school seek the professions and 
allied occupations to a greater extent than pupils in 
the ninth grade. 

That the influence of observations as a factor in de- 
termining occupational choice is mentioned most fre- 
quently by seniors; while the influence of teachers is 
mentioned most frequently by ninth grade pupils. 
That high school seniors take into account the more 
fundamental reasons for vocational choice than do 
pupils of the ninth grade. 

That high school attendance increases college ex- 
pectancy among boys; while it decreases it among 
girls. 

That neither senior nor ninth grade pupils confine 
their vocational choices to the occupations of their 
fathers. 

That the occupational choices of pupils are not dis- 
tributed, even within reasonable proportions, accord- 
ing to the distribution of gainful workers in Nashville. 
That vocational choices are made during the latter 
part of the junior high school period, extending 
throughout the period of secondary education. 

Of those pupils who have professional choices in the 
senior year, practically three-fourths state that they 
had the same choice in the ninth grade. 


That seniors in high school show only a slightly 
greater range of occupational choices than ninth grade 


pupils. 











ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 91 


Recommendations. Among the recommendations made 
(1) Since almost a third of the pupils are seeking the profes- 
sions and practically another third are undecided, courses in 
occupational information be provided; (2) since observation 
plays an important part in vocational selection, the schoo's 
should make provision for observation of the occupations; 
(3) that the school and parents co-operate closely in planning 
courses for preparation for and participation in gainful occu- 
pations; (4) that the schools institute a program of personal 
counseling’ and -guidance to assist the pupils in the selection 
of and in the preparation for gainful occupation. 


39. Whittaker, Martha Rebecca. Cost of Home Economics in 
State High Schools of Tennessee. June, 1932. Pp. 123. 


Problem. This study was undertaken for the purpose of 
determining the instructional cost of teaching home economics 
in the four year state high schools of the state of Tennessee 
for the school year 1930-1931. A secondary purpose was to 
determine, as far as the data permitted, the factors which 


contribute to the instructional cost per pupil of home 
economics. 


Limitations of the Study. The reviewer notes these lim- 

‘itations: 

1. The study is restricted to the cost of instruction only 
and no other factors contributing to the total cost 
of teaching the subject are included. 


2. Costs for tne school year of 1930-1931 only were 
studied. 

Sourees of Data. All data included in the study of the 
cost of instruction in Tennessee high schools were obtained 
from the reports for these high schools on file in the office 
of the State Supervisor of High Schools. 

A review of the literature of the field supplied data of a 
general nature. 


Technique Used in the Study. Tabulations were made of 
‘ each school for the total enrollment, the number of teachers. 
total salary of teachers, total instructional cost per pupil, 
salary of home economic teachers, and the distribution of the 














92 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


salary of the home economics teachers to the different sub- 
jects which they taught. The schools were classified accord- 
ing to enrollment and whether they were vocational schools 
or not. The teachers’ salaries were prorated according to the 
time given to home economics and other subjects and the 
instructional cost was then found by dividing the total salary 
assigned to a subject by the number of pupils enrolled in that 
subject. This procedure gave as the unit of measurement the 
cost of teaching’ one student for one scholastic year, or the 
cost per high school unit of instruction per pupil. 

The lower and upper quartiles, and the median was found 
for each distribution employed and these medians and quar- 
tiles were made into summary tables for purposes of com- 
parison. The reliability of the differences in the medians, 
the probable error of the medians, and the probable error of 
the differences of the medians and the reliability of the dif- 
ferences of the medians were found. 


Findings and Conclusions. In the 342 schools included in 
the study there were 369 teachers of home economics, .and 
85 per cent of them taught other subjects in addition to home 
economics. 

The instructional cost per pupil for all instruction was 
found to range from $32.50 to $133.00, while in home eco- 
nomics the instructional cost per pupil ranged from $7.50 to 
$78.75 per pupil. The median cost per pupil for all instruction 
was $60.92 and for instruction in home economics it was 
$22.00. 

A summary of the findings in this study disclosed that 
the instructional cost in home economics in the various groups 
into which the schools were classified showed the same trend 
as the cost of instruction in all subjects; the instructional cost 
was higher in schools with an enrollment of 50-74 than in 
schools with an enrollment of 75 or more; the cost of instruc- 
tion for schools with an enrollment of less than fifty was 
higher than for any other group of schools. 

The indications were that the cost of instruction in home 
economics increased with the length of time devoted to it, 
and it was found that in schools with an enrollment of less 
than 50 and between 50 and 74 the enrollment in the subject 
and the time given to it were more vital in determining the 
cost of instruction than the salaries of the teachers. 


e 
¢ 





“SS pt ete replete 


the 


tea 


cos 
eco 
of t 


salr 
peri 
stru 
clas 
ditic 
part 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 93 


It was found that the instructional cost of home economics 
in schools with an enrollment of 75 or more was 36.5 per cent 
of the total instructional cost per pupil. 

The class enrollment and the time given to the classes 
were both found to be vital factors in determining per pupil 


costs. 

In comparing the cost of instruction in home economics 
in the vocational schools with that in the other types of 
schools it was disclosed that the per pupil cost was greater 
in the vocational schools, and it was found that this was due 
primarily to the fact that the salary median was 50 per cent 
higher in vocational schools than in the other schools. 


Among the conclusions drawn, which were not directly 
implied in the summary of findings, we find: 
After the total enrollment of the school reaches 75 the 


variations in the total instructional cost per pupil and in the 
instructional cost per pupil in home economics are not large. 


As the amount of time given to home economics depart- 
ments increases, either in length of class period or number of 
classes, the instructional cost per pupil increases, in schools 
in which the enrollment is below 75. 

Low salaries in small schools do not prevent high instruc- 
tional costs per pupil either for the school as a whole, or for 
home economics. 

The enrollment in a department of home economics and 
the time given to classes are more potent factors in deter- 
mining instructional cost per pupil than the salaries of 
teachers. 

In schools with enrollments of 75 or more the instructional 
cost per pupil for the school as a whole, and for the home 
economics department also, is influenced more by the length 
of the class period than by any other factor. 

If the home economics classes should be placed on the 
same class time schedule as is found in science, or in single 
period classes, in schools with enrollments above 75 the in- 
structional cost per pupil would be the same as in the other 
classes. In schools with enrollments below 75 this same con- 
dition would prevail except in the event of a decrease in de- 
partmental enrollment due to a small total enrollment. 





94 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


The instructional cost per pupil for teaching of home 
economics is influenced by the same factors as affect such unit 
cost for the total school, or as affect such cost for any other 


subject of the curriculum. 


40. Bankston, Marvin Stewart. Comparison of White Aari- 
cultural and Consolidated High Schools in Mississippi, 
1926-1927. June, 1928. Pp. 87. 


Problem. The problem of this study is to make a con- 
crete comparison of the organization in the white Agricultural 
High Schools in Mississippi with the organization in the white 
Consolidated High Schools in Mississippi. 


Limitations of the Study. The study was limited to 97 
high schools in Mississippi appearing on the accredited list of 
the State Department of Education. The comparison of the 
two groups of schools was limited to four considerations: 
(1) teachers; (2) course of study; (3) class organization; 
(4) equipment. The study was limited in time to the academic 
year of 1926-1927. 


Sources of Data. The data of this study were secured by 
the use of a questionniare sent to the principals of the 97 
schoois studied and from the State Superintendent’s nigh 
school reports to the State Department of Education for 1926- 


1927. 


Technique used in the Study. The method of the study 
was analytical making use of questionnaires from high school 
principals and high school reports from the office of the State 
Superintendent. Inasmuch as the study was an attempt to find 
the actual status of the high schools studied for the period 
1926-1927 the study was of the normative method. 


Findings and Conclusions. 


1. The Agricultural High School of Mississippi has the 
more favorable position with reference to (a) num- 
bers of teachers employed, (b) number of full-time 
teachers employed, (c) academic training of teachers, 
(d) salary of staff, (e) number of high school units 
offered, (f) number of units offered in agriculture, 
home economics, and English (g) pupil enrollment, 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 95 


(h) teacher load of superintendent, (i) money in- 
vested in buildings per pupil, (j) money invested in 
furnishings per pupil, and (k) number of volumes 
in the school library. 


The Consolidated High School of Mississippi has the 
more favorable position with reference to (a) pro- 
fessional training of teachers, (b) range of course of 
study, and (c) teacher load of teachers. 

The Agricultural High School and the Consolidated 
High School stand on approximately equal footing 
with reference to (a) teaching experience of teachers, 
(b) number of units offered in history and mathe- 
matics, and (c) length of daily recitation and length 
of school term. 


41. Vickers, James A. A Statistical Report of the Secondary- 
Schools of the Southern States. June, 1932. Pp. 205. 


Problem. This study is an investigation of the statistics 


upon secondary schools of the Southern States. School enroii- 
ments by grades, various types of school organizations, number 
of accredited schools, the number of high school teachers, and 
the per capita cost of average attendance in the different 
states are considered. 


Limitations of the Study. In addition to the limitations 
implied in the statement of the purpose of the study it is 
noted that the data studied range from the year 1905 to the 
year 1931 inclusive. The states included in the study are: 
Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, 
Maryland, Mississippi, Missouri, North Carolina, Oklahoma, 
South Carolina, Tennessee, Texas, Virginia, West Virginia: 


Sources of Data. The data for this study, presented in 
the form of tables, were obtained from the following principal 
sources: (1) The Bureau of Education Bulletins, (2) Pro- 
ceedings of the North Central Association, (3) Proceedings of 
the Southern Association, (4) High School Quarterly, (5) Bi- 
ennial reports of the State Superintendents of the Southern 
States, and (6) information secured through correspondence 
with the state superintendents and the chief clerk of the 
Office of Education at Washington, D. C. 











96 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Technique used in the Study. The data were classified 
and treated statistically so as to give a presentation of present 
conditions, and a depiction of trends, and also to determine 
its predictive values. 

Part I of the study dealt with the senior high school; 
giving a comparison of enrollments by grades in the different 
types of high schools, and a comparison by types of schoois. 
It compared the sixteen southern states with respect to enroit- 
ment and school population, number of high schools accreai.ed 
by the state and regional accrediting agencies, number oi: 
teachers and the per capita cost of education. Part II dealt 
with the junior high schoois and gave a comparison by states 
of types of junior high schools, enroliment by grades, number 
of teachers, and the number accredited by the North Centra: 
Association. Part III presented data for the colored schools 
and gave comparisons by states of types of high schools, 
enrollment by grades, total colored school enroilments and 
population, number of accredited high schools, and number ot 
colored high school teachers. The concluding chapter sums up 
the data and gives conclusions. 


Findings and Conclusions. Indications of Growth: The 
data collected indicated a great increase in secondary education 
in the south during the period from 1900 to 1930. Between 
1911 and 1930 public high school enrollment, white and colored 
combined, increased from 203,714 to 820,600 or 235 per cent 
and during the same period the growth in enrollment in pri- 
vate secondary schools increased from 39,935 to 44,790, or 
37 per cent. 

An outstanding growth was shown in the enrollment of 
colored public high schools and between 1920 and 1928 the 
enrollment increased from 14,572 to 73,541, approximately 400 
per cent. During’ this same period the enrollment in white 
public schools showed an increase of 81 per cent. 

In 1920 there were 25,345 junior high school pupils 
reported in the states included in the study and by 1928 
148,350 were reported, an increase of 486 per cent. 

For the year 1900 a little over 100,000 pupils were 
reported in Southern high schools and by 1930 the enrollment 
had grown to over 1,000,000, an increase of approximately 
1,000 per cent. However, since junior high school enrollment 








wae SF we OF E OS 6 


— PT tt 


ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 97 


is included in the number for 1930 these figures are invalid 
for an exact comparison. 

The number of public senior high schools increased from 
1,523 in 1905 when the average enrollment per school was 80, 
to 4,276 in 1928 when the average enrollment per school was 
approximately 160. 


There were 7,359 teachers in the high schools of the South 
in 1905. In 1928 approximately eight times the 1905 number 
or 56,336 teachers were reported. During this same period 
the number of pupils taught had increased slightly less than 
seven times the 1905 number. 

Indications of Trends: The tendency to keep a larger 
percentage of the school’s population in secondary schools is 
indicated by the increase from 4 per cent of this group en- 
rolled in high school in 1905 to 17 per cent in 1928. 


An increase of 400 per cent in the enrollment in colored 
high schools indicates a tendency to make greater provisions 
for secondary education for the colored population. 

In 1928 of the 129 junior high schools reported 70 were 
of the two-year type, but in 1928 of the 333 junior high schools 
reported only 27 were of the two-year type, 234 the three- 
year type, and 62 were reported as four-year organizations. 

. -The number of state accredited schools in 1930 was 6,218, 
approximately three and one-half times as many as in 1900, 
while the’ number accredited by the regional accrediting 
agences increased from 70 in 1900 to 1,276 in 1930. 

As previously noted, the number of pupils taught and the 
number of teachers increased by 7 and 8 respectively between 
1905 and 1928 indicating a trend of fewer pupils per teacher. 


Indications of Improvement: Data given as indications 
of growth and indications of trends also indicate improve- 
ments. In addition to the improvements shown above these 
are also shown by the study: 

Considering the sixteen states as a whole 2 per cent of 
the whole school population graduated in 1928 whereas .only 
one-third of one per cent graduated in 1905. 

The organization of the high schools into administrative 
types more adaptable to the needs of the pupils and the com- 
munities, namely the junior high school, the senior high school, 





98 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


and the addition of the junior college, shows a distinct im- 
provement over the conventional four-year high school uni- 
versally reported at the beginning of the century. 


Secondary schools function better when their enrollment 
does not necessitate few teachers and a scant offering of sub- 
ject matter. The increase in the average size of the second- 
ary schools of the South indicates a possibility of improve- 
ment by greater specialization of the teachers and a wider 
curricular offering in the individual school. 


The greater growth of public secondary schools as com- 
pared to the private schools points to the greater improvement 
of the public schools. 

In 1905 no southern state showed a per capita school cost 
equal to that of the nation. The average per capita costs of 
the southern states in 1905 was $11.78 and that for the nation 
was $25.40. In 1928, Florida spent more for education than 
the average per capita cost of the nation, which was $105.80. 
Between 1905 and 1928, while the nation as a whole was in- 
creasing per capita costs from $25.40 to $105.80 the southern 
states increased their per capita costs from $11.78 to $61.62. 
The ratio of increase for the South is to the ratio of increase 
for the United States as 5 is to 4, indicating that the South 
is increasing’ its expenditure for education more rapidly than 
the nation as a whole. This continuous increase in expendi- 
ture predicts the possibilities of improvement and leadership 
for education in the South. 


42. Brooks, Burrow Penn. “Ability of High School Seniors to 
Recognize Causes of Teacher Failure.” August, 1982. 


Pp. 65. 


The Problem. To determine, if possible, whether or not 
high school seniors can be relied upon to give accurate and 
dependable judgment of teacher failure. 


Limitations of the Study. The data gathered were con- 
fined entirely to the state of Mississippi. The term teacher 
failune was limited to lack of promotion after several years of 
teaching or failure to be re-elected to present position if they 
so desired. 





~ 


ABSTRACTS.OF PEABODY TEACHERS COLLEGE THESES 99 


Source of Data. Analysis of twenty-four studies on 
teacher failures representing the rating of 718 teachers and 
14,499 pupils. A list of the chief causes of teacher failure 
secured from 992 high school seniors in 42 high schools of 
Mississippi. Check lists made from the above list were sub- 
mitted to 653 college freshmen in 20 institutions representing 
every type. The same check list was also submitted to 407 
regular teachers from 25 schools representing all types. 
Finally the check list was sent to 108 administrators who like- 
wise check it. Twenty-one hundred and sixty persons in all 
contributed to the investigation. 

Techniques used in the Study. ‘ihe data collected from 
the above sources were compared and co-efficients of correla- 
tion between them were computed. In like manner data col- 
lected from an analysis of 24 previous studies of a similar 
nature were compared with the findings of this investigation. 


Findings and Conclusions. The fifteen items most fre- 
quently mentioned by 992 high school seniors as causes of 
teacher failure in Mississippi were: poor discipline, partiality, 
quick temper, poor explanation, lack of sympathy, indifference, 
lack of knowledge of subject matter, poor presentation, laxity 
in requirements, lack of personality, bad humor, ridicule or 
sarcasm, lack of unity in class discussion, unreasonableness, 
too much interest in own pleasure. 

Correlations among the four agencies, namely, high school 
seniors, college freshmen, regular teachers and administrators 
that listed causes of teacher failure on the check list were 
computed by the Spearman Rank Method. They were as 
follows: 


High school seniors and college freshmen............... 5887 11 
High school seniors and regular teachers................ A87* 118 
High school seniors and administrators.................... 464+ 14 
College freshmen and regular teachers.................... .697* .08 
College freshmen and administrators .600* .09 
Regular teachers and administrators....................-..- 885+ .05 
High school seniors and all who contributed to the 

24 other studies of a similar nature.................... .925* .015 

It may be concluded that the reliability of high school 
seniors on causes of teacher failure would rank last among the 
four groups studied. High school seniors do not recognize to 
a marked degree the traits that are causes of teacher failure. 











100 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Poor discipline was ranked as the chief cause of teacher 
failure by high school seniors, college freshmen, regular 
teachers and administrators. 







43. Lawton, Samuel Miller. Student Self Help in Certain De- 
nominational Secondary-Schools. June, 1927. Pp. 40. 







Problem. This study was undertaken for the purpose of 
determining the status of student self help in certain second- 
ary schools under-the control of the Southern Baptist Home 
Mission Board. 








Limitations of the Study. In addition to limiting’ the 
study to the secondary schools under the control of the South- 
ern Baptist Home Mission Board, the study was further limited 
to conditions prevailing in those schools in the fall of 1926. 











Sources of Data. All data were secured by questionnaires 
sent to the presidents of the twenty-five Baptist mountain sec- 
ondary schools studied and also to students in these schools. 
More than two-thirds of the enrollment of the schoois filled 
out and returned the student questionnaires. 


Technique used in the Study. The data were assembled 
by tabulation under appropriate headings and after careful 
analysis findings were reported and conclusions drawn. 











Findings and Conclusions. Of the 739 students replying 
to the questionnaire 294, or approximately 40 per cent, worked 
to pay part or all of their school expenses. A wide range of 
work was available and in all, 574 different positions were 
reported, indicating that individual students held several dif- 
ferent positions during the school year. 

No standard of pay was found for students; it varied 
from ten cents an hour for cutting’ wood to two dollars and 
fifty cents an hour for teaching, with a median pay per hour 
of 2214 cents for work offered by the school and 25 cents for 
work offered by the community. 

With the exception of one or two institutions there seemed 
to be no significant difference between the total expenses for 
working and non-working students. The study disclosed that 
of the 294 working students reporting, 16 earned an amount 




















SS. a. ee | ae ee i te 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 101 


equal to or greater than their total expenses for the year and 
97 of them earned 50 per cent or more of their expenses. 


On the whole it was found that working’ students carried 
a slightly greater study load than non-working students, yet 
they maintained higher scholastic standing than non-working 
students, 22.4 per cent of the working students replying failed 
in one or more subject, whereas 39.5 per cent of the non- 
working students replying failed in one or more subject. Fur- 
thermore, of the 294 working students replying, 20 per cent 
took part in contests requiring scholastic ability while of the 
445 non-working students replying only 12.8 per cent took 
part in such contests. The high standing’ of the working stu- 
dents is attested to by the fact that although they constituted 
only 39.7 per cent of the entire number replying to the ques- 
tionnaire, they held 48.8 per cent of all the elective positions 


reported. 








ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 103 


APPENDIX 
Unpublished Masters’ Theses in Secondary Education in 


the George Peabody College for Teachers Library, not included 
in the Abstracts of this bulletin. 


PART I. 


STUDIES DEALING WITH THE ADMINISTRATION AND SUPER- 


VISION OF SECONDARY SCHOOLS 


Bennett, Claude. A Comparative Study of Negro High School 
Education in the States of Mississippi and Kentucky. June, 1926. 
Brandon, Frederick Ryan. Some Cases of Co-operative Community 
School Building, August, 1927. 

Brooks, Charles Weathersby Moorman. A Study of the Agri- 
cultural High Schools of Mississippi. August, 1926. 

Dorsey, George Prentiss. The Small High School in Mississippi. 
June, 1930. 

Falls, J. D. City Public High Schools in Kentucky. 1923. 
Gregory, W. C. A Comparative Study of the White County High 
Schools and Graded High Schools of Kentucky. 1924. 

Grise, F. C. Comparative Study of Certain High Schools of Ten- 


“nessee. 1917. 


Henlin, John Paul. Status of the Private Secondary Schools of 
Alabama. 1929. 

Kyle, Zelma Talmage. The Effect of Re-organization of Second- 
ary Education in Virginia. August, 1930. 

Manier, D. L. The Status of Publicity in Tennessee High Schools. 
1926. 

Phillips, Carey William. Comparison of State and Southern 
Accredited High Schools in Alabama. August, 1930. 

Ratcliffe, Orris Earle. Comparison of C-grade and A-grade County 
High Schools in Tennessee. August, 1930. 

Stone, George Edward. Status of the County High School in 
Tennessee. 1921. 


PART II. 


STUDIES DEALING WITH THE STATUS AND TRAINING OF 


14. 


15. 


16. 


17. 


18. 


TEACHERS IN SECONDARY SCHOOLS 


Blair, Stephen Henry. The Teacher’s Load in the Hattiesburg, 
Mississippi, Junior High School. August, 1931. 

Duncan, Harlan Lester. A Comparison of Junior and Senior High 
School Teachers of West Virginia. August, 1927. 

Carrett, L. V. Study of Four Hundred Twenty-six Tennessee 
County High School Teachers. 1917. 

Hyatt, O. W. Teacher Training in the Alabama High Schools. 
1919. 

McCormick, Luther Bartlett. Salaries of High School Teachers 
in South Carolina in 1926-1927. 1919. 





104 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Stanford, Sue Shephard. State Regulations Governing Teachers 


of High Schools. 1927. 
Turner, R. C. The Status of High School Mathematics Teachers 


in Kentucky. August, 1932. 
Woodring, M. N. Proposed Plan for the Training of Secondary 


School Teachers. 1918. 


PART III. 


STUDIES DEALING WITH THE EXTRA-CURRICULUM ACTIVI- 


22. 


23. 


26. 


27. 


28. 


29. 


30. 


31. 


82. 


33. 


34. 


TIES OF THE SECONDARY SCHOOL 


Allison, Annie Claybrooks. Recording System of Deans in Second- 
ary Schools for Girls. August, 1929. : 
Bowling, Albert. School Publications of Eight Daily Newspapers 
of Tennessee. August, 1926. 

Elsea, Albert Felix. Student Participation in School Government 
in Missouri High Schools. June, 1923. J 

Sherman S. Howard. Status of Extra-Curricular Activities in 
Accredited High Schools of Alabama. 1929. 


PART IV. 
STUDIES DEALING WITH CURRICULAR PROBLEMS OF THE SEC- 


ONDARY SCHOOL 


Carter, Grace Mildred. The Popularity of Secondary School Sub- 


jects. August, 1927. 

Graham, J. F. Combinations of Subjects Taught by the Georgia 
High School Teachers. 1929. 

Jenkins, Frank C. State Prescribed Courses of Study in Southern 


High Schools. 1924. 
Key, E. L. Entrance Requirements of North Carolina Colleges 


and State High School Courses of Study. 1926. 
Reeves, S. N. An Annotated Bibliography of the Secondary School 


Curriculum. 1929. 
Roemer, J. Curriculum of the University of Nashville and its 


Response to Social Demands. 19138. 

Romine, William Rose. An Appraisal of Courses of Study for 
Secondary Schools. August, 1930. 

tewart, S. S. Statutory Curriculum Requirements for High 


Schools. 1923. 
Wiley, W. M. Combinations of Subjects Taught by Tennessee 


High Schools. 


PART V. 


STUDIES DEALING WITH TESTS AND MEASUREMENTS IN THE 


35. 


SECONDARY SCHOOL 


Jennings, Doris. Comparative Study of I. Q. and Actual Achieve- 
ment of High School Students. 1924. 





ABSTRACT OF PEABODY TEACHERS COLLEGE THESES 105 


Pearson, John S. A Study of the Orleans Geometry Prognosis 
Test. August, 1932. 

Walston, Amelia Watkins. Analysis of Marks and Intelligence 
Scores of 408 Pupils. August, 1930. 


PART VI. 


STUDIES DEALING WITH GENERAL METHODS OF INSTRUCTION 
AND CLASS-ROOM SUPERVISION IN THE SECONDARY SCHOOL 


88. Caldrell, Leander Cox. The Relation of Pupil Activity to Achieve- 
ment, June, 1925. 

39. Davis, Lide L. How the Development of a Local Industry—the 
Cherry River Boom and Lumber Company—Aids the Teacher in 
Presenting Subject Matter in Concrete Form. August, 1921. 
Dial, Henry Franklin. Comparative Results of Traditional Type 
Recitation and the Contract Plan. June, 1931. 

Matthews, William Lewis. Supervising the High School Recita- 
tion by Lesson Analysis. 1927. 

Meadows, J. C. Investigation of Supervised Study in Certain 
Classes of the Junior and Senior High Schools of Columbus, Mis- 
sissippi. 1921. 


PART VII. 
STUDIES DEALING WITH SPECIAL METHODS IN THE VARIOUS 


SUBJECT-MATTER FIELDS OF THE SECONDARY SCHOOL 


A—ENGLISH 
43. Grasty, Isabel. Suggestions of Character Analysis by Physical 
Signs in English Classics. August, 1928. 
44, Johnson, Ela. Contemporary Literature on the Production of 
Plays in High School. June, 1932. 
45. Montgomery, Neva Wetzel. Study Helps in Literary Textbooks 


for Junior High Schools. 1929. 
46. Scruggs, Mary. A Study of the Hudelson Typical Composition 


Ability Scale. June, 1930. 
47. Taylor, Henry Clay. A Study of a Suggestive Method to improve 


Outside Reading. 1929. 
B—MODERN LANGUAGES 
Beadle, Paul. Achievement Tests in Elementary French. August, 


1932. 
Gilbert, Pauline. Extent of Activé-Passive French Vocabularies 


in Florida High Schools. June, 1932. 
Green, Bessie L. Extent of Active-Passive Spanish Vocabularies 


in Florida High Schools. June, 1932. 
Hernandez, Jose De. Laboratory Exercises for Essentials of 


Spanish. August, 1932. 
Holland, Hazel A. A Gradation of Six French Tests. August, 


1932. 
Sims, C. C. A Diagnostic Latin Test for First and Second Year 


Pupils. 1922. 





106 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


C—MATHEMATICS 
Anderson, S. A. Some Factors Influencing Success in Plane 
Geometry. August, 1932. 
Blair, Robert Virgil. Problem Method in Teaching Geometry. 
August, 1917. 
Bowman, M. P. A Study of Verbal Problem Solving in Algebra. 
August, 1932. 
Conoly, Mary McLean. Study of Some Difficulties in High School 
Algebra. August, 1924. 
Cox, Willa Claire. What the State Universities are Requiring in 
Mathematics for Admission in Their Various Schools and Colleges. 
June, 1924. 
Hankins, Carl. Individual Versus Group Instruction in Ninth’ 
Grade Algebra. August, 1932. . 
Lanier, A. C. Mathematical Pre-requisites and Important Items 
of Solid Geometry. August, 1932. 
Mcwvonnough, H. BK. Development of Mathematics in the Sec- 
ondary schools of the United States. August, 1932. 
jucuill, Clair C. kxamination Practices with Keierence to Ninth 
Grade Algebra. August, 1932. 
lmoncrief, Ruth. A ‘Tentative Course of Study in Junior High 
Scnool Mathematics. August, 1952. 
Ricks, Margaret. Investigation of Race Difference in the De- 
velopment of a Stanaard ‘lest in Algebra. 1916. 
Shelton, Sam W. The Mathematicai Pre-requisites of Plane Trigo- 
nometry. August, 1932. 
Shuler, Eucebia. A Proposed Means of Teaching First Year 
Algebra in the Secondary Schools. 1924. 
Sowry, Mary Elizabeth. General Mathematics for the High 
School. 1926. 
Steen, Kobert E. Measuring the Attainment of Seventh Grade 
Mathematics Objectives in Jackson. August, 1932. 
Terry, Dell. Analysis of Some Plane Geometry Textbooks. 
August, 1932. 
Whiteside, Stella. A Study of Prediction in First Year Algebra 
Through Standardized Tests. 1927. 
Yarborough, W. H. Proposed Plan for the Teaching of Mathe- 
matics in Secondary Schools. 1923. . 


D—SOCIAL STUDIES 


Bane, Charles, Lafayette. Organization of Material for Teaching 
History in Secondary Schools. Illustration: The Development of 
the American Foreign Policy. August, 1920. 

Birdwell, A. W. Adaptation of History Material to the Problem 
Method of Presentation. August, 1916. 

Crawford, Mary Ann. Parallel Readings Listed in Junior High 
School Textbooks. August, 1932. 

Davis, Alta. Parallel Readings Listed in Junior High School 
Textbooks. June, 1932. : : 





ABSTRACT OF PEABODY TEACHERS COLLEGE THESES 107 


Duck, Edward Walker. A Course of Study for United States 
History. June, 1931. 

Hardy, Rosa Marion. Preparation of Teachers of the Social 
Studies in Arkansas High Schools. 1929. 

Hubbell, Julia B. Suggested Plan for the Reorganization of 
Historical Material in Secondary Schools. 1922. ; 
Jones, R. C. A Comparison of Grades Assigned to American His- 
tory Test Papers. 

Kilby, B. R. Relationships Between High School and College 
History. August, 1932. 

Robbins, B. S. Teaching High School History with Special Ref- 
erence to European History. 1924. 

Smith, Edgar K. Treatment of Civil War in Junior High School 
History Texts. August, 1932. 

Southerland, B. L. Collateral Reading Lists in Senior High 
School History Textbooks. August, 1932. 

Swank, Mary Ivy. A Suggested Plan for Teaching seri: June, 
1932. 

Walker, Percy. The Treatment of Tariff in Junior ‘High School 
Textbooks. June, 1932. 

Wilson, John James. Courses for Schools Failing to Secure Social 
Science Credits in Texas. 1926. — 


E—SCIENCE 
Adams, Homer. Experiment on Determining the Value of a 
Notebook in General Science. August, 1932. 
Brown, Helen Marie. Quantitative Analysis of Material and 
Illustrations in General Science. August, 1925. 
Dunn, William Wallace. Efficiency of Instruction in High School 
Science as Measured by College Standards. August, 1916. 
Dykes, Coy M. Comparison of Results of Two Methods of Pre- 
senting Laboratory Work. August, 1932. : 
Miller, Donald Wilson. Project vs. Topic Discussion Method for 
Practical Applications of Physics. 1926. 
Oliphant, Thomas A. The Teaching of General Science in the 
Secondary Schools. 1925. * 
Reese, Charles David. Objectives of High School Biology. 
August, 1931. 

F—LATIN 

Bryson, Luther Leslie. A Comparison of the Teaching of Latin 
Composition in Mississippi with Accepted Standards. August, 
1927.. 
Sims, C. C. A Diagnostic Latin Test for First and Second Year 
Pupils. 1922. 


PART VIII. 


STUDIES DEALING WITH: PROBLEMS RELATING TO = JUNIOR 
' HIGH SCHOOL 


96. Beasley, William. Unit Costs in Little Rock Junior High School. 
August, 1932. 





108 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


97. Hamon, Ray L. Florida Junior High School Manual. 1925. 
98. Johnston, Asbury. A Proposed Junior High School Curriculum for 
the State of Kentucky. 1927. 
99. West, Joseph Henry. The Junior High School in the Southern As- 
: sociation. August, 1931. 
100. Zimmerman, John Wendell. The Junior High School Training 
School of the Teachers College. 


PART IX. 


STUDIES DEALING WITH ELIMINATION AND FAILURES IN THE 
SECONDARY SCHOOL. 


101. Ashcraft, Arthur Lee. Expectations of High School Beys and 
Girls as Revealed by Their Own Plans and the Careers of Their 
Older Brothers and Sisters. June, 1915. 

Calvin, James Marion. Certain Implications of the History of the 
Class of 1916 of the High School of Princeton, Kentucky. August, 
1916. 

Deen, William George. Causes of Elimination and the Probable 
School Life of the Seventh Grade Pupils of bas B. Hill School, 
Memphis, Tennessee. August, 1918. 

Kyle, Roy Everett. A Case Study of Failures in High School. 
August, 1931. 

Morton, Walter P. An Analysis of Moore County, North Caro- 


lina, High School Eliminations. 1929. 
Roland, Henry Isaac. A Study of Failures in Shelby County, Ten- 


nessee. August, 1930. 


PART X. 


STUDIES DEALING WITH THE HISTORY OF SECONDARY EDU- 
CATION 
107. Anderson, Hugh Edgar. A History of Public Secondary Education 


in West Virginia. June, 1929. 
108. Callaway, Iris. A Study of the Development of Secondary Edu- 


cation in Georgia. August, 1925. 
109. Middlebrook, J. E. A History of the Academy in Tennessee. 1923. 
110. Stoddard, J. A. Backgrounds of Secondary Education in South 


Carolina. 1924. 


PART XI. 


STUDIES DEALING WITH THE POPULATION OF THE SECOND- 
AR SCHOOL. 
111. Newton, Isaac Alton. The Selective Character of Secondary Edu- 
cation in Hinds County, Mississippi. August, 1931. 
Yates, Cove Lee. The Selective Character of Secondary Education 
in Southeast Missouri. 1926. 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 109 


PART XII. 


STUDIES DEALING WITH FOREIGN SCHOOL SYSTEMS OF SEC- 
ONDARY SCHOOL LEVEL. 2 


113. Hansell, S. G. Problems of Secondary Education of Women in 
Japan. 1918. 

114, Olive, Lucius Bunyan. Government Control of Christian Schools 
in China. 1927. 


PART XIII. 


STUDIES DEALING WITH CHARACTER EDUCATION IN THE SEC- 
ONDARY SCHOOL 


115. Evans, Wm. K. Character Rating in Public High Schools of Ten- 
nessee. June, 19382. 

116. Woodson, W. I. A Test of Moral Judgments Among College Stu- 
dents and Rural Teachers. 1923. 


PART XIV. 


STUDIES DEALING WITH CERTAIN PHASES OF VOCATIONAL 
EDUCATION IN THE SECONDARY SCHOOL 


117. Armstrong, Rena K. Use of the Home Project in the Home-Mak- 
ing Course for Vocational High Schools. June, 1920. 

118. Lander, C. H. Possibilities of Vocational Education in Tennessee. 
1917. 

119. Mobley, Clyde Elizabeth. A Study of the Development of Home 
Economics in Sunday School. 1927. 

120. Shelby, Helen. The Teaching of Textiles in the Secondary Schools 
of Southern States. 1922. 

121. Turner, G. H. Manual Training in Tennessee High Schools. 1924. 

122. Youree, Alline. Status of Vocational Home Economics in Certain 

, Southern States. August, 1932. 


PART XV. 


STUDIES DEALING WITH SURVEY TYPES OF WORK IN THE 
SECONDARY SCHOOL 


123. Bell, William Cecelius. Brief Study of the Gallatin High School. 
August, 1916. 

124. Bishop, John Masby. Accredited Versus Non-Accredited High 
Schools in Virginia. August, 1931. 

125. Collins, Earl Augustus. Survey of Township and Community High 
Schools of Illinois. June, 1925. 

126. Crawford, Georgene. The Rural High Schools of Henderson Coun- 
ty, Kentucky. August, 1932. 

127. Jones, H. W. The Status of the High School Principal in Okla- 
homa. August, 1932. 





110 
128. 
129. 
130. 


131. 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Larabee, Lucy. Survey of Commercial Education in Tennessee Ap- 
proved High Schools 1926-1931. August, 1932. 

Middleton, G. H. A Study of White Public Secondary Education 
in Louisiana. 1924. 

Miller, John. An Educational Survey of the Secondary Schools, 
Lake County, Florida. 1928. 

Wood, Rolla F. Survey of the Four Year High Schools of Missouri. 


PART XVI. 


STUDIES DEALING WITH SOME MISCELLANEOUS PHASES OF 


132. 


138. 


THE SECONDARY SCHOOL 


Bevill, Corrinne. Status of Accrediting Music Instruction in Sec- 
ondary Schools of Arkansas. June, 1929. 

DeGraw, Bessis. High School Department of the Nashville Agri- 
cultural and Normal Institute. August, 1932. 

Mastin, R. G. Athletic Injuries. August, 1932. : 
Monroe, Albert Loomis. Survey of Masters’ Theses in Secondary 
Education. August, 1931. ; 

Rowland, W. T. What Civic Organizations Have Done and Are 


Doing for Boys. 1921. 
Shock, Lillian I. Demand Made on George Peabody College for 


Its Product. 1920. 

Stearns, Ben. S. How May the Parent Teachers Association Aid 
Public School Education? 1926. 

Windrow, John Edwin. Teacher Holding Power of Tennessee High 
Schools. 


PART XVII. 


STUDIES DEALING WITH THE PUBLIC JUNIOR COLLEGE 
140. Gillenwater, Lester N. The Mortality of the Junior College in the 


141. 


Southern States. August, 1932. 
Simmons, I. F. The Public Junior College. 1924. 





naee<a mm aA an eo mie tet me 


(72) 


<= 


ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 111 


DEPARTMENT MATTERS 


National Honor Society 


Over ten years ago the Department of Secondary-Schooi 
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 one thousand chapters 
and these are in the best high schools in the country. The four 
objectives of the society are: to create an enthusiasm for 
scholarship, to stimulate a desire to render service, to promote 
worthy leadership, and to encourage the development of char- 
acter. Every high-school principal who has a chapter is enthu- 
siastic over the productive results of this organization in his 
school. 

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





Emblem, National Honor Society 


The 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 
10k Charm $2.20 10k Pin $1.75 
Gold Filled Pin 


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. 





112 


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 socie- 
ties seem to have largely a commercial 
objective, and plan to exploit scholarship 
for financial ends. Members of our de- 
partment are warned to beware of any 
tlan 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 
Priacipals recommends only the Nation- 
ai Honor Society and the National Jun- 
ior Honor Society. 











te oo . SS ao a oe 


= -—- 
























ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 113 


The National Junior Honor Society 


The National Junior Honor Society is patterned very 
closely after the Senior Honor Society. The Junior Society is 
designed for ninth and tenth grades in four year high schools, 
and for eighth, ninth, and tenth grades in junior high schools. 
This organization is now a going concern, and already there 
are a number of chapters, both in senior high schools and jun- 
ior high schools. The national constitution, the model consti- 
tution, and booklet of information as well as | the application 
blank will be sent on request. 


Direct all applications to: 


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





Emblem, National Junior Honor Society 
The emblem is made in two grades; ten karat gold and 


gold filled. All pins have safety catch. The prices are as fol- 
lows: 


Ten Karat Pin,........................-.0--2+- $1.50 
Gold Filled Pin,.............. 


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. 





‘SEALS AND MEMBERSHIP CARDS 


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


ber. 




















114. DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


The price of the cards is five cents apiece. 


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. 


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 wal- 
nut 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. 


National Honor Membership Certificates 


In response to repeated demands, the Department of Sec- 
ondary-School Principals has prepared membership certifi- 
cates 814x11 for members of the National Honor Society. 
These certificates are lithographed on artificial parchment 
with the die of a facsimile of the emblem stamped in gold. They 
sell for ten cents apiece postpaid. Direct orders to H. V. 
Church, 3129 Wenonah Avenue, Rerwyn, Illinois. 





ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 115 


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


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, Su- 
pervised Student Activities, Supervised Study, Measurement 
Tests, Credit for Quality, and Reiations 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, Morai 
Education, Character Education, the Principal’s Duties and in- 
telligence Tests, (69 pp.) $2.00 








Sixth Yearbook,—(out of print)— 


Seventh Yearbook, 1923, Cleveland. 
Papers on Guidance, Rating of Pupils, Moral Training, 
Sex-Social Training, Finances (2) *, Curricula (4), Social Life, 


*Figures show number of papers, 





116 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


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 Cellege: 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.)............ 


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.) -.............--c--ecececeeecenceeeneeeeeees $2.00 


Bulletin No. 12, May, 1926. 
Abstracts of Books and Magazine articles on Administra- 


tion and Supervision. List of, and Rituals of Induction to 
Chapters of the National Honor Society. (46 pp.)............ $.25 


Bulletin No. 13, October, 1926. 
Abstracts of Books and of Magazine articles on Adminis- 


tration and Supervision. (20 pp.).... ab $.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 











ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 117 


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 Jun- 
ior College, Improving Teachers in Service, Pupils of limited 
Ability, and Tests. (251 pp.) -.....2......---2..22:cceeecceccceceeeeeeeeeeees $2.00 


Bulletin No. 16, April, 1927. 
Directory of Members. (106 pp.) .---$.2D 


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 


Bulletin No. 21, April, 1928. 
Abstracts of Books and of Magazine Articles on Adminis- 


tration and Supervision. (31 pp.) ..................---::-----0---00+00 $.25 


Bulletin No. 22, May, 1928. 
Abstracts of Books and of Magazine Articles on Adminis- 


tration and Supervision. (24 pp.) $.25 


Bulletin No. 28, October, 1928. 
Abstracts of Books and of Magazine Articles on Adminis- 
tration and Supervision. (16 pp.) ....................0...cccsecseeeeeee $.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 p.)....... $1.00 


Bulletin No. 25, Proceedings of the Cleveland (1929) Meeting. 
Papers on Supervision (7), Curriculum, Articulation, 
































118 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS. 


Training Pupils to Study (2), Selection, Guidance, Use of the 
plant, Commercial Education, and Surplusage of Teachers. 
Junion High School: Schools of Ohio, Schedule Planning, Char- 
acter Training, Teacher Training, Individual Differences, 
Electives, Short Unit Courses, Vocational Training, and Ob- 
ligations of Junior to Senior High School. Junior College: 
Function of, Criteria for, Relation to University, Present 
Status, Service to Community, Orientation Program, Dupli- 


cation of Courses, and Future of Junior Colleges (pp. 389) 
$2.00 





Bulletin No. 26, April, 1929. ; 
Abstracts of Books and of Magazine Articles on Adminis- 
tration and Supervision. Constitution of National Junior 


Honor Society. (pp. 35).... $.25 





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


Bulletin No. 28, October, 1929. 
Abstracts of Books and of Magazine Articles on Adminis- 


tration and Supervision. (pp. 28) .-§.25 
Bulletin No. 29, January, 1930. 

Reports on Studies in Class Size and on Failures. Biblio- 
graphy on Relative Efficiency of Classes of Different Sizes. 
(pp. 44) .... $.25 
Bulletin No. 30, Proceedings of the Atlantic City (1930) Meet- 
ing. 

Papers on Curriculum, Guidance, Technical Courses, 
Graduation, Finances (4), Standards and Future of High 
Schools. Junior High School: Finances, Reading and Articula- 
tion. (4). Junior College: A State Institution (2), Standards, 
Articulation, Terminal Courses, Four-Year Junior College, in 
California, Curriculum, and Teacher load. Reports of Depart- 
ment Committee on Investigation of Secondary Education. 
(pp. 301) $2.00 
Bulletin No. 31, April, 19380. 

History and Organization of the National Honor Society. 
(pp. 26) $.25 


Bulletin No. 32, May, 19380. 
Diploma Practices in Secondary Schools. (pp. 31) ....$.25 




















ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 119 


Bulletin No. 33, October, 1930. 

Abstracts of Books and of, Magazine articles on Adminis- 
tration and Supervision.: Also a Directory of Members. (pp. 
91) 
Bulletin No. 34, January, 1931. 

Abstracts of Unpublished Masters’ Theses in the Field of 
Secondary-School Administration, University of Southern Cal- 
ifornia. (116 pp.) $.50 
Bulletin No. 35, Proceedings of the Detrpit (1931) Meeting. 

Papers on Philisophy 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). 

$2.00 














Bulletin No. 36, April, 1931. 

Abstracts of Unpublished Masters’ Theses in the Field of 
Secondary-School Administration, University of Southern 
California, concluded. (pp. 68) ..........-..-....------:0---:ceeseeeeees $.50 


Bulletin No. 37, May, 1931. 
A Study of the Influence of Departmental Specialization 


on the Professional Attitudes of High-School Teachers To- 
ward Certain Administrative Problems. (pp. 70)............ $.50 


Bulletin No. 38, October, 1931. 
Secondary-School Administration poereeeren and Di- 


I TN I ssn shstietacconicasriaontldncthenstipiphdasiandstuinsciaieesadepbcaie $.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. 
Papers on National Survey of Secondary Education (7) : 
(a) Organization of Survey (1); (b) Guidance (2); (c) Ex- 
tra-curriculum Activities (1); (d) Organization of Junior 
High Schools (2) ; (e) Curriculum of High Schools (1). Phi- 











120 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPAiL> 


losophy of Secondary Education (1) ; Study Habits of Pupils 
(1) ; Class Size (1); Teachers’ Salaries (1); Pupil Adjust- 
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). (pp. 330) i $2.00 


Bulletin No. 41, April, 1932. 
Secondary-School Administration Abstracts................ $.50 


Bulletin No. 42, May, 1932. 
Fourth Handbook of National Honor Society and Na- 


tional Junior Honor Society.... $1.00 


Bulletin No. 43, December, 1932. 
Abstracts of Unpublished Masters’ Theses in the Field of 


Secondary-School Administration, Peabody Teachers Col- 
‘ : $.50 











UNIFORM CERTIFICATES 


The Department of Secondary-School Principals has been 
distributing uniform certificates of recommendation for over 
ten years. At first they were sent out free to the members of 
the Department, but the demand for the certificates became so 
great that the printing and mailing charges became a burden 
to the treasury. Therefore, a change was 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 200 300 400 500 1000 

$1.55 $2.25 $2.85 $3.45 

1.55 2.25 2.90 3.50 

1.60 2.30 2.95 3.60 

1.60 2.35 3.10 3.80 

1.70 2.40 3.15 3.90 

zg 1.75 2.50 3.20 4.00 

7th zone J 1.75 2.60 3.30 4.15 

8th zone ~----_-__--_ 1.00 1.80 2.65 8.55 4.30 


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


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





= NS CUwS  S  Oe eee e” 


ABSTRACTS OF PEABODY TEACHERS COLLEGE THFSES 121 


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 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 schoois. 

When the guidance information called for in the lower 
right hand corner seems to be of a changeable nature, as would 
often be true of such items as “Vocational Preference,” it is 
suggested that it be written in pencil so that it can be erased 
and changed when necessary. 

The schedule of prices, postpaid, follows: 
100 200 500 
--$1.40 $2.70 $4.90 
2.75 5.00 
ate mah otic lees 1.50 2.80 5.10 
: prs, Nae - 1.55 2.85 ~ 5.20 
1.60 2.90: 5.35 
1.65 3.00 5.50 
1.70 3.10 5.65 
The cards will be shipped on receipt of price, or C. O. D. 


Direct orders to H. V. CHURCH, 3129 Wenonah Avenue, Berwyn, Illinois. 

















GROUP LIFE INSURANCE 


The Department offers to its members life insurance in its 
most inexpensive form. The salient features of the plan are: 
1. Low premium. The premium is ten dollars a year a 
thousand for those insured for $3,000. See table below 

for rates for those over forty-five years of age. 


2. No medical examination (with exceptions). 


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


4. Conversion privilege. When an insured member leaves 
the profession to enter another professional or. eco- 











122 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 





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. 

5. Age limit is sixty-five years. 

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

7. Current protection. There are no savings, 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. 

9. Amounts offered: 
$3,000 for all ages from 21 to 45 (nearest birthday) in- 
clusive. $1,500 for all ages from 46 to 65 (nearest 
birthday) inclusive. 


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






















63_.--------- 38.40 
64__......... 41.50 
















‘ 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 
in the back of this bulletin and send it to H. V. Church, 3129 
Wenonah Avenue, Berwyn, Illinois. 

The members of the Department who own motor cars 
may now procure complete, sound automobile insurance. pro- 
tection with efficient nationwide service at annual savings of 
25% off the usual cost of such coverage through the Lumber- 
mens Mutual Casualty Company of Chicago. 

The “L-M-C”, as the Lumbermens Mutual Casualty Com- 
pany is familiarly known, has been thoroughly investigated 






















Om tet ah tte Sut 


la) Q.t 8 





OO OO OS a ee ee 


ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 123 


by this Department and the following facts concerning it have 
been fully verified: 


1. Organization and Financial Strength 

Founded in 1912, “L-M-C” has in twenty years advanced 
to a place among the three largest mutual casua'ty companies 
in the ccuntry. It has cash assets over $15,500,000, net cash 
surplus exceeding $2,200,000 and its annual volume of busi- 
ness exceeds $14,300,000. The company ranks fourth among 
all classes of carriers in automobile casualty insurance writ- 
ings and leads all mutual companies in this field, ranking as 
the “World’s Greatest Automobile Mutual.” Mr. James S. 
Kemper, recognized as one of the nation’s outstanding insur- 
ance executives, is president and general manager of “L-M-C.” 

“L-M-C” has probably the finest “depression” record of 
any insurance carrier in the country. It increased its annual 
premium income 56%, its assets 52%, and its surplus 45.4%, 
during the past three years. 


2. Loss Payments and Service 

Throughout its entire history “L-M-C” has had an un- 
surpassed record for the prompt, efficient, and fair adjust- 
ment of claims. The company has established and maintained 
a service organization of offices in principal cities and hun- 
dreds of trained claim representatives at other strategic points 
throughout the United States and Canada. From coast to 
coast, the “L-M-C” policyholder is always within easy reach 
of “L-M-C” claim service representative, a factor of great im- 
portance when on a motor trip. 


3. Savings in Cost 

As a mutual company, “L-M-C” has no stockholders for 
whom it must earn profits. The company is owned wholly by 
its policyholders, and the substantial portion of its income re- 
maining after payment of losses and expenses and the creation 
of liberal reserves is returned to them in dividends, thus 
effecting substantial annual savings in insurance cost. The 
saving made on automobile insurance has never been less than 
25% of the annual premium. During 1931 the total of divi- 
dend savings to policyholders exceeded $2,500,000 and the 
company has paid for losses and returned to policyholders in 
dividend savings over $60,000,000 since organization. 










124 DEPARTMLN'’: 09F SECONDARY-SCHOOL PRINCIPALS 








See application blank at the back of this bulletin. 


If you will fill the application blank and send it to the 
Executive Secretary, he will, quote the special rate to mem- 
bers. When you receive this quotation, you can then decide 
if you can save money by accepting this special rate. 













FIRE INSURANCE 


A new service, fire insurance, is now open with reduced 
rates to our members. This coverage is with the Central 
Manufacturers’ Mutual Insurance Company. If you are inter- 
ested, fill in the blank at the end of this bulletin and send it 
to the Executive Secretary, H. V. Church, 3129 Wenonah 
Avenue, Berwyn, Illinois. The secretary will be glad to give 
quotations. 











SPECIAL CLUB RATES FOR CONSUMERS’ RESEARCH 


The Department of Secondary-School Principals offers 
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 


24 WEST 25TH 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? 




























ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 125 


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 Aiwa 
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 an- 
nual Handbook of Buying listing by name recommended and 
not-recommended brands of hundreds of different commodi- 
ties, and in periodic Bulletins which supplement the Hand- 
book and 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. 


Mary Arnold, Head of the Consumers’ Co- 
operative Services, New York City. 
Who vouch for its integrity, and esteem it Edith Ayres, Assistant Professor of Eco- 
to be competently administered: nomics, Washington Square College, New 
Grace Abbott, Chief of the Children’s Bu- York University. 


reau, U. S. Dept. of Labor, Washington, Harry Elmer Barnes, historian and sociol- 
D. C. ogist, New York City. : 





COMMITTEE OF SPONSORS OF CON- 
SUMERS’ RESEARCH 


























126 





Otto S. Beyer, consulting engineer, Wash- 
ington, D. C 

H. H. Broach, International President, In- 
ternational Brotherhood of Electrical 
Workers, Washington, D. C. 

Frederic C. Clark, consulting engineer, 
Boston, Mass. 
J. M. Clark, Professor of Economics, 
Columbia University, New York City. 
Agnes De Lima, author and _ educator, 
Palo Alto, Calif. 

John Dewey, author and educator, Presi- 
dent, League for Independent Political 
Action, Professor Emeritus of Philos- 


ophy, Columbia Utniversity, N. Y. City. . 


Paul H. Douglas, Professor of Industrial 
Relations, University of Chicago, Chi- 
cago, Ill. 

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 C ; A iate Professor of 
Education, Western Reserve University, 
Cleveland, Ohio. 

M. H. Hedges, Research Director of the 
International Brotherhood of Electrical 
Workers, Washington, D. C. 

Melville Herskovits, Associate Professor 
of Anthropology, Northwestern Univer- 
sity, Evanston, II. 

William Hodson, Director, Welfare Coun- 
cil of New York City. 

Edward V. Huntington, mathematician ; 
Professor of Mechanics, Harvard Uni- 
versity, Cambridge, Mass. 

Joseph Jastrow, psychologist, N. Y. City. 

Dexter M. Keezer, economist, editorial 
staff, the Baltimore Evening Sun, Balti- 
more, Md. 

Arthur Kellogg, Managing Editor, The 
Survey, New York City. 

Dorothy Kenyon, attorney-at-law, New 
York City. 

Frank H. Knight, Professor of Economics, 
University of Chicago, Chicago, III. 

Harry W. Laidler, Executive Director, 
League for Industrial Democracy; Presi- 
dent, National Bureau of Economic Re- 
search, New York City. 

Abraham Lefkowitz, Vice President of the 
American Federation of Teachers, New 
York City. 

Eduard C. Lindeman, Professor of Social 
Philosophy, New York School of Social 
Work, New York City. 





DEPARTMENT OF _SECONDARY-SCHOOL PRINCIPALS 





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. Mclver, 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, New York City. 
A. J. Muste, Vice President, American 
Federation of Teachers; Chairman of 
Faculty, Brookwood Labor College, Ka- 

tonah, N. Y. 

Harlow S. Person, Managing Director, 
Taylor Society, New York City. 

Sumner H. Slichter, Professor of Eco- 
nomics, Harvard University, Cambridge, 
Mass. 

Norman Thomas, Executive Director, 
Leacue for Industrial Democracy, New 
York City. 

Richard C. Tolman, Professor of Physical 
Chemistry and Mathematical Physics, 
California Institute of Technology, Pasa- 
dena, Calif. 

R. G. Tugwell, Professor of Economics, 
Columbia University, New York City. 
Oswald Garrison, Villard, Editor, The Na- 

tion, New York City. 

Colston E. Warne, Professor of Economics, 
Amherst College, Amherst, Mass. 

W. F. Willcox, Professor of Economics and 
oo Cornell University, Ithaca, 


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. 

J. B. Matthews, Executive Secretary, Fel- 
lowship 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. 








Po: 


Sch 
193. 














ABSTRACTS OF PEABODY TEACHERS COLLEGE THESES 127 


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 appiication blank agreeing 
to keep the information confidental and remits the proper 
amount. 


APPLICATION BLANK 
DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 
NATIONAL EDUCATION ASSOCIATION 


I enclose $2.00, for one year’s subscripton 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 


Givens bho eee tS » 39Ben 
month 
PD i iat nsnte:Finintrntitetnononiosteinloes TERA Or | nchuhdesenncctigpnauies 
family first 
MII inn shih si vescsttins cnet nicesin Sean PAD Ue, |< ciadorecickiadiesbainntiod ™ 
bachelor’s, year master’s, year doctor’s, year 
Position... -..2..--..<:0 biccahaaviesnenidateewiaecpasis | saissecsianin chemise 
first year here title name of institution 
PR A LOT RAL E  E LOTE GEE LR Nd 8” a 


CLUB RATES WITH CONSUMERS’ RESEARCH 
I enclose $3.00 for full subscription to the Department of Secondary- 


School Principals and to Consumers’ Research, Inc., to begin-__________-_ 


Make cheques to H. V. Church. 
USE TYPEWRITER, OR PRINT. DO NOT WRITE.