: BULLETIN’ OF THE. DEPART. - 


MENT OF SECONDARY-SCHOOL: | 


PRINCIPALS OF THE NATIONAL | 
EDUCATION ASSOCIATION 7 


‘ ee Issued. Five Timed a Year 
January, Moet Aprit, ‘Moy, Gnd December. . 


oM AY, 1934. 


"BULLETIN NUMBER 520 


Sa. 


Pl cts by Ete) G 
‘THE DEPARTMENT OF 
_ SECONDARY-SCHOOL PRINCIPALS - 


OF THE NATIONAL EDUCATION ASSOCIATION. 
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‘at/ Chicago, Ilinols, under the Act of August 24, 1912. Acceptance for 

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CONTENTS 


BULLETIN NUMBER 52 


DEPARTMENT OF 
SECONDARY-SCHOOL PRINCIPALS | 
OF THE NATIONAL EDUCATION ASSOCIATION or? 


MAY, 1934 





Officers 
Notice of February (1935) Meeting 

Notice of Forthcoming Directory....... 
Program of February .(1935) Meeting 
Purposes of Tercentenary Celebration... 
Tercentenary Community Programs 
Tercentenary Publicity. Committee Report. 
Tercentenary Commencements...i......--.1. 

Bibliography on Tercentenary Celebration. 
How to Enlist Service’Clubs in the HighSchoot Tereetr 

tenary as") 





























PART II’ 
NATIONAL HONOR SOCIETY 


The Making of National Honor Emblems 
Letters from Chapters 














PART III 
Department. Matters. 
Book Notices 
Publishers 














DEPARTMENT OF 
SECONDARY-SCHOOL PRINCIPALS 
NATIONAL EDUCATION ASSOCIATION 
1934-1935 


OFFICERS 


President: CHARLES FORREST ALLEN 
Supervisor of Secondary Education, Little Rock, Arkansas 


First Vice President: HARRISON C. LYSETH : 
State Supervisor of Secondary Education, Augusta, Maine 


Second Vice President: WILLARD N. VAN SLYCK 
Principal of High School, Topeka, Kansas 


Executive Secretary: H. V. CHURCH 
5835 Kimbark Avenue, Chicago 


EXECUTIVE COMMITTEE 


RosBert B. CLEM 
Principal Shawnee High School, Louisville, Kentucky 


MERTON E. HILL 
Director of Admissions, University of California, 
Berkeley, California 


W. L. NEWTON 
Principal of Rome Free Academy, Rome, New York 


NATIONAL COUNCIL OF THE NATIONAL HONOR SOCIETY 


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


CHARLES FORREST ALLEN 
Supervisor of Secondary Education, Little Rock, Arkansas 


L. W. Brooks 
Principal of Wichita High School North, Wichita, Kansas 


H. V. KEPNER 
Principal of West Side High School, Denver, Colorado 


A. E. MACQUARRIE 
Principal of Washburn High School, Minneapolis, Minnesota 


NEIL D. MATHEWS 
Principal of Lincoln High School, Cleveland, Ohio 


Harry C. McKown 
Gilson, Illinois 


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


ALICE BALL STRUTHERS 
Principal of Thomas Starr King Junior High School, 
Los Angeles, California 


H. V. CHurcu, Secretary 
5835 Kimbark Avenue, Chicago 

























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

Association 


Issued Five Times a Year 


January, March, April, May, and December 








MAY, 1934 








Published under the direction of the 


Department of Secondary-School Principals of the National 
Education Association with the coéperation 
of the Judd Club 


The Judd Club is a group of principals of the high schools 
of the suburbs of Chicago who meet once a month during the 
scholastic year for dinner and the evening with Charles H. 
Judd, Director of the School of Education of the University of 
Chicago. At the meetings administrative problems of the 
secondary school are discussed. 


Members of the Judd Club contributing to this issue: 
Editor-in-chief, W. C. Reavis 





Under-editors 
F. L. Bacon R. C. Puckett 
H. V. Church G. W. Willett 
W. W. Haggard 




















BULLETIN NUMBER 52 
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SECOND SPECIAL NOTICE 


The annual directory of the Department members will is- 
sue soon. If the data opposite your name in the Directory of 
Bulletin 49 is incomplete or incorrect, please send correct ma- 
terial at once to the Department address, 5835 Kimbark Ave- 
nue, Chicago. If you do not have access to Bulletin 49, please 
fill blank below and send it at once. 


Benefits of Membership in the 
DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


1. Five Bulletins (each year) 
2. Reduced rates for: 
(a) Uniform Certificates (transfer blanks) 
(b) Personal Record Cards (for scholastic and personal 
trait records) 
3. Opportunity to members to have in their schools: 
(a) Chapters of Senior Honor Society (for third and 
fourth year pupils) 
(b) Chapters of Junior Honor Society (for grades, eight, 
nine, and ten) 
. Group Life Insurance (at very inexpensive rates) 
. Automobile Insurance (reduction through our dividends 
over manual rates) 
. Fire Insurance (reduction over regular rates because of 
our dividends) 
. Health Insurance. 
. Personal Accident Insurance. 
. Back numbers of the Bulletins of the Department at 50 
per cent off. 
. Magazines at reduced rates. 
DUES, TWO DOLLARS A YEAR. 
Direct all inquiries in regard to the above to H. V. CHURCH, 
5835 Kimbark Avenue, Chicago. 
TEAR OFF AT DOTTED LINE AND MAIL TO 
H. V. CHURCH 
5835 Kimbark Avenue, Chicago 


(Family) 


(Bachelor's, and year) 


Position | 
(Year in which you came) (Title of position) (Name of institution) 


NS i. its diiencicedatiinedecenudane <sauneeleenedee ae 


(Give street and number) (City) (State) 





PROGRAM, DEPARTMENT OF SECONDARY- 
SCHOOL PRINCIPALS 
ATLANTIC CiTy, NEW JERSEY 
February 25, 26, and 27, 1935 


General Chairman, Presiding: Charles F. Allen, President of 
the Department of Secondary-School Principals, and 
Supervisor of Secondary Education, 

Little Rock, Arkansas. 


GENERAL THEME: THE TERCENTENARY CELEBRA- 
TION OF SECONDARY EDUCATION IN AMERICA. 
Tuesday, February 26, 9:30 A. M. 

THEME: SECONDARY EDUCATION IN RETROSPECT. 
Presiding: C. O. Davis, Professor of Secondary Education, 

University of Michigan, Ann Arbor, Michigan. 
1. The First American Secondary School. 
Joseph L. Powers, Head Master, Boston Public Latin 
School, Boston, Massachusetts. 
2. The Philosophies that Have Guided Secondary Education 
in the Past. 
George M. Wylie, Assistant Commissioner, University 
of the State of New York, Albany, New York. 
3. Great Leaders in Secondary Education in the Past. 
William J. Cooper, Professor of Education, George 
Washington University, Washington, D. C. 
4. Three Hundred Years of Education for Girls. 
Mrs. Lucy L. W. Wilson, Principal, South Philadelphia 
High School for Girls, Philadelphia, Pennsylvania. 


Tuesday, February 26, 2:00 P. M. 


(Joint Meeting with the Department of Supervisors and Di- 
rectors of Instruction) 


THEME: THE SECONDARY SCHOOLS AT WORK TO- 
DAY. 
Presiding: Willard N. Van Slyck, Principal of High School, 
Topeka, Kansas, and Second Vice President, Department 
of Secondary-School Principals. 
1. The Unique Characteristics of Secondary Education To- 
day. 
William McAndrew, Editorial Department, School and 
Society, East Setauket, New York. 


5 





THE TERCENTENARY CELEBRATION 


. What the Private Secondary Schools Are Contributing to 
American Life To-day. 
Burton P. Fowler, Head Master, Tower Hill School, 
Wilmington, Delaware. 
. Responsibilities of Public Secondary Education in an Age 
of Leisure. 
R. D. Lindquist, Director of the University School, Ohio 
State University, Columbus, Ohio. 
. Forces that Are Handicapping Secondary Education To- 
day. 
James B. Edmonson, Dean of School of Education, Uni- 
versity of Michigan, Ann Arbor, Michigan. 


Tuesday Evening, February 26, 7:45 P. M. 


(Joint Meeting with the Department of Superintendence) 
THEME: SECONDARY EDUCATION AN ESSENTIAL 
FACTOR IN A NATIONAL DEVELOPMENT PRO- 
GRAM. 


Presiding: Dr. E. E. Oberholtzer, Superintendent of Schools, 
Houston, Texas, and President, Department of 
Superintendence 


. The Historical Development of Secondary Education in 
America. 
Charles H. Judd, Chairman of the Department of Edu- 
cation, University of Chicago, Chicago, Illinois. 


. The Philosophy Which Must Guide Secondary Education 
To-day. 

Thomas H. Briggs, Professor of Secondary Education, 
Teachers College, Columbia University, New York 
City. 

. The Financial Policies Which Must Be Worked Out for 


Secondary Education. 
Sidney B. Hall, State Superintendent of Public Instruc- 


tion, Richmond, Virginia. 
. The Public and the Program of Secondary Education. 
George F. Zook, Director, American Council of Educa- 
tion, Washington, D. C. 





DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Wednesday, February 27, 9:15 A. M. 
(Joint Meeting with the Department of Secondary Education) 


THEME: SPECIAL ASPECTS OF SECONDARY EDUCA- 
TION. 


Presiding: Harrison C. Lyseth, State Supervisor of Secondary 
Education, Augusta, Maine, and First Vice President, 
Department of Secondary-School Principals. 


1. Secondary-School Curriculum Changes During the Past 
Three Hundred Years. 
George S. Counts, Associate Director, International In- 
stitute, Columbia University, New York City. 


2. Changes in Methods of Teaching in Secondary Schools 
During the Past Three Hundred Years. 
Harl R. Douglass, Professor of Secondary Education, 
University of Minnesota, Minneapolis, Minnesota. 


3. Three Hundred Years of Changes in Teacher Training 
for Secondary Schools. 
William Wetzel, Principal Emeritus Central High 
School, Trenton, New Jersey. 


Wednesday, February 27, 12:15 P. M. 
Luncheon 


Presiding: H. P. Miller, Principal of the High School, Atlan- 
tic City, New Jersey. 


1. The School and Democratic Society. 
Elbert K. Fretwell, Professor of Education, Teachers 
College, Columbia University, New York City. 


2. Report on Orientation of Secondary Education. 
Thomas H. Briggs, Teachers College, Columbia Uni- 
versity, New York City. 


3. Election of Officers. 














THE TERCENTENARY CELEBRATION 


THE TERCENTENARY OF SECONDARY 
EDUCATION 


The year 1935 is the tercentenary of the beginning of sec- 
ondary education in America. The reports of the several com- 
mittees appointed to prepare material for the tercentenary 
celebration are not in their final form. However some mate- 
rial is available, and is presented in the following pages. 


TERCENTENARY COMMITTEE DEFINES 
CELEBRATION PURPOSE 


Mobilization is under way throughout the United States 
for the big parade of secondary schools in recognition of their 
300th anniversary in 1934-35. All schools and civic organiza- 
tions are collaborating on ceremonies, orations, pageants, ex- 
hibitions, parades, and other enterprises. Meanwhile the com- 
mittee for the national celebration, representing the Depart- 
ment of Secondary-School Principals of the National Educa- 
tion Association, is busily planning radio programs, a memo- 
rial postage stamp, ceremonies for national conventions, gov- 
ernment proclamations, organization of a national high-school 
band and orchestra, a national high-school fair, and a memo- 
rial motion picture. 

One of the first acts of the Celebration Committee was to 
formulate a set of objectives for the celebration. These are: 
to present to the public the aims and works of secondary edu- 
cation ; to emphasize the necessity of public secondary educa- 
tion to a free democracy ; to acquaint the public with advanced 
developments in secondary instruction ; to improve the chances 
for every boy and girl to benefit from the full potentialities of 
the secondary schools. 

Through the celebration, the secondary schools have ar- 
rived at a golden opportunity to tell taxpayers of their valuable 
work in building careers, in developing social consciousness, 
in building up health, in shaping wild adolescent talents and 
enthusiasms toward individual self-realization, in improving 
personal habits, and in intensifying the potentialities of a 
happy life for 6,000,000 high-school students. 

In these days when talk of dictatorships is rife and the 
suppression of civil liberties is commonplace, even in this land 























DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 9 


where civil liberties are a proud tradition, the responsibility 
of the schools as the guardian of democracy is greater than 
ever. Democracy as a system which determines the best in- 
terests of the masses by free expression of popular opinion, re- 
quires a high average of critical intelligence among the voters. 
It may be that, in the sense described, democracy exists no- 
where in the world to-day; but in the light of the political tra- 
ditions of the United States of America, it is a paramount ob- 
ligation of the secondary schools to build such a democracy. 
The efforts of certain groups, subconscious or deliberate, to 
razee the level of critical intelligence, must be confounded. 


The third point listed among the objectives finds the 
schools more or less on the defensive. The budget brigades 
have harried progressive educators so persistently that the 
very slogan, Fads and Frills, is almost enough to discount in 
the public eye the bravest educational advance. During the 
celebration, secondary education must take stock of its cur- 
riculum activities, of its administrative innovations, and of 
its financial investments. How well does the program of stud- 
ies serve the curriculum and vocational needs of the commu- 
nity? How far does education earn its keep? Does the ad- 
ministration conform to the best American and the best edu- 
cational ideals? The answers to these questions provide the 
perfect counter attack to the taxnayers’ associations. The suc- 
cess of that counter attack will decide whether or not educa- 
tion is to attain the place of social leadership, whether or not 
the secondary schools are to assume the logical réle of equip- 
ving boys and girls for their work in the life of the com- 
munity. The implications of this point, of course, are that 
impoverished communities must be allowed to benefit from 
taxes levied on wealthy communities; that every boy and girl 
may be assured enough freedom from economic stress to allow 
a complete education. With these points for its platform, 
the American high school dedicates itself to a new high in 
civilization. 


















10 THE TERCENTENARY CELEBRATION 


COMMUNITY CELEBRATION PROGRAMS FOR 
HIGH-SCHOOL CENTENARY 

Celebration of the 300th anniversary of secondary edu- 
cation in the United States is to find its most enthusiastic ex- 
pression in the high-school classrooms during the school year 
1934-35. The Celebration Committee of the Department of 
Secondary Schools has prepared a number of plans for local 
celebrations which are already being supplemented by many 
original ideas among the teaching rank and file. Among those 
which have been suggested are: 


Art Classes—Prepare posters and medallions celebrating 
the anniversary and hang them in prominent places in the 
school and in the community. Be sure to send your best 300th 
Anniversary posters to the annual National High-School Art 
Exhibition at Carnegie Institute, Pittsburgh, Pa., in March. 


Composition Classes—Compose a letter of congratulations 
to Mr. J. L. Powers, Head Master of the Boston Latin School, 
the school whose birthday is being celebrated. In addition to 
the formal congratulations, the letter should contain reasons 
for the importance of the occasion. The letter should contain 
not more than 200 words and should be written in ink. Mail 
these letters before March 15, 1935, to the Celebration Com- 
mittee, Room 1306, 155 E. 44th St., New York, N. Y., for de- 
livery to the Boston Latin school in bulk. Arrangements have 
been completed by the Celebration Committee with the Spen- 
cerian Pen Company to award prizes for the best of these let- 
ters received by the Committee. There will be three prizes of 
$25.00, $15.00, and $10.00 and ten honorable mentions each to 
receive Spencerian Fountain Pens. There will be an additional 
first prize of an encyclopedia to be awarded to the school in 
which the student winning first prize is enrolled. 


English Classes—Codéperate with history classes in pre- 
paring a history of your school (see below). Compare diction 
and spelling of early educators with modern usage; trace the 
growth of the study of English Literature. Participate in the 
awards for short stories, poetry, essays and one-act plays as 
the awards this year are to be a part of the Celebration and 
will demonstrate the best creative work being done in the 
American high schools. 

History Classes—Prepare a history of your local high 
school with the codperation of English classes and the assist- 















DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 11 





ance of the editors of your own high-school paper. Plans are 
under way to award prizes to schools preparing the best local 
high-school history. Details will be sent to high-school prin- 
cipals and anniversaries throughout the year 1934-35 by 
means of ceremonies, speeches, and perhaps simple monuments 
such as the planting of trees. Study the U. S. Office of Educa- 
tion survey of secondary education and have students report on 
critical periods in the history of American high schools. 











Drama Classes—Write and act a pageant or a play bear- 
ing on the three century long struggle of the forces of educa- 
tion and enlightenment against the forces of ignorance. Assist 
other classes in dramatizing ceremonies and other observations 
of the anniversary. Prepare and act a radio drama on the 


same order. 











Woodwork Classes—Make a model of the first school or 
the first high school in your community, or prepare models de- 
picting the development of the high-school building from a 
single one-room hut to its present elaborate forms. 








Domestic Science Classes—Prepare luncheons for parents, 
faculty members, service clubs, and other adult members of 
the community, to be accompanied by brief talks relative to 
the celebration. 


Camera Clubs and Moving Picture Appreciation Classes— 
Prepare a moving picture that will be a historical record of 
your present high school. If you think it is feasible, prepare 
a moving picture drama on an educational theme. 


















Science Classes—Compose a list of superstitions and other 
fallacious beliefs which have been shattered by modern science 
and education. Prepare a description of the scientific philoso- 
phy as it affects modern culture. Re-enact one of the old 
science classes, then called natural philosophy, as they were 
conducted in the early part of the nineteenth century. 









Commerce—Prepare an exhibition of old time business 
methods as they were taught in the writing schools with mod- 
ern business methods as practiced in the commerce depart- 
ment. 


Journalism Classes—Reproduce the first issue of the pa- 
per which was prepared in your school. Put out a celebration 


















12 THE TERCENTENARY CELEBRATION 





issue devoted to the history of secondary education in your 
community, using material supplied by the history classes in 
addition to original research by the paper’s staff. Run inter- 
views with earliest graduates. Run reports of all celebration 
activities in the community and in the school. Run features 
throughout the year on the significance of the 300th anniver- 
sary. 


Penmanship Classes—Prepare posters contrasting old 
fashioned writing styles with modern writing styles. 


Music Classes—Rehearse songs which were popular in the 
early schools, and codperate with dramatic clubs in presenta- 
tion of pageants or plays. 


Social Studies Classes—Organize public debates and for- 
ums on Financing the Schools, The Ideal High School, Public 
vs. Private Education, Co-Education, Vocational vs. Cultural 
Education, Religious Education, Education During Ado- 
lescence, Education in Democracy, Education as a Political 
Football. 


Mathematics Classes—Describe the philosophy in mathe- 
matics as it affects the general culture of the secondary-school 
student. 


Industrial Arts—Present exhibitions of objects created in 
industrial and vocational training classes for parents and 
other public visitors. 


General—The school as a whole may observe the celebra- 
tion with assemblies, parades, exhibitions, and demonstrations 
of all kinds. 


In observing the anniversary, teachers should bear in 
mind the objects of the celebration: present to the public the 
aims and works of secondary education; emphasize the neces- 
sity of public secondary education to a free democracy; ac- 
quaint the public with advanced developments in secondary in- 
struction; improve the chances for every boy and girl to bene- 
fit from the full potentialities of the secondary schools. 








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DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 18 


REPORT OF THE ACTIVITIES OF THE 
PUBLICITY COMMITTEE FOR THE 
TERCENTENARY CELEBRATION 


AIM: The general objective of the publicity activities for 
the tercentenary celebration is to promote the cause of univer- 
sal, democratic, public education and all that that implies. 


PROGRAM: It is believed that this objective will be 
served by every device which calls favorable attention to the 
activities of the public high school. We are hopeful of ex- 
ploiting every technique which will influence public opinion 
toward a more nearly complete understanding of the aims and 
works of secondary education. 


The publicity is being divided into two phases: national 
and local. 


It is believed that the celebration will partake of a more 
serious and orderly character if each school embarks upon a 
program of diversified activities for the duration of the year, 
rather than to concentrate all energy and enthusiasm in the 
excitement of a single day or week. It is urged that schools 
orient all their activities which interpret education to the public 
about the tercentenary. 


The national activities are intended to supplement and en- 
courage the ceremonies and observances of local units. Na- 
tional activities and suggestions for local activities are incor- 
porated in the Celebration Handbook.* 


ACTIVITIES NOT MENTIONED IN THE CELEBRA- 
TION HANDBOOK: The national committee has also enlisted 
the support of. the educational systems of forty-three states, 
where state chairmen have consented to ask the Governors to 
make the celebration year official by proclamation and to ap- 
point district chairmen to coérdinate the activities of commu- 
nities where there are possibilities of codperation between sev- 
eral schools. At the same time every high-school principal 
has been asked by letter to serve ex officio as chairman of the 
local celebration. ; 

The N. E. A. exhibitors have promised their codperation 


in recognizing the tercentenary through their displays at the 
February convention in response to a general letter. 





*This will be issued later. 








14 THE TERCENTENARY CELEBRATION 


An attempt to compose a committee which would put the 
forces of commerce and industry back of the celebration na- 
tionally has not proved fruitful. With a few exceptions, busi- 
ness leaders do not seem greatly sympathetic toward public ed- 
ucation. But this is not surprising when one considers that 
even a few professional educators are indifferent to the ques- 
tion. Nevertheless, a form letter is to be sent to all business 
people asking them to recognize the tercentenary in their ad- 
vertising and radio programs through the simple device of 
expressing congratulations to the American high school. 


Three hundred schools were asked to submit photographic 
material for the Celebration Issue of Scholastic, which is to 
present the modern high school in its most advanced phases. 
These photographs are also to be used in general publicity 
through the press and magazines. 


A personal letter was sent to the editors of all magazines 
of general circulation, soliciting them to publish features on 
the high-school anniversary. Several of these have responded 
favorably, including Collier’s and the Ladies’ Home Journal. 
Several general releases have been mailed to the newspapers 
for national circulation. And some stories were supplied to 
the state chairmen for announcing their appointments, the ap- 
pointments of the district chairmen, the plans for their com- 
mittees, and the proclamations of the Governors. The stories 
issued by the state offices have been widely publicized. 

Proclamations have been issued by ten Governors, with 
several more promising statements in the near future. Before 
the first of the year, it is believed that every state will have 
codperated to this extent. 

A set of releases has been mailed to every educational pub- 
lication. Some of these were picked up by the general press 
and used editorially, as well as in the news columns. 

The Publicity Committee has been codperating exten- 
sively with other members of the national committee headed. 
by Professor C. O. Davis. 





DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 15 


SECONDARY-SCHOOL COMMENCEMENT 
PROGRAMS—1935 


The following two commencement programs suggested 
commemorate the three hundredth anniversary of the begin- 
ning of secondary education in America and have as their 
theme the development of the American secondary school. 


These two programs are both of the single theme type. 
One follows the traditional procedure in general character but 
with a great deal of student participation. The other is in the 
nature of a pageant representing a departure from the older 


type. 


First Program 


In this program the speaking is done by students rather 
than by outsiders. The students who are to participate should 
be selected on the basis of ability to perform this task. There 
should be an attempt to let this program grow out of class 
work in history, public speaking, and music. 

Processional School Orchestra 


Invocation Local Minister 
..-Vocal 
The Secondary School of 1635 Senior Student 
The Development of the Secondary School (with some em- 
phasis upon the junior high school and the junior col- 
lege). Senior Student 
.... Vocal 
The Development of Secondary Education in Our Com- 
. Senior Student 
Our School To-day Senior Student 
Music 
Presentation of Class to Board Principal 
Presentation of Diplomas President of Board 
Honors, Awards Principal 
Class Creed , Repeated in unison by Class 
Benediction.. Local Minister 






































Second Program 


-# 
The second program may be presented in a series of dra- 
matic episodes, or tableaux, each representing a different pe- 
riod in the development of the American secondary school. Pu- 





16 THE TERCENTENARY CELEBRATION 


pils may wear the costumes of the period portrayed and per- 
form the activities common to that time. A reader, or prefer- 
ably, two readers alternating, may give a brief description of 
the aims of the school at each period and explain the activities 
when necessary. 

The various departments and organizations of the school 
should be used in planning and producing such a program. For 
example, the art department should supervise the costuming, 
stage settings, and color schemes; the industrial arts depart- 
ment, the construction of stage equipment; the music de- 
partment, the responsibility for the musical aspects; the his- 
tory department should ascertain the authenticity of the his- 
torical references; and the dramatic department should fur- 
nish training for the presentation. 

The purposes of such a program might well be stated as 


follows: 
(1) To review the development of secondary education in 


the United States. 

(2) To present to the public the underlying fundamental 
reasons for the growth and maintenance of such edu- 
cation. 


(3) To aid the public in evaluating the changes in educa- 
tion and the attempts which education is making to 


adjust itself to changing conditions. 

To interpret the present secondary school to the pub- 
lic; that is to portray its aims, ideas, and methods. 
To utilize the graduates in the interpretation of the 
school. 

To let this program grow out of the regular school 
work, serving as an integrating agency, enriching and 
motivating curriculum work. 


Program 


Music—By the Orchestra 
Pageant form with two readers to connect the episodes 


with pertinent bits of historical background so as t 
give a continuous story. 


Prologue 
To give greeting, setting, purpose of program. 





DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 17 


Episode 1 
The First Latin Grammar School, 1635 
Characters: Schoolmaster, boy students. 


Scene: The schoolroom of that period. 

Props: Benches, high desk, birch rod, noteboks, quill pens. 

Dialogue developed from material of subjects taught, with 
emphasis on preparation for the ministry and the reli- 


gious aspect of training. 
Episode 2 
Establishment of I.aw of 1647 in Massachusetts 
Characters: Group of men are discussing the decree and 
the law. 
Scene: A meeting house. 
Dialogue may be the reading of the law in final form and 
a brief comment by members of the group on the im- 
plications for the future. 
Episode 3 
The Academy in Philadelphia, 1751 


Characters: Boys, teachers, parents. 


Scene: Large classroom. 
The debating society meets—possibly a discussion of Ben- 
jamin Franklin and his educational ideas. 


Episode 4 
An Academy about 1820 
Same plan as in episode 3. Girls may be included at this 


time. 
The achievements of the academy should be stressed. 


Episode 5 
The Opening of the English Classical School, Boston, 1821 
or 
The Opening of the Girls’ High School, Worcester, 1824. 
This school was originally called the “First Female School’, 
then “Female High School”, and probably later “Girls’ High 


School’”’. 
Episode 6 
The Battles for Support, Control, Extension 


The scene may open after one of the important battles of 
support or control had been won. This discussion may develop 









THE TERCENTENARY CELEBRATION 





18 








out of the changing political and economical conditions. It may 
be presented as a debate with two sides strongly opposed on an 
issue. Reference may be made to outstanding leaders as, for 
example, Horace Mann. 







Episode 7 






Kalamazoo Case, 1872 
Scene: The Court in Kalamazoo, Michigan. 
Characters: The judge, the lawyers, the defendant, jur- 
ors, etc. Much may be done with this by the public 
speaking groups or those studying history. 


Episode 8 
Friday Afternoon Exercises about 1890 

The prize speeches of Patrick Henry and others may be 
given. Also, some poems that were commonly recited at this 
period in the history of the secondary school. A song or two 
may be given in a humorous vein. 


Episode 9 
Changing Concepts and Expansion Due to the Following Men 

Charles W. Eliot, William R. Harper, Frances W. Parker, 
John Dewey, and others. (This may be done in the album 
style with a sentence summary given by the reader.) 


Episode 10 
The Upward and Downward Extension of Secondary Education 

Dramatize the establishment of the junior high school in 
some familiar community, also the development of a junior col- 
lege in some familiar community. Stress the meaning of the 
junior high school and the junior college in the American sys- 
tem of education to-day. 








































Episode 11 


N. E. A. Convention in 1918 
The adoption of the Cardinal Principles of Secondary Ed- 


ucation report. 








Episode 12 
The Secondary School of 1935 

This should be carefully directed for grouping. The youth 
should be at the apex of the triangle, high up on a platform. 










DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 19 


Around him should be the representatives of the school, the 
home, the church, and other social agencies. Then surround- 
ing this small group should be the larger group representing 
Leadership, Character, Citizenship, Health, Leisure, Wisdom, 
Work, and Life. Then the larger specified school group with 
representatives from all the extra-curriculum and curriculum 
organizations. Two pages on either side would read from the 
scroll the present status of the high-school population and per- 
tinent statistics that would not be burdensome but interesting. 
If the stage is large, and it can be done, then bring in the sep- 
arate groups and give the idea of contrast and growth in the 
picture. Naturally, the orchestra or band would be playing, 
and the finals may be any song the senior class chooses, or the 
repeating of the class pledge in unison. 
This program is merely suggestive. Other episodes might 
be used; some of these omitted. The final episode might be a 
prophetic one representing the secondary school of some fu- 
ture date. 
Committee: W. H. BRISTOW 

E. D. GRIZZELL 

S. A. HAMRIN 

JOSEPH ROEMER 

W. W. HAGGARD, Chairman 














20 THE TERCENTENARY CELEBRATION 


BOOKS TO READ FOR THE HIGH-SCHOOL 
TERCENTENARY 


Professor E. D. Grizzell, Chairman of the Historical Com- 
mittee for the celebration of the 300th anniversary of Ameri- 
can high schools has prepared the following bibliography on 
the secondary schools. Schools sharing in the celebration will 
find a wealth of material in these books for their memorial 
activities. 

1. Barnard, Henry: American Journal of Education. About 
30 voluines. Consult analytical index 1855-1881 for ma- 
terial on schools, schoolmasters, curricula, etc. This is 
a mine of original materials that may be useful. 


2. Belting, P. E.: The Development of the Free Public High 
School in Illinois to 1860. Springfield (Ill.): Illinois 
Historical Society Journal, 1920. This is valuable 
chiefly for the State of Illinois. 


3. Brown, E. E.: The Making of Our Middle Schools. New 
York: Longmans, Green and Co., 1902. This is the best 
single volume on the history of American secondary 
education. 

4. Davis, C. O.: Public Secondary Education. Chicago: 
Rand, McNally and Company, 1917. This has some ex- 
cellent material but is limited in scope. 


5. Grizzell, E. D.: Origin and Development of the High 
School in New England before 1865. New York: Mac- 
millan Company, 1923. This has a chapter on the Latin 
grammar school and academy and has some good orig- 
inal material on curriculum, activities, publications, 
names of schools, etc. 

6. Hortzler, Silas: The Rise of the Public High School in 
Connecticut. Baltimore: Warwick and York, Inc., 1930. 
A very good volume for a state history. 


7. Johnson, Clifton: Old-time Schools and Schoolbooks. 
New York: Macmillan Company, 1904. This is an in- 
teresting volume and may have valuable suggestions. 
It emphasizes the elementary school. 


8. Mulhern, James: A History of Secondary Education in 
Pennsylvania. Lancaster: The Science Press, 1933. 





21 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


This volume has excellent material on the Philadelphia 
Academy and William Penn Charter School and many 
others. Also considerable original illustrations (photo- 


graphed). 

9. Small, W. H.: Early New England Schools. Boston: 
Ginn and Company, 1914. This is full of source ma- 
terial but unfortunately not well documented. May be 


very suggestive. 

10. Stout, J. E.: The Development of the High School Cur- 
ricula in the North Central States from 1860 to 1918 
(Supplementary Educational Monograph Vol. III, No. 
8). Chicago: University of Chicago Press, 1921. This 
is an excellent treatment of curricula for the middle 
western section since the Civil War. This volume to- 
gether with No. 5 will supply you with a continuous ar- 
ray of curriculum materials. 





THE TERCENTENARY CELEBRATION 


HOW TO ENLIST SERVICE CLUBS IN THE 
HIGH-SCHOOL TERCENTENARY 


By L. L. FORSYTHE 
Celebration Committee on Service Clubs, 
Department of Secondary-School Principals, 
National Education Association. 


The High-School Tercentenary is a great occasion for 
bringing high schools to the attention of community leaders 
through their service clubs. The local high-school principal is 
unquestionably the key to this feature of the celebration. How- 
ever much the national committee may do to secure the co- 
éperation of the national or international headquarters of Ro- 
tary, Kiwanis, and similar organizations, local response will 
still depend on the organizing skill and devotion of each local 
high-school principal or other officer locally in charge of sec- 
ondary education. 


Here are a few suggestions. This list is necessarily brief 
and by no means exhaustive: 


1. Embrace the 300th anniversary of American high 
schools as an exceptional opportunity to bring before your rep- 
resentative citizens something of the background, recent de- 
velopment, problems, and significance of secondary education. 


2. If there are other representatives of secondary educa- 
tion in your town or city, get them together and move in con- 
cert on this effort. 


3. Begin early. Many service clubs plan their programs 
months in advance. Secure a promise from the key officials 
and program committees of the several organizations to give 
over at least one meeting during the school year to this cele- 
bration. 


4. Many principals will want to proceed by calling to- 
gether representatives of all the service clubs of the city and 
informing them as a group of the general and special plans 
for the tercentenary. If this is done it will be well to “prime 
the pump” in advance by insuring the support of one or more 
key people. 


5. Detailed plgns for the codperation of service clubs in 
various phases of the wider community or school celebration 





DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 23 


should be worked out with other communities. This has refer- 
ence to financial support, group attendance at school pageants 
or other programs, use of school facilities and student groups 
for club programs, and so on. 


6. Do not relax in vigilance. Keep after each club com- 
mittee until certain that a worthy program has been worked 
out. For the sake of secondary education in your community 
you cannot be careless about this matter. 


7. Help others by sending to L. L. Forsythe, Senior High 
School, Ann Arbor, Michigan, any scheme, worked out for 
your local situation, which you think may be suggestive to 
others, to be passed on through the national publicity chan- 
nels. Plans reported early will naturally be most useful. 


(Note: In subsequent issues of the Bulletin additional Tercentenary 
Celebration material will be printed.) 








PART II 


National Honor Society 


THE MAKING OF NATIONAL HONOR EMBLEMS 


James Marshall,’ in America’s West, does not know Har- 
riett Ann nor of the National Honor Society. But the gold he 
mines will some day be the basis of Harriet Ann’s proudly 
worn Honor Society pin. This metal is obtained by placer 
mining in the alluvial deposits, or in mines in which the rock 
is blasted by dynamite. Then the broken rock is taken to the 
ore mills where it is crushed and mixed with mercury, 
which is driven off or evaporated by heat. The gold residue, 
sponge like in appearance, is melted down into bars 314” long, 
114” wide, 34,” thick, weighing about thirty-five ounces. These 
pieces of practically pure gold are shipped to the United States 
government, and in turn jewelry manufacturers buy the metal 
from the banks. Manufacturing jewelers also obtain, these 
days when so much old gold is sold to gold refining companies, 
the gold billets or bars from the refineries. 


The pure gold is not hard enough to stand wear so an 
alloy of copper, silver, and zinc is added to make ten or four- 
teen carat gold. A carat is one twenty-fourth. Therefore, 
fourteen carat gold is fourteen parts gold and ten parts alloy. 
This alloyed gold is then rolled into plates the required thick- 
ness for the making of the emblems. The plates are cut into 
pieces approximately the size of an individual pin and set on 
the die. 

In preparing for this step an untempered piece of steel 
containing the pattern is used. The pattern, or design, is cut 
by the hand of a skilled workman. Careful, fine work is needed 
to produce a clear, exact pattern. This is the hub, which is 
now tempered with heat to harden it. A block of steel, about 
two inches in diameter, is used for the die itself. While the 
steel is soft, the hardened hub is forced into the die with a 


1Marshall is the name of the man that first found gold at Sutter’s 
Mill, near Placerville, California in 1848. 


24 











DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 25 





heavy press. The hub is now put way for future use in case 
the die is broken. 


Embossing comes next. A piece of gold is placed in a 
press having a pressure of three hundred to five hundred 
pounds to a square inch. In this process, the die forces the 
pattern of the pin into the metal. A shearing press now cuts 
off the rough edges. 

The next step in the manufacture of Harriet Ann’s pin 
is to solder on the catch and joints. This soldering process 
consists of first applying a flux (a solution of borax and wa- 
ter) to the part of the pin where the joint or catch is to be 
soldered, then a small piece of gold solder (which is a special 
alloy of gold) is placed on the flux. Next the joint or catch 
is placed in position on the solder and flux and held there with 
tweezers. Heat (approximately 1400° F.) is then applied to 
both the pin itself and the joint or catch. This heat is ap- 
plied by a gas blow torch to which air pressure has been added 
to increase its intensity. Then the trademark and carat num- 
ber are stamped on the back. Under Federal Law the number 
declared must be within a half carat. 


The pin is now ready for finishing. It is polished on a 
cotton felt wheel, followed by a gold plating by the electrolytic 
process whereby an actual deposit of gold is made on the pin. 
This is done by submerging the pin in an acid solution and 
passing an electric current of about 1200 volts from a 24-K 
gold annode through the solution and on to the pin. The rea- 
son for thus plating a pin that is already solid gold is due to 
the discoloration the pin has received from the heat used in 
the soldering process. A wooden wheel lathe now polishes the 
pin. Lastly, the pin is boiled in ammonia water to remove 
the polish ingredients. 

After this final cleaning and polishing Harriet Ann’s ini- 
tials are engraved, if she so desires. Her pin is carefully 
wrapped in tarnish proof paper, then placed between two tufts 
of cotton in a box, and sent to her high school ready for pres- 


entation. 















THE TERCENTENARY CELEBRATION 


LETTERS FROM CHAPTERS 


My dear Sir: 

I feel it my duty to let you know some of the activities of 
our society this year. 

At the beginning of the present school year, the members, 
who had been elected from the Junior (Sr. II) class the pre- 
ceding year, organized and elected officers. Shortly after- 
wards, new members were elected by the faculty. Their en- 
trance into the chapter was commemorated by the presenta- 
tion of our ritual, in which the history, ideals, and purposes 
of the chapter were discussed. It was at this time that the 
first announcement of the new members was made, their 
names having been kept in utmost secrecy. After this event 
the organization prospered, having risen now to be the great- 
est influence in the school’s life. 

We have been putting on programs ourselves, promoting 
talks by ministers and other influential men of our city, and 
making attractive bulletin board displays. But now we have 
a new type of program. We intend to take the outstanding 
men born in the month of February and point out in them the 
ideals and characteristics, which the Honor Society stands for. 

In connection with this program we plan to give a his- 
tory of the national organization: how it started, and other in- 
formation concerning it. We would like to know the plans 
which other chapters use in carrying out their activities. 

I would greatly appreciate any information concerning 
this. 

Yours very sincerely, 
J. KELLY DIXON, 
Corresponding Secretary 
Theta Sigma Chapter. 


My dear Sir: 

I imagine that the first year of any organization is the 
most difficult one. Yet I can not say that the first year of the 
Epsilon Sigma Eta Chapter of East Nashville High School has 
been an unusuccessful one. * * * 

At the beginning of the fali term, 1933, we had ten char- 
ter members from a school of twelve hundred enrollment. In 


oe 















DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 27 
the spring term, 1934, four new members were installed, mak- 
ing a total of fourteen members. 

I thought you might be interested to know some of the 
outstanding things these fourteen students have accomplished 
during their first year in a national organization. 

Every month, on report card day, was the regular time of 
meeting. The student making the highest scholastic average 
for the previous school term acted as president. Other officers 
were elected. They sponsored an honor roll in every home 
room, every month. These honor rolls were combined and 
copied in the School Bulletin and in the daily newspaper, in a 
special Sunday educational page. 

At Christmas time our chapter sponsored a “White Ele- 
phant” Christmas sale, thereby earning money for our pins. 
Each member brought some article from home, long in disuse, 
daintily wrapped in Christmas paper with seals and ribbons. 
One of the members, dressed as Santa Claus, auctioneered 
these articles to one of the school’s largest clubs. 

At one of the assembly programs in the spring, our four 
new members were installed with great dignity. The center 
of the stage had a carved emblem, gilded, and with an electric 
torch. Four-candles burned at either side in the appropriate 
colors. A huge American flag was in the background. The 
ten charter members were seated on the stage, each one tak- 
ing a special part in the initiation, and all dressed in academic 
cap and gown. The school colors were easily carried out in 
the gray cap and gown with red tassel on the cap. The presi- 
dent escorted the new members to the stage. The vice-presi- 
dent presented them with membership certificates. The secre- 
tary enrolled them on a scroll of honor. The treasurer admin- 
istered the pledge. One of the members read an original poem. 
Another explained the significance of the letters on the em- 
blem. 

Another member lighted the candles at the torch of learn- 
ing, explaining the symbolism of the colors. The flag bearer 
explained the meaning of the colors of the flag. The flower 
girl pinned a flower on each new member. One of the mem- 
bers read a letter of congratulations from the national presi- 
dent. Finally, all joined in singing the school song. 

The speaker for this occasion was from Vanderbilt Uni- 
versity, He spoke on “Honor and Honors.” 

















28 THE TERCENTENARY CELEBRATION 


At the close of the year the president entertained the 
chapter at her home with a luncheon. The principal was a 
special guest. Toasts and music alternated on the luncheon 
program. Snapshots were afterwards taken for the Annual. 

On the last day of school eleven graduate members formed 


an alumni association. 
There are thirteen students whose last examination entitle 


them to membership next year. 

Please tell me how often a public installation should be 
held. It seems to me that more than once a year spoils the 
effect by repetition—yet we have a semi-annual exam. 

Another question: Should the same faculty council func- 
tion another year, and should the sponsor or chairman be 


elected or appointed ? 
Sincerely, 
FLORENCE RYAN, Sponsor. 


NATIONAL HONOR SOCIETY 
Over ten years ago the Department of Secondary-School Principals (then the Na- 
tional Association of Secondary-School Principals) organized the National Honor Society 
secondary schools of the United 


with the end in view of stimulating scholarship in the 
States. To-day there are over fifteen er geptes and these are in the best high 
in the country. The four objectives 6f the society are: to create an enthusiasm 


schools 

for scholarship, to stimulate a desire to wae be service, to promote worthy » 

and to encourage the development of character. principal who has 
chapter is enthusiastic over the productive results of this organization a his school. 


a 
Direct all requests for literature to H. V. Church, 6885 Kimbark Avenue, 


WARNING 

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

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


ior Honor Society. 


FOURTH PRICE LIST OF NATIONAL HONOR EMBLEMS 
The prtess ef embleme wore lowered during the summer of 1966, but the NRA code 
and the rising price of gold has made two subsequent increases necessary. The latest 








prices are below: 
Senior Emblems 
14K Charm -....-........--. $3.63 14K Pin $3.78 
10K Charm --........-~... — Oe 10K Pin 2.34 
Filled Charm.__....... Gold Filled Pin .......-..... 1.00 
ee Se aa sat Ek cctanss al Gah tae Gane years.) 
These are remittance-with-order prices, and are post-paid. Add ten cents an emblem 
to the above prices if C. O. D. handling is desired. Eng 4 letters Se each additional : 











DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 29 










with chain one dollar additional. If a guard is ordered, be sure to state whether 
a numeral, as ’33 or °34, or an initial, is desired. (The C. O. D. fee is 25¢ up to $10.00 
30c up to $50.00; and to this should be added 25¢ messenger service, besides the money 
rder fee. It is too expensive to order C. O. D. Do not do it.) 


Send All Orders to H. V. CHURCH, 5836 Kimbark Avenue, Chicago. 












SEALS AND MEMBERSHIP CARDS 
Cards—Since the organization of the Nationa] Honor Society there has 














cards is fi ae 
Seale—The Seal (114”%x114”) is a gilt embossed sticker to be es on the diplomas 
of members of chapters. A replica of the emblem is embossed on t 
The price of the seals is ‘tee cents apiece. 













NATIONAL HONOR MEMBERSHIP CERTIFICATES 


In response to repeated demands, the Department of Secondary-School Principals 
has prepared membership certificates (814x11) for members of the National Honor Soci- 
ety. These certificates are lithographed on artificial parchment with the die of a fac- 
simile of the emblem stamped in gold. They sell for fifteen cents apiece post-paid. Di- 
rect orders to H. V. CHURCH, 5885 Kimbark Avenue, Chicago. 









ENGRAVED STATIONERY 


So many requests for National Honor stationery have come in that a supply is now 
on hand to meet the demands. This writing material is designed for the use of members 
and sponsors of the chapters of the National Honor Society. The engraved letterheads 
with envelopes to match come in two sizes with prices as follows: 


48 engraved sheets, 714x10% 
48 envelopes, 3%x7%4 
48 engraved folded note sheets, 6%x105, l 


48 envelopes, 3 9/16x5 9/16 ] 

These prices are post-paid. Remittance should accompany order, and orders must be 
approved by principal or by sponsor. Samples are sent on request. 

Direct orders to H. V. CHURCH, 5835 Kimbark Avenue, Chicago. 

















THE NATIONAL JUNIOR HONOR SOCIETY 







or. National Junior eg Society is patterned very closely after Mey heap Honor 
Society. The Junior Society is designed for ninth ae eee eee te four year high 
schools, and for eighth, ninth, and tenth grades in junior high schools. This organiza- 





tion is now a going concern, and already there are a number of ¢c 









ies all ah . to H. V. CHURCH, Executive Secretary, 5835 Kimbark Avenue, 


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 follows: 
10KPin $1.65 Gold Filled Pin........-..-..-.- $1.00 

These are remittance-with-order prices, and are post-paid. Add ten cents an emblem 
to the above prices if C. O. D. handling is desired. Engraved letters 3c each additional ; 
guard with chain one dollar additional. If a guard is ordered, be sure to state whether 
a numeral, as '33 or '34, or an initial, is desired. (The C. O. D. fee is 25¢ up to $10.00 
30e up to $50.00; and to this should be added 25c messenger service, besides the money 
order fee. It is too expensive to order C. O. D. De net de it.) 
Send All Orders to: H. V. CHURCH, 5835 Kimbark Avenue, Chicago. 


















CERTIFICATES, NATIONAL JUNIOR HONOR SOCIETY 


These certificates (7x8%) are engraved on artificial parchment with a die of a fac- 
simile of the emblem embossed in gold. They sel] for ten cents apiece post-paid. Send 
remittance with order. Address H. V. CHURCH, 5385 Kimbark Avenue, Chicago. 

















re ed 





PART III 


DEPARTMENT MATTERS 


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

The publications of the Department are Bulletins 1-52, and were issued from 1917 to 
the present. These issues are sent post-paid on receipt of price. A price list, which con- 
tains a description of the contents of each Bulletin, will be sent on request. Dues-paying 
members may receive these publications at 50% off the list price. A descriptive list of 
recent issues is below: 

Bulletin No. 42, May, 1932. 

Fourth Handbook of the National Honor Society and National Junior Honor Society. 
_ gives a history of the organization, rituals, and lists of chapters by states. oiPP. 
172) 
Bulletin No. 43, December, 1932. 

Abstracts of Unpublished Masters’ Theses in the Field of Secondary-School Admin- 
istration. Peabody Teachers College. (pp. 127) $0.60 
Bulletin No. 44, January, 1933. 

Secondary-School Abstracts, and Directory._.. $0.50 
Bulletin No. 45, March, 1934, Proceedings of the Minneapolis (1933) Meeting. 

Papers on Defense of American Secondary Schools, the State and Its High Schools 
(3), Curriculum (4), Economy (4), Directed Learning, Library (2), New Standards, Re- 
gional Agencies, Music, Art, Industrial Arts, Guidance, Cooperative Studies, Six-Four- 
Four Plan, Tests, Carnegie Commission ; Junior High School: Curriculum, Learning Sit- 

















uation; Junior College: Taxes, Public Relations, Administration, Instruction...... $2.00 
Balletin No. 46, April, 1933. 

Meeting the Emergency in Education $0.25 
Bulletin No. 47, May, 1933 

Unpublished Masters’ Theses, Minnesot $0.50 





Bulletin No. 48, December, 1933. 

Economies in Secondary-School Administration, and an Objective Method of Selecting 
Members of the National Honor Society__. $0.80 
Bulletin No. 49, senna. 1934. 

Chapter a a National Honor Society Directory for the Department of See 
ondary-School 
Bulletin No. 50, = 1934, Proceedings of the Cleveland (1934) Meeting. 

Papers on the Technical High School (2), New Standards, Definitions of a Good 
High School (3), Standards Study Committee, Louisville Secondary Schools, English 
Course, Small High Schools, Guidance, Class Size, Attendance, Teaching Load, North 
Carolina Secondary Schools, Relation ss School and College, Educational Imperatives, 
Pupil Welfare Needs, Economics, CCC Program, Social Studies, Aptitude Testing; Junior 
High School, Place of the Junior High School, Social Significance < the Junior High 
School, Curriculum for the Junior High School ; Junior College, the Junior College 
Teacher, Problems of the Junior College. $2.00 
Bulletin No. 51, April, 1934. 

Papers given at the Washington ma 1934) Meeting. A Method of Electing Mem- 

bers of the National Honor Socie -$0.30 


CERTIFICATES OF RECOMMENDATION 


The Department of Secondary-School Principals has been distributing uniform cer- 
tificates 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 secondary school to another 
and particularly from high school to college. The certificates are sent post-paid at the 
following prices: . 


NEW PRICE LIST 














Mailing from 























Chicago 100 200 500 1000 
lst zone $1.60 $2.70 $6.10 $10.10 
2nd zone 1.60 2.70 6.15 10.15 
8rd zone 1.65 2.75 6.25 10.25 
4th zone - 1.65 2.75 6.45 10.50 
6th zone 1.70 2.85 6.55 10.65 
6th zone 1.70 2.90 6.65 10.90 
‘th zone 1.76 2.90 6.80 11.16 
8th zone 1.75 2.95 7.10 11.40 





Twenty per cent discount to dues-paying members. 
Direct orders to H. V. CHURCH, 6835 Kimbark Avenue, Chicago. 


30 





DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 81 


STANDARD HIGH-SCHOOL PERSONAL RECORD BLANKS 


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

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

When the guidance information called for in the lower right hand corner seems to 
be of a changeable nature, as would often be true of such items as “Vocational Pref- 
erence” it is suggested that it be written in pencil so that it can be erased and changed 
when necessary. 

The schedule of prices, post-paid, follows: 


NEW PRICE LIST 


100 200 
$1:70 $3.00 
1.75 3.05 
1.80 3.10 
1.85 3.15 
1.90 3.20 
1.95 3.30 
2.00 3.40 


Twenty per cent discount to dues-paying members. 
Direct orders to H. V. CHURCH, 5835 Kimbark Avenue, Chicago. 





1 




















GROUP LIFE INSURANCE 


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

1, Lew premium. The premium is ten dollars a year a thousand for those insured 
for $3000.00. See table below for rates for those over forty-five years of age. 

2. No medical examination (with exceptions). 

8. Total and permanent disability benefits. If an- insured member becomes totally 
and permanently disabled, his insurance will be paid in monthly installments. 
Conversion privilege. When an insured member leaves the profession to enter 
another profession or economic group, he may convert his group policy into 
any of the policies (except term insurance) customarily issued by the insurance 
company for the same amount at the current rates of the attained age. 

Age limit is sixty-five years. 

Individual policies, These show rights of insured, amount, and beneficiary. 
Current protection. There are no savings, accumulation, or paid-up features. 
Insurance is for one year at a time, and is renewable each year, at the option of 
the insured member. 

Amounts offered: $3,000 for all ages from 21 to 45 (nearest birthday) inclusive. 
$1,500 for all ages from 46 to 65 (nearest birthday) inclusive. 


AUTOMOBILE INSURANCE 

The members of the Department who own motor cars may now procure complete, 
sound automobile insurance protection with efficient nation-wide service at annual sav- 
ings to our members. 

Send for application blank, to H. V. Church, 5835 Kimbark Avenue, Chicago. 

If you will fill the application blank and send it to the Executive Secretary, he will 
quote the special rate to members. When you receive this quotation, you can then de- 
cide 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. If 
you are interested, send for a blank to the Executive Secretary, H. V. CHURCH, 5835 
Kimbark Avenue, Chicago. The secretary will be glad to give you quotations. 


OTHER INSURANCE 


Perhaps the Department can effect you a saving in the following kinds of insurance: 
Accident, Earnings Replacement, Indemnity, Sickness, and any other type of coverage. 


Write for information to H. V. CHURCH, 6885 Kimbark Avenue, Chicago. 











32 THE TERCENTENARY CELEBRATION 


DEPARTMENT COMBINATION OFFERS 
(All Subscription Rates Are for One Year) 
Junior-Senior High-School Clearing House 3.00 


Membership in Department 2.00 
COMBINATION OFFER 3.00 


























The School Review 2.50 
Membership in Department -.. 2.00 
COMBINATION OFFER 
If both new 3.00 
If either a renewal 3.25 
The Atlantic Monthly__._- 4.00 
Membership in Department. -.. 2.00 
COMBINATION OFFER 
If both new 4.00 
If either a renewal 4.25 
The New Outlook 3.00 
Membership in Depart t. 2.00 
COMBINATION OFFER 3.25 
The New Republic... enti 5.00 








Membership in Department-__-__-_- 2.00 
COMBINATION OFFER 5.00 











Review of Reviews. 3.00 

Membership in Depart t 2.00 
COMBINATION OFFER 3.50 

Survey Graphic 3.00 

Membership in Department. 2.00 
COMBINATION OFFER 3.00 





Write to the Executive Secretary if you desire a combination offer with some other 
o: 
H. V. CHURCH, Executive Secretary, 5835 Kimbark Avenue, Chicago. 


USE TYPEWRITER, OR PRINT; DO NOT WRITE 
APPLICATION BLANK 


DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 
NATIONAL EDUCATION ASSOCIATION 
5835 KIMBARK AVENUE, CHICAGO 


I enclose $2.00, for one year’s subscription for membership, whereby I shall be fur- 
nished with all the publications and granted all the privileges of the Department of 

















Secondary-School Principals, to begin 198___.. 
(Month) 
Name ..- | 
(Family) (Given Name) 
Degrees -.----..---.- — ! 
(Bachelor’s, year) (Master's, year) (Doctor’s, year) 
Position | | 
(First year here) (Title) (Name of institution) 
BORED cuccctcsssvciseumwns 2 





(To which mail should be sent) 


Make checks payable to H. V. CHURCH, 5885 Kimbark Avenue, Chicago. 





BOOK NOTICES 


Wilson, Howard E. The Fusion of Social Studies in Junior 
High Schools. Harvard Studies in Education, Vol. XXI. 
Cambridge: Harvard University Press, 1933. Pp. 211. 


This volume presents an attempt to determine what the 
theory of fusion is and to analyze the theory in terms of its 
values. It is the philosophy of fusion which is important 
rather than the statistical report of its practice. Fusion 
courses vary in conception, organization, method, and merit. 
Certain outstanding fusion courses are analyzed; also, the 
writings of curriculum and research workers in order that 
principles and statements of what fusion is may be presented. 
The demand for fusion is developed out of historical conditions 
and because of a situation of unrest in the social studies. 
There is evidence that the attack of the fusionists may be upon 
a “straw man.” The functional value principle of the fusion 
theory is interwoven with the determination of curriculum 
content. A number of detailed studies of school courses ques- 
tions the assumption that subject courses may not be func- 
tional. Unit values, learnability, correlations are all as po- 
tential in subject teaching as in fusion courses, although nei- 
ther theory should be disregarded. There is no inherent power 
in either theory which assures maximum advancement. From 
present practice it appears that subject courses may more 
nearly approximate their ideal than fusion courses, as prac- 
tical considerations and conditions are more favorable to sub- 
ject teaching. The fusion theory is valuable in that it rec- 
ognizes concepts frequently forgotten by subject specialists. 


Merry, Ralph Vickers. Problems in the Education of Visually 
Handicapped Children. Studies in Education, Vol. XIX. 
Cambridge: Harvard University Press, 1933. Pp. 243. 


This book shows that our modern school system is at- 
tempting to make instruction fit the needs of all of the children, 
for it deals with the training of a small group making up but 
one-fourth of one per cent of our total population. One learns 
with interest that Congress has recognized this group, since 
it subsidized a private concern to the extent of $75,000 a year 


33 








34 THE TERCENTENARY CELEBRATION 


in order to get suitable instructional material printed. The 
greatest problem is to fit these children into normal groups of 
their own age without their becoming self-conscious or devel- 
oping an inferiority attitude. Therefore instruction with this 
group follows along somewhat the same lines as that of the 
normal, with special emphasis on such work as will conserve 
the vision. An extensive bibliography bears evidence of the 
amount of study in this field. 


Rulon, Phillip Justin. The Sound Motion Picture in Science 
Teaching. Harvard Studies in Education, Volume XX. 
Cambridge: Harvard University Press, 1933. Pp. 236. 


Most of the research in motion pictures shows that they 
have, other things being equal, “distinct pedagogical values 
over and above traditional teaching methods.” It is true, too, 
that “the educational value of the film is increased when it is 
accompanied by explanatory comment.” The author finds 
after careful research that sound motion pictures give results 
twenty per cent more effective as to immediate achievement, 
and thirty-five per cent more effective in terms of retained 
learning. At the same time good habits of thinking were not 
sacrificed. 


Collings, Ellsworth. Supervisory Guidance of Teachers in 

Secondary Schools. New York: The Macmillan Co., 1934. 

Pp. 613. 

Teachers should be guided to provide real life situations 
such as will stimulate the activities of the pupils to purposeful 
ends; they should devise teaching techniques which will stimu- 
late pupils to take active parts in affairs that have value; they 
should invent means for the measurement of the progress of 
their fruitful activities ; and they should transform their class- 
rooms into workshops where active boys and girls may find 
worthy outlets for their energy. 


Rice, George A.; Conrad, Clinton C.; and Fleming, Paul The 
Administration of Public High Schools Through Their 
Personnel. New York: The Macmillan Co., 1933. Pp. 723. 
An excellent analysis of the work of those individuals 


who compose the staff and the student body is found. The du- 
ties, characteristics—personal and educational—of the princi- 





DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 85 


pal, vice-principal, dean of girls, heads of departments, 
teacher, librarian, director of health education and service, 
non-certified employees, and students are set forth. The an- 
alysis of both duties and characteristics are exceptionally 


clearly defined. 


Woelfel, Norman. Molders of the American Mind. New York: 
Columbia University Press, 1933. Pp. 304. 


The beliefs of seventeen educationists are the basis of this 
work. In his section on Contemporary Social Change, the au- 
thor sees a breakdown of traditional foundations and the rise 
of a new set of social and economic controls. A section is de- 
voted to the analysis of the viewpoints of the seventeen, and 
there follows a critical interpretation of the thinking of these 
men. The book closes with some very pertinent and suggestive 
objectives for educators. 


Magoffin, Ralph V. D., and Duncalf, Frederic. Ancient and 
Medieval History. New York: Silver, Burdett and Co., 
1934. Pp. 876. 


This textbook outlines the beginnings and growth of civ- 
ilization, dealing with peoples rather than persons, bringing 
the story down to modern times. The language used is sim- 
ple, the illustrations are aptly chosen, and social and economic 
events have been made salient features. 


Dudley, L. Leland. The School and the Community. Harvard 
Studies in Educaton, Vol. XXII. Cambridge: Harvard 
University Press, 1933. Pp. 176. 


Here is a description of the current methods of school ad- 
ministration in Massachusetts, which owe their merit to an 
unbroken line of able state commissioners of education, and to 
the traditional town meeting in which both civil and school 
policies are discussed. 


Douglass, Harl R., and Boardman, Charles W. Supervision 
in Secondary Schools. Boston: Houghton Mifflin Co., 


1984. Pp. 564. 

Adequate administration and serviceable supervision are 
the touchstones of the efficient secondary-school principal. In 
short form the outstanding progressive and effective elements 











36 THE TERCENTENARY CELEBRATION 


of high-school teacher supervision are here set forth. If a 
principal is intent on fixity in the running of his school, he 


should avoid this book. 


Slade, Madeleine L.; Hurley, Mabel Howatt; and Clippinger, 

Kathryn L. Secretarial Training. Boston: Ginn and 

Co., 1934. Pp. 229. 

This is a well organized textbook for the prospective sec- 
retary. It codrdinates class work with the needs and require- 
ments of the employer. The chapter on the collecting and or- 
ganizing of material is of value to every student. 


Lake, Charles H.; Harley, Henry P.; and Welton, Louis E. 
Exploring the World of Science. New York: Silver, Bur- 
dett and Co., 1934. Pp. 692. 

This book is attractive because of the carefully selected 
material, the organization of the subject matter, the appeal to 
the pupils’ interest, and the development of scientific habits of 


thought. 


Freilich, Aaron; Shanholt, Henry H.; and McCormack, Jo- 
seph P. Intermediate Algebra. New York: Silver, Bur- 
dett and Co., 1934. Pp. 406. 

The chief features of this textbook are: plenty of real life 
applications, an abundance of exercises and problems, much 
historical material emphasis on mathematical concepts, and 
ample provision for original thinking. 


Cubberly, Ellwood P. Readings in Public Education in the 
United States. Boston: Houghton Mifflin Co., 1934. Pp. 
534. 
The classic sources that vividly illustrate the history of 
public education are found in this book. Many other excerpts, 
interesting and material, that show the trends in story, are 


also included. 


Pahlow, Edwin W. Man’s Achievement. Boston: Ginn and 
Co., 1934. Pp. 740. 7 
A text of world history that emphasizes the achievements 
of man, showing what he has brought about as well as the 
















DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 37 


problems that still confront him. Time charts, maps, and il- 
lustrations are abundant. 















Cooke, Dennis H. Problems of the Teaching Personnel. New 
York: Longmans, Green and Co., 1938. Pp. 384. 


A thoroughly careful and scientific discussion of the prob- 
lems now confronting the teaching profession to-day, the sup- 
ply of teachers, their certifications, their training, their re- 
muneration, their tenure of position, their training in service, 
their participation in administration. 









Bassett, Clara. Mental Hygiene in the Community. New 

York: The Macmillan Co., 1934. Pp. 394. 

This book is designed to aid educators, parents, and all 
social workers. Gives comprehensive definition of mental hy- 
giene, explains its relationship to life as a science, an art, a 
movement. States as goal, a healthier, happier community. 








Bruce, George Howard. High-School Chemistry. New York: 

World Book Co., 1933. Pp. 550. 

A revised edition of a 1928 textbook. The swift changes 
in chemistry are recognized and set forth in the new material 
in this text. The salient qualities of the book are simple and 
direct statements. 








Knight, Edgar W. Education in the United States. Boston: 
Ginn and Co., 1934. Pp. 625. 
This new edition is justified by the addition of the chap- 
ter, The Lean Years, wherein the sharp reversal of the attitude 
of the American people toward public schools is depicted in 


clear terms. 














Gray, Mason D., and Jenkins, Thornton. Latin for To-day, 
Second-Year Course. Boston: Ginn and Co., 1934. Pp. 
751. 
This textbook follows the outline of the First-Year Course 
of Latin for To-day. The aims, methods, and plan are the 
same in both books. 

















38 THE TERCENTENARY CELEBRATION 


Janzen, Cornelius C., and Stephenson, Orlando W. Everyday 
Economics. New York: Silver, Burdett and Co., 1934. 
Pp. 526. 
A revision of the 1931 edition of this book in order to have 
it abreast of what has recently been done to improve the eco- 
nomic situation. 


Curtis, Francis D.; Caldwell, Otis W.; and Sherman, Nina 
Henry. Biology for To-day. Boston: Ginn and Co., 1934. 
Pp. 717. 
In this book emphasis is on the methods and principles of 
science, and on the development of scientific attitudes and fun- 
damental generalizations. 


Gaston, Charles Robert; Chapin, Abby Forbes; Nagelberg, 
Munjon Moses. English in Daily Life. Boston: Ginn 
and Co., 1934. Pp. 547. 
This book “is designed to meet all the ordinary social 

needs of high-school pupils in the use of language, the needs of 

to-day as well as those of to-morrow.” 


Hawkes, Herbert E.; Luby, William A.; and Touton, Frank C. 
First-Year Algebra. Boston: Ginn and Co., 1934. Pp. 
482. 

A revision of the authors’ New First Course in Algebra 
with improvements; such as, new drill exercises, renovated 
verbal problems, many oral problems, and many other changes. 


Freilich, Aaron; Shanholt, Henry H.; and McCormack, Joseph 
P. Fusion Mathematics. New York: Silver, Burdett and 


Co., 1934. Pp. 600. 

The salient characteristics of Intermediate Algebra and 
Plane Trigonometry are retained in this unified and correlated 
course of algebra and plane geometry. 


Strain, Frances B. New Patterns in Sex Teaching. New 
York: D. Appleton-Century Co., 1934. Pp. 242. 
A handbook or guide book for parents, teachers, and so- 
cial workers who will have to cope with experiences of chil- 
dren that grow out of the sexual impulse. 











39 





DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 








Walker, J. Flint. Public Relations for the Public School. 

Trenton: MacCrellish and Quigley Co., 1933. Pp. 112. 

A helpful book for school administrators who will try to 
bring about understanding and coéperation between the school 
and the community. 











Cowley, Elizabeth Buchanan. Solid Geometry. New York: 
Silver, Burdett and Co., 1934. Pp. 230. 


Like the author’s Plane Geometry, this book has an easy 
style, reference to modern utilities, ample exercises, and sum- 


maries and tests. 







Mursell, James L. Human Values in Music Education. New 
York: Silver, Burdett and Co., 1934. Pp. 388. 
Why music should be a school activity receives full and 
complete justification in a book that interprets modern condi- 
tions in terms of the most recent social philosophy. 














Berry, Lillian Gay. Proficiency Tests and Workbook for Sec- 
ond-Year Latin. New York: Silver, Burdett and Co., 
1934. Pp. 142. 
A book of exercises, tests, drill sets, and achievement 

tests, with some review of first-year Latin material. 







Freilich, Aaron; Shanholt, Henry H.; and McCormack, Joseph 
P. Plane Trigonometry. New York: Silver, Burdett and 
Co., 1934. Pp. 293. 
This book is built on the same lines and has the same spe- 
cial features found in Intermediate Algebra. 







Whatley, William Archibald; and Haynes, Randolph Arnold. 
La Locura de Amor. New York: Silver, Burdett and Co., 


i 
1934. Pp. 214. 
Tamayo’s great play is now in a form for high-school and | 
college use, with exercises and vocabulary. 







Lippitt, Louisa C. Hygiene and Home Nursing. Yonkers-on- 
Hudson: World Book Co., 1934. Pp. 424. 


This book affords adequate and ample material for a solid 
course in hygiene and nursing in the home. : 






THE TERCENTENARY CELEBRATION 


ADDRESSES 
of 


PUBLISHERS WHO HAVE CONTRIBUTED TO 
THIS BULLETIN 


Columbia University Press 
Columbia University 
New York City 


Ginn and Company 
15 Ashburton Place 
Boston 


Harvard University Press 
Cambridge, Mass. 


Houghton Mifflin Company 
2 Park Street 
Boston 


Longmans, Green and Company 
55 Fifth Avenue 
New York City 


MacCrellish and Quigley Company 
Trenton, N. J. 


The Macmillan Company 
60 Fifth Avenue 
New York City 


Silver, Burdett and Company 
42 Union Square, W. 
New York City 


The World Book Company 
Yonkers-on-the-Hudson 
New York