DEPARTMENT OF 
SECONDARY-SCHOOL PRINCIPALS ‘ 
* of the 


NATIONAL EDUCATION. ASSOCIATION 
OFFICERS 
1938-1939 


EE ae cy Pita Paut E. Exicxza 


Primigns hevstood Toccehie aes Bebock te te Penneylvaniea 


, H. V. Cuvrcn 
5035 Kimberk Avenue, Chicego 


EXECUTIVE COMMITTEE 
Vinou. M, ‘Hazpix 
Principal Pipkin and Reed Junior High Schools, Springfield, Miscourt 
McCrztian G. Jonzs ; 
Principal Union High Schocl, Huntington Beach, Callfernie 
Troman G. Rasp 
Principal Lewis and Clark High School Spokane, Washington ' 
Leet few wooD ae 4 
NATIONAL COUNCIL OF THE NATIONAL HONOR SOCIETY 


M. R. McDaniat, President 
Prtnctons of Oh Puch awh. Riess Foren Sowseate Sah ihaet, Cah ail eet ; 


AE ee tte thea 

Principal of Weshburn School, Minneapolis, Minnesota 
; Cuanias Fonazst Attn. 

Supervisor of Secondary’ Education, Little Rock, Arkansss 


L. W. Brooxs 
Princtoal of Wichita High School Rast, Wichite, Katous 


$2.00 a Year ; ay Fifty Cents 
Monthly, October to. May inclusive: ” 


———————————————————————SS SE 

Published at Berrien Springs, Michigan, by the Department of Sec- 

ondary-School Principals of the National Education Association. 
5835 Kimbark Avenue, Chicago 


Application has been for eecond-clees 
cote’ fo Peet pret foe Danville, Ill., te the 











The Bulletin 


of the 


DEPARTMENT OF SECONDARY-SCHOOL 
PRINCIPALS 


National Education Association 








VotuME 22 Ocrtoser, 1938 - Numser 76 








THE DISCUSSION GROUP PROJECT— 
PURPOSES AND PLANS 


WALTER E. MYER 


Director, Discussion Group Project 


The Department of Secondary-School Principals of the National 
Education Association is working toward a definite objective this year. 
It is hoped that by the end of the year the high-school principals of 
the country may be formed into local discussion groups under the 
leadership of effective state organizations, and that this discussion 


group machinery may be actively in use everywhere for the sustained 
and systematic discussion of problems vital to secondary education. 


For more than a year the effort to form such groups and get them 
at work has been under way. An organization, or at least the skeleton 
of an organization, has been set up in every state. In a number 
of states practically all principals formed themselves into local 
groups last year and inaugurated programs of regular meetings. 

The job this year is to complete the work of organization. In 
some of the states there is little more to be done, but in others the 
local groups have still to be established. The plan is that in each state 
there should be a state leader or coordinator, and that he should have 
a staff of regional directors representing the different sections of his 
state. These regional directors are in a position to take the leadership 
in getting groups in their sections into actual operation. 

The coordinators of all the states are meeting in Chicago on Octo- 
ber 3 and 4 to discuss common problems, to plan programs for the 
year, and to perfect organizations. Each will obtain the benefit of the 
experience of others, and improved plans of procedure may be devel- 
oped. This Chicago conference will be attended not only by the state 
coordinators, but by members of the Executive Committee and the 
Planning Committee of the Department. This general conference will 
make possible a coordinated effort to put into effect in all parts of the 
country the coordinated program. 











DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


The work of organization has already proceeded to the point 
where action may accompany discussion. The Implementation Com- 
mittee of the Department, whose general plan is outlined elsewhere in 
this Bulletin, expects to use the discussion group machinery for the 
purpose of discovering the problems considered most vital by the 
administrators of the country, and to assist in the work of evaluating 
practices which have evolved in the effort to meet these problems. The 
members of the Implementation Committee, as well as the Executive 
and Planning committees, will attend the conference of state coordi- 
nators. After this conference has been held, the principals of all the 
states may expect to hear, through their state leaders, of the program 
which has been mapped out for the coming year. 


Probably most of the readers of the Bulletin are familiar, at least 
in a general way, with the discussion group movement. It has been 
thought desirable, however, that a definite picture of this project, 
which the Planning Committee of the Department is fostering, should 
be presented to the principals of the nation. Hence this number of 
the Bulletin is devoted to the Discussion Group Project, its history, 
its progress to date, and its plans for the future. This is done in order 
that all principals may understand the significance of the discussion 
group work, and that they should have an idea of the part they may 
play in an effort to make it a success. 


Background of Movement 


The discussion group movement is a development from the pro- 
gram which was undertaken by the Department in 1932. At that 
time a Committee on Orientation was appointed to define and discuss 
the issues and the functions of secondary education. The idea behind 
this movement was that a systematic attack should be made upon the 
problems before the high schools of the country. A committee of emi- 
nent educators was to define the more important issues and analyze 
them in such a way as to clarify thinking with respect to them. It was 
also to make a statement of the objectives of secondary education. It was 
not intended that this should be an authoritative statement to which 
all educators should give support. Rather, it was an outline for organ- 
ized thinking. If progress was to be made in solving the problems of 
the secondary school, it seemed apparent that thought should be con- 
centrated upon the more important of these problems. The purpose 
in appointing the Orientation Committee, therefore, was to arrive at 
some agreement on the problems and issues which were most in need 
of consideration and to get these problems and issues effectively before 
the educators of the country. 

The Orientation Committee produced two reports, The Issues of 





1938 | Discussion Group Project 


Secondary Education in January 1936, and The Functions of Second- 
ary Education in January 1937. 

As the Committee was completing its work after a study of sev 
eral years, the Department took up the question of giving effect to 
the reports. It was realized that committee reports, however schol- 
arly they may be, frequently have little effect because they do not 
come to the attention of large enough numbers. Many meritorious 
reports are fated to gather dust on library shelves. It was quite clear 
that, if the work of the Orientation Committee was to be influential, 
steps had to be taken to bring it before the principals of the nation 
and before other educators concerned with secondary education. 

The Planning Committee of the Department, which was ap- 
pointed in 1936, undertook the job of securing widespread considera- 
tion for the reports of the Orientation Committee. It was clear that 
discussion of the problems and issues set forth by the Committee was 
desirable. But in most states there seemed little chance of discussion, 
because administrators were not meeting regularly in conferences 
where they might talk over their common problems. Large educational 
meetings were common enough, but sustained and systematic dis- 
cussion is not carried on at large state or district meetings. These 
meetings bring in outside speakers who deliver their addresses. Most 
of those in attendance hear the addresses, talk things over informally 
perhaps, and then go home. These meetings have their value, but 
the Planning Committee was thinking of something else. Its idea 
was that administrators should be brought together regularly in local 
conferences, large enough so that interest in the discussions might 
be developed, and yet small enough so that each administrator might 
participate. 


Such is the background of the Discussion Group Project which 
was set up in July 1937 with headquarters in Washington. It was the 
duty of the headquarters staff to appoint a leader in each of the states 
to supervise the more detailed work of the various states, and to fur- 
nish material for discusssion which could be used by the groups after 
they were established. 


Available Materials 


We have already explained in general outline the progress made 
in the discussion group work during the first school year after the 
project was established. It has been stated that coordinators have been 
appointed in all the states, and that in many of the states regional 
directors have been named and local groups have been established. 
In addition to this work of organization, material was prepared for 
the use of discussion groups. These materials were widely distributed. 











DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


While principals and groups interested in obtaining materials for 
discussion are invited to call for assistance upon the Washington 
office of the Discussion Group Project, too great emphasis cannot be 
placed upon the fact that the basic material for study consists of the 
reports of the Orientation Committee. The Issues of Secondary Edu- 
cation was published as Bulletin 59, and The Functions of Secondary 
Education as Bulletin 64. These bulletins may be obtained from the 
Department of Secondary-School Principals, 5835 Kimbark Avenue, 
Chicago. The price is $1.10 each, but a principal who is a member of 
the Department may obtain a copy, or any number of copies he needs, 
for half the regular price. These bulletins were, of course, mailed at 
the time of publication to all members of the Department, but addi- 
tional copies are available. Every discussion group should have these 
bulletins as texts for its studies. 


The Discussion Group Project has published a pamphlet called 
Problems of Secondary Education restating in popular terms the ten 
issues and the ten functions which form the basis of the Orientation 
Committee’s reports. Along with each issue and each function there 
is a set of topics suitable for discussion. The pamphlet, Problems of 
Secondary Education, therefore serves as a very convenient manual for 
the use of discussion groups. It may be obtained without charge from 
the Discussion Group Project, Department of Secondary-School Prin- 
cipals, 1201 16th Street, N. W., Washington, D. C. 

This pamphlet was printed in the number of 100,000 and was 
offered not only to high-school principals engaged in group discussion, 
but also to high-school faculties and to college and university classes 
in secondary education. It was suggested that high-school teachers 
should devote certain of their faculty meetings to the consideration of 
the outstanding problems of high-school education, and _ principals 
were asked not only to form themselves into local groups, but to 
organize their own high-school faculties for purposes of discussion. 
This recommendation was made early in 1938, and during the latter 
part of the school year about a thousand high-school faculties took 
advantage of the suggestion to form themselves into groups for the 
periodical discussion of the “issues” and “functions,” and called upon 
the Discussion Group Project for 50,000 copies of Problems of Sec- 
ondary Education to use as a discussion text. 


About a year ago notice was sent to the departments of education 
in colleges and universities that the discussion outline, Problems of 
Secondary Education, would be supplied upon request for use in their 
classes. Over a hundred colleges and universities indicated their in- 
tention of using this material and called for about 10,000 copies. 

During the school year 1937-1938, the principals themselves were 





1938 | Discussion Group Project 


active in forming local discussion groups, and 27,000 copies of Prob- 
lems of Secondary Education were distributed for their use. 

Copies of this discussion outline are still available and may be 
had by any principal or teacher without charge. Inasmuch, however, 
as the outline was used last year in many schools, it has been thought 
desirable to prepare another outline with additional topics for discus- 
sion. These topics, like those presented last year, are based upon the 
ten issues and the ten functions set forth by the Orientation Commit- 
tee, but the new outline attacks the problems from different angles 
and furnishes fresh ideas. This revised outline, like Problems of Sec- 
ondary Education, will be furnished without charge in any desired 
quantities. 

For Effective Discussion 


Another pamphlet which has been prepared for the use of dis- 
cussion groups is Talking It Through. It is a 70-page manual which 
should be of great assistance to group leaders and members. It relates 
the history of the discussion group movement, explains the purposes, 
discusses in detail the work and conduct of clubs, and emphasizes the 
importance of adopting techniques of discussion which will insure 
real cooperative thinking. 


The need for such a manual should be apparent to anyone who 
has had much to do with discussion group work. It is possible to con- 
duct regular meetings devoted to discussion without obtaining results 
of educational value. As a matter of fact, it is a very difficult thing 
to carry on a discussion which is really educative in nature and results. 
Discussion is an art which too few people ever master. When people 
meet together to talk things over, there are usually a few who domi- 
nate the discussion. Certain of the members are more anxious to dis- 
play their knowledge and power and to gratify their egotism than 
they are to acquire more knowledge and to approach closer to the 
truth. Even when intentions are the best, there is a disposition to 
wander from the subject and to talk around a point a long time 
without ever coming to grips and discussing a concrete and definite 
issue until a conclusion may be reached. 

The pamphlet Talking It Through explains techniques of dis- 
cussion and techniques of cooperative thinking. The text of the expla- 
nation is supplemented by the presentation of an illustrative case 
which furnishes a demonstration of the way discussion may be effec- 
tively carried on. In order that the presumed benefits of systematic 
and sustained discussion may have a better chance of becomin® ~ 
reality, it is urged that all those who are interested in the discussion 
group work should obtain copies of Talking It Through. The price 
is 15 cents per copy and it may be obtained by addressing the Depart- 











DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS | October 


ment of Secondary-School Principals, at 1201 16th Street N. W., Wash- 
ington, D. C., or at 5835 Kimbark Avenue, Chicago. 

We have spoken of the discussion groups as instrumentalities 
through which the issues and objectives of secondary education as 
outlined by the Orientation Committee may be brought effectively 
before the educators of the country. We have spoken of the impor- 
tance of securing such a consideration for the reports in order that 
attention everywhere may be concentrated upon the most important 
problems of the high schools, and in order that there may be coop- 
erative thinking in the effort to solve these problems and bring about 
improved educational practices. 

The Larger Plan 

It should not be assumed, however, that the discussion groups are 
being formed all over the land merely for the purpose of giving con- 
sideration to the reports of the Orientation Committee. The objec- 
tives are larger than that and more permanent in nature. It seems 
appropriate at this time that the conclusions of the Orientation Com- 
mittee be studied systematically and debated thoughtfully. But the 
possibilities of the discussion groups are by no means limited to the 
consideration of these reports. Once the groups are formed through- 
out a state, they wil! constitute machinery through which any educa- 
tional problem which raises its head in the state may have immediate 
and effective attention. If, for example, a curriculum revision pro- 
gram should get under way in a state, those who have charge of it 
may bring it to the attention of the principals of the state with the 
assurance that these principals will shortly be meeting in their regular 
sessions for the purpose of discussion; with the assurance that this 
program can be brought up for consideration in these groups; and 
that it may be actively considered and debated without delay. This 
consideration and debate will naturally lay the basis for speedy action. 

The discussion groups may be used this year as instrumentalities 
whereby a very important educational program may be effectively 
supported. We refer to the program of the Implementation Commit- 
tee which is discussed elsewhere in this Bulletin by its chairman, 
Dr. Will French. An effort of the kind the Implementation Commit- 
tee is undertaking—an effort to decide upon the particular problems 
of secondary education which call most urgently for attention, and to 
inaugurate and evaluate under skilled supervision practices which are 
directed toward the solution of those problems—can be rendered 
much easier of accomplishment if the principals in each state are 
organized so that they meet regularly to consider meritorious pro- 
grams which are under way and to give attention to the recommenda- 
tions of educational leaders. 











re 












1938] Discussion Group Project 





How Each May Help 


A principal who believes in the discussion group movement, and 
who wishes to further it, may lend encouragement in one or more of 
the following ways: 

(a) By participating in the discussions of a local group if one is 
in operation in his section. 

(b) By communicating with the coordinator of his state if no 
group has been organized in his section. A list of the coordinators, 
and of regional directors in case they have been appointed, for each 
state is found elsewhere in this Bulletin. Any principal wishing to 
help with the work in his state should offer his assistance to his state 
representative. 

(c) By holding discussions of vital problems of educational 
philosophy and practice in certain of his faculty meetings. A princi- 
pal may obtain enough copies of Problems of Secondary Education so 
that one may be placed in the hands of each of his teachers, and these 
pamphlets may be used throughout the yea¥ as guides for periodical 
discussion. 

(d) By organizing a lay group in his community for the study 
of the problems of secondary education. A parent-teacher organiza- 
tion might be induced to devote certain of its sessions to consideration 
of such problems as those set forth in the “issues” and “functions.” 
The outline, Problems of Secondary Education, may be obtained 
without charge for use by the members of such a group. 

(e) By reporting to the Discussion Group Project, 1201 16th 
Street N. W., Washington, D. C., problems of especial interest to the 
educators of his state or community. Such lists of problems will be 
turned over to the Implementation Committee and will help it to 
decide which problems should be the subjects of immediate study. 
The lists will also be useful to the Discussion Group Project in point- 
ing the way to the publication of needed study material. 

(f) By cooperating in every way with the Implementation Com- 
mittee as soon as that body formulates its program and calls for 
assistance. 

(g) By organizing discussion groups among the students of his 
school. If the citizens of America ever learn to discuss controversial 
issues objectively and in a scientific spirit, their best chance is to be 
found in the schools. It was said a while ago that discussion tech- 

niques are very important in the discussion which takes place among 
principals. It is highly desirable that discussion be objective and that 
it result in real cooperative thinking. If it is important for principals 
to learn the art of discussion, it is also important that this art be ac- 
quired by teachers, and furthermore that it be carried into the class- 




















[ October 


8 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


rooms and into student discussion groups. Elsewhere in this Bulletin 
there is to be found an article on student discussion clubs and the 
manner of forming and conducting them. Principals are urged to 
carry the study of sound methods of discussion to their own schools. 
The earlier the art of discussion is acquired, the better. 


Obstacles to Program 


Naturally a program, such as that which the Planning Commit- 
tee is undertaking to develop with the Discussion Group Project, can- 
not be set into operation easily. Difficulties will be encountered, and 
they must be met with intelligence if the movement is to develop 
along sound lines. We are listing below a number of the problems 
which have been met in the work of organizing discussion groups 
throughout the country: 

1. An indisposition to consider fundamental problems of edu- 
cational philosophy. In a number of cases the proposal that discussion 
groups be formed and that attention be given at the outset to the 
“issues” and “functions” has met some such response as this: “When 
principals get together in this state they don’t care to consider theoreti- 
cal problems. A good many practical problems of administration are 
staring them in the face, and these are the questions that they talk 
about. They discuss athletic relations or contests or problems of the 
transportation of pupils, or something of that kind. Questions of edu- 
cational philosophy seem remote and relatively immaterial.” 

It is necessary, of course, that administrative problems such as 
those which have been mentioned should have attention. These prob- 
lems are real and imminent. But while matters of administration 
have their place in the conversation of school men, they should not be 
considered to the exclusion of all other issues and problems. If prog- 
ress is to be made, the objectives of secondary education should be 
discussed. One cannot wisely decide problems of practical adminis- 
tration unless these problems are considered in the light of an educa- 
tional philosophy. All of us, whether educators or not, are obliged 
to concern ourselves largely with the problems of human existence 
which thrust themselves immediately before us, but those who are 
most influential and who in the long run are most successful are the 
ones who not only see these immediate necessities but also give con- 
sideration to the choice of long-time objectives or goals. Administra- 
tors who take themselves seriously may reasonably be expected, there- 
fore, to devote part of their discussion time to consideration of the 
larger educational problems. 

2. The difficulty of getting together frequently for purposes of 
discussion. This is a problem in the sparsely-populated states. There 





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1938] Discussion Group Project 






is no difficulty, of course, in populous regions where a group of ten or 

twenty principals can get together at some central place and no one 
will be obliged to travel very far. In the Rocky Mountain states, how- 
ever, and in certain other parts of the country, a group of any size 
cannot get together without traveling long distances. 

This presents a real difficulty to the maintaining of discussion at 
frequent intervals, In a very sparsely-settled region, it may be neces- 
sary to give up the idea of having the principals form groups by them- 
selves. It may be desirable for principals and teachers to meet to- 
gether. Chief emphasis may be placed, not upon sectional groups of 
administrators, but upon meetings of the individual high-school fac- 
ulty. However sparse the population may be, the separate high-school 
faculties may form themselves into discussion groups for the consid- 
eration of such problems as are being suggested. In these regions 
where it is difficult to secure cooperation from the outside world, it is 
al] the more necessary that the larger problems of educational policy 
be considered by the local teachers and administrators themselves. 

3. Too complete absorption with local problems and situations. 
There are cities whose educators appear to be self-centered. They feel 
that they have problems enough of their own so that they need not 
cooperate with those on the outside for purposes of general discussion. 
Naturally a school system has its own local problems, not only the 
administrative problems which were considered under item (1), but 
also curricular problems of various sorts and social problems as well. 
While one would be foolish to suggest that these local matters should 
be subordinated to anything else, it may nevertheless be asked with 
reason whether a portion of the discussion time in any system might 
not be given to educational issues of general import. 

Misunderstanding of Purposes 

4. Resentment toward intrusion or advice from the outside. In 
some places there is a strong suspicion against efforts to impose uni- 
formity in educational practice. When the Discussion Group Project 
is suggested there are objections that this means regimentation, that 
an effort is being made to force the conclusions of a national commit- 
tee upon local communities. This, of course, is a misconception of the 
purpose of the discussion group movement. It is well understood by 
the members of the Orientation Committee, the Planning Committee, 

and everyone connected with the Discussion Group Project, that edu- 
cational procedures are to be established through democratic processes. 
No one is asked to accept programs on authority. Reports such as 
The Issues of Secondary Education and The Functions of Secondary 
Education are suggested for consideration, and merely with the 
thought that they should be understood. Whether or not the educa- 














10 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


tors of a community should accept the ideas contained in the reports, 
their acceptance or rejection should be made with understanding and 
with open eyes. All that is asked is that the issues be clarified and that 
any group or community accepting or rejecting should know the 
grounds upon which acceptance or rejection is made. Such is the pro- 
cedure by which progress may be made. 

5. Absorption with state problems. In a number of cases the 
effort to establish discussion groups has been met with such a com- 
ment as this: “We in this state are.busy with our own problems. We 
have a curriculum revision program on and when our groups meet 
they are called upon to consider that program. We cannot, therefore, 
ask them to take up general problems of educational theory or 
practice.” 

In several states in which that answer was made to the sugges- 
tion that discussion groups be formed and that the “issues” and "func- 
tions” be studied, an understanding was fairly quickly reached. The 
curriculum revision program of the state was compared with the 
reports of the Orientation Committee and much common ground was 
discovered. As a matter of fact, the reports on The Issues of Second- 
ary Education an. 1 ne Functions of Secondary Education are so com- 
prehensive that a careful study of them will include the problems 
dealt with by practically every curriculum revision program which is 
under way. In certain of the states where this question was raised, 
those in charge of the curriculum revision program decided eventually 
to encourage the widespread study of the “issues” and “functions” as 
a means of lending support to the very measures included in the revi- 
sion projects. 

It should be emphasized, however, that the discussion groups are 
being formed not merely to consider the “issues” and “functions” but 
to deal with any problems which at any given time are deemed most 
important by the educational leaders in a state. In certain cases the 
Director of the Discussion Group Project, when called into counsel, 
has advised that for the time being the discussion groups give active 
consideration to problems under consideration in the particular state 
rather than to the reports of the Orientation Committee. Let it be 
remembered that the discussion groups are to be a permanent part of 
a state’s educational machinery. It is hoped that they will be func- 
tioning actively long after the reports of any particular committee 
have been thoroughly digested and put aside. 

6. The difficulty of bringing large and small school systems 
together. In certain places this difficulty has been met: There are a 
number of large cities surrounded by small towns and villages. The 
cities themselves are some distance apart, so that the principals of 


















































1938 | Discussion Group Project 11 





these larger systems acting separately could scarcely meet together 
frequently for discussion. If these principals meet at all, it will be with 
the principals of the smaller systems located near them. The trouble 
with such meetings is that large systems and small systems have dif- 
ferent sets of problems to deal with. It is said to be scarcely worth 
while to have discussion groups, each of which is composed of princi- 
pals from large and small school systems. 


This is of course a real difficulty, and there is no way to remove 
it altogether. It is surely a fact, however, that many of the most vital 
problems of education are common to the school systems regardless of 
size. On the matter of guidance, for example, there is much common 
ground. The problem of the responsibility of the school for guidance, 
and the question as to the relative importance of giving time to guid- 
ance as compared to the following of the conventional subjects, are 
matters which may be discussed together by representatives of large 
and small schools. Once a decision has been reached, however, that 
effective guidance programs should be introduced, the problem of 
method comes up, and here the answer may depend in part upon the 
size of the school. A discussion in groups containing representatives 
of large and small systems may well be concentrated on problems of 
common interest. The representatives of the large schools may feel 
that they have little to gain through association with representatives 
of the smaller institutions. In most cases this is not true. If, however, 
in any section the most powerful leadership is concentrated in the 
larger school systems, a responsibility is thrown upon these more in- 
fluential leaders to exert their influence in behalf of educational prog- 
ress throughout whole sections or states. This influence can natu- 
rally be more potent if the representatives of the large and small sys- 
tems associate closely together. 

7. In some of the states complaint has been made that the 
organization of principals into discussion groups will have limited 
value inasmuch as the principals are not the policy-making educa- 
tional officials. It is said that the superintendents are the administra- 
tors who have power, that principals lack authority, and that there- 
fore their influence in dealing with matters of educational policy is 
circumscribed. 

Where this is true it is desirable to draw the superintendents into 
the discussion groups. Nowhere, however, are the principals wholly 
without power. Those among them who study the problems of high- 
school education intently and broadly are likely to find themselves in 
positions of influence—at least they are more likely to find themselves 
in such positions than if, because of their limited authority, they con- 
fined themselves to a consideration of local administrative problems. 











12 DepaRTMENT OF SEcONDARY-SCHOOL PRINCIPALS | October 


8. Difficulty of holding to discipline in discussion. This diffi- 
culty has been mentioned earlier in the article. It is one of the great 
obstacles to the obtaining of impressive results through discussion. A 
whole state may be organized into discussion groups which meet regu- 
larly, and yet little progress in cooperative thinking may result. Much 
depends upon the quality of leadership in the groups and upon the 
general level of effectiveness in discussion. It cannot be too strongly 
urged that groups obtain copies of Talking It Through. The Plan- 
ning Committee lays no claim to superlative wisdom in the authorship 
of the pamphlet. It does feel, however, that the pamphlet may be very 
helpfully used by those who wish to carry on discussion with best 
effect. 


Challenge to Leadership 

9. Lethargy. This is perhaps the chief obstacle to the establish- 
ment of discussion groups, just as it is the chief obstacle in the way of 
furthering any movement or program. Lethargy more generally than 
hostility stands in the way of all kinds of ventures. If this force mak- 
ing for inaction is to be overcome, the power of leadership must be 
exercised by those who actually possess initiative. 

10. Conflict of interests. Many of the most active, energetic, and 
ambitious of educators—the very ones who must be depended upon to 
encourage such a venture as the Discussion Group Project—are occu- 
pied by a number of interests. They may be mildly interested in a 
new program, but they give little time to it because their energies are 
being spent elsewhere. 

The leaders of the Discussion Group Project understand this diffi- 
culty, and certainly they are not disposed to insist that the movement 
they represent is the one and only educational program deserving of 
support. It is set forth not as the one thing needful in education, but 
as one needful thing. It cannot be expected that educational leaders 
will turn to the discussion group program as the one road to educa- 
tional progress. It is hoped, however, that the reasonableness of the 
project may suggest itself to administrators throughout the land, and 
that, regardless of their other responsibilities, they will cooperate in 
the effort to establish the machinery whereby administrators and 
teachers may engage in the systematic and sustained consideration of 
the problems with which they are most vitally concerned. 











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THE IMPLEMENTATION COMMITTEE PLANS 
AN ATTACK UPON ITS WORK 


WILL FRENCH 


Professor of Education, Teachers College, Columbia University; Chairman of the 
Implementation Committee of the Department of Secondary School Principals 
The Implementation Committee is an outgrowth of the Depart- 

ment’s effort, under the guidance of its Planning Committee, to give 
greater continuity and cohesiveness to its program. The Orientation 
Committee was one of the first results of this departmental policy. 
Nearly all members of the Department are familiar with its Issues 
and Functions reports. The Implementation Committee’ is a logical 
next step in the Department’s general program of seeking to improve 
American secondary education through study of its purposes, prob- 
lems, and programs both by the profession and by the supporting 
public. 


The Functions of an Implementation Committee: 


The Orientation Committee Reports have clarified the depart- 
ment’s position with respect to functions of secondary education in 
America and have focused attention upon some of the most critical 
issues involved. Through the subsequent work of the Bacon-Myer 
committee and other cooperating groups in many states and localities, 
these reports have been widely studied and discussed by secondary 
school people. A greater unanimity of thinking has doubtless resulted. 
Reports from many of these group-meetings show that there is wide- 
spread desire to convert purposes and ideals into programs and reali- 
ties. The question now is one of what to do and how to do it. The 
Implementation Committee is the Department’s agency for helping 
principals and others to come to some valid answer as to what prac- 
tices and procedures are most effective in helping a school perform 


Committee: 

John W. Harbeson, Principal of the Senior High School and Junior Col- 
lege, Pasadena, California. 

Oscar Granger, Principal of the Haverford Township High School, Up- 
per Darby, Pennsylvania. 

Howard Dare White, Assistant Commissioner of Education, Trenton, 
New Jersey. 

Eli Foster, Principal of Central High School, Tulsa, Oklahoma. 

H. H. Stewart, Principal of Davis High School, Mount Vernon, New 
York. 

Francis T. Spaulding, Professor of Education, Harvard University, Cam- 
bridge, Massachusetts. 

Paul E. Elicker, Principal of Newton High School, Newtonville, Massa- 
chusetts, President of the Department of Secondary School Prin- 
cipals (ex-officio). 

George C. Jensen, Principal of Senior High School, Sacramento, California. 

Will French, Professor of Education, Teachers College, Columbia Uni- 
versity, New York, N. Y., Chairman. 


13 














14 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS | October 


functions it considers important. Many practices are in use through 
which different schools seek to discharge a given function. Many pat- 
terns of action exist. Many others have been proposed by authorities. 
It is probable that all are not equally effective. Few have been well 
validated. What are their comparative merits? What can be counted 
upon by principals as reasonably effective ways of improving second- 
ary education in their communities? In a word, how can the pro- 
fession’s ideas and ideals be implemented with procedures and prac- 
tices that are effective? Hence the name of the committee and its 
chief function of validating the effectiveness of the basic practices and 
procedures which are involved in a school’s attempt to perform the 
major functions of secondary education. Other important but sub- 
ordinate functions of the Implementation Committee appear to be 
those of informing the profession and the patrons of the relative 
effectiveness of these practices, and of helping to narrow the gaps 
always existing between the best educational ideals and the best prac- 
tices and between practices in the best schools and in the average 
schools. 
The Committee's First Responsibilities 


Two important decisions have faced the committee from the 
inception of its work. First, upon what broad policies should the com- 
mittee plan its activities; what should be its major strategy? Second, 
what should be its initial approaches to the problem of implementa- 
tion? Among the policies which seem sound to the committee are 
these: 


(1) There should be as wide participation in the various projects of 
the committee by as many persons interested in secondary edu- 
cation as possible. Existing local and state groups should be in- 
vited to undertake supervision of various projects. 


(2) Implementing secondary education does not imply standardiz- 
ing it. One practice, one pattern, or one program is not the best 
under the varied conditions in which schools operate. The effort 
should be to discover the relative merits of various practices 
under different conditions so that more intelligent choices can be 
made in each school. 


(3) The work of the committee should be so conducted and the 
reports so phrased that no principal or community can feel that 
decisions and choices have been made by the committee which 
he or it should make. The committee’s work may modify the 
decisions which are made locally, but should not lessen the feel- 
ing of responsibility for decision-making in any school-com- 
munity. 




















Sp Re emOE Net oeea sett 





Ae cad east eI. 











1938] 





IMPLEMENTATION COMMITTEE PLANS 15 





(4) The committee’s reports should be based as largely as possible 


(5) 


(6) 


upon experimental evaluation of practices and procedures con- 
ducted by it or by others under actual school conditions. A pro- 
cedure ought not to be called “effective” except in terms of ob- 
jectively noted results of its use. 


The committee’s concept of the word “report” should be a 
broad one. The purpose of a “report” is to spread information 
and hence more widely and rapidly to modify practice. In addi- 
tion to printing reports the committee should utilize many other 
plans for spreading information about the results of its work. 
Implementation is ultimately judged in terms of the amount of 
improvement in practice not by the amount of knowledge of 
how to improve practice. 

The work of the committee should reach a wide audience but 
the profession should have earlier knowledge of the committee’s 
work than the general public. 


Among the initial approaches to its work which are being studied 


by the committee are the following: 


(1) 


(3) 


What specifically are the most critical current problems in sec- 
ondary education? The best place for this committee to begin 
implementing secondary education is at the specific points now 
most widely recognized as being most seriously in need of im- 
provement. If this committee asked each of the nearly seven 
thousand members of the Department of Secondary School 
Principals what these problems were in the school-community 
in which he worked, what would the results show? Would a 
study of these reports in conjunction with what has already been 
written on the point give the committee a good one as to what 
its initial attacks should be? 


How can a school tell to what degree it is now effectively dis- 
charging what it regards as a major function of its work in its 
community? For example, suppose a number of schools con- 
sider socio-civic education (citizenship) as one of their impor- 
tant functions. Could instruments for evaluating the results of 
their work be devised which would show the comparative effect- 
iveness of their differing programs and possibly indicate strong 
and weak points in them? 

On the basis of such a project should this committee locate 
schools which are effectively meeting some of the problems 
reported in (1) above as “critical” and subject their procedures 
to analytical study for the purpose of reporting significant differ- 
ences to schools which were seeking to improve their efforts? 





























16 


(4) 


(>) 





DEPARTMENT OF SECONDARY-SCHOOL PRriNcIPALS [ October 


How effective would some of the most promising of the deduc- 
tively reached proposals for performing some of the major func- 
tions of secondary schools which are advocated by “authorities” 
be if tested out in actual use? What schools are able and willing 
to give some of these ideas a test if supplied guidance by a com- 
petent member of the staff of this committee? One way to nar- 
row the gap between theory and practice would be for the 
Implementation Committee to serve as a means by which what 
appears to be a good theory gets a quick experimental try-out in 
some volunteer school. Shall this committee evaluate these “theo- 
retical proposals,” develop a list of potential experimental-centers, 
and facilitate experimentations and evaluate such experiments? 
Should this committee attempt to establish a nation-wide net- 
work of volunteer demonstration school-centers at which prac- 
tices and procedures, known to be valid as the result of the 
committee’s work under (2), (3), and (4) above, could be 
brought more directly under the observation of schools through- 
out the country? The “flow” of a good practice from one or two 
schools where it has been proved experimentally to be effective, 
to other schools all over the country is now slow even though 
the experiment is carefully reported in print. This doubtless par- 
tially accounts for the lag between best practice and typical prac- 
tices. Shall this committee attempt to shorten this lag by wide- 
spread demonstrations of valid practices in volunteer schools 
where the new idea could be more closely studied and observed 
by all surrounding schools? (Note that while an “experimental- 
school” helps validate an idea, the demonstration center schools 
merely help popularize under the guidance of this committee, 
a practice whose effectiveness has been tested.) If this demon- 
stration-idea is accepted as feasible, shall the Implementation 
Committee help states and local areas select such centers and 
through a staff help the state and local leaders conduct such 


demonstrations? 
It should be borne in mind that policies and procedures listed 


here are not ones upon which the Implementation Committee has 
come to any decision. They indicate the types of policy and procedure 
which seem to it to be involved in the performance of its work. These 
are still under discussion and consideration by the committee. They 
are presented here to acquaint others with the thought of the commit- 
tee to this date and with the hope that suggestions and criticisms will 
result. The committee expects to present at the Cleveland meeting in 
February, 1939, a proposed program and some initial results of its 


first activities. 




















THE PENNSYLVANIA PROGRAM 
OSCAR GRANGER 


Principal Haverford Twp. High School, and Coordinator, State of Pennsylvania 


The Pennsylvania Branch of the Department of Secondary School 
Principals has a membership of over five hundred. These principals 
have several different kinds of local organizations. Some of the local 
organizations include the principals in two or three counties. A good 
many are county organizations, and also a good many are made up of 
the men who can meet frequently and have common problems. 


Local organizations are not a recent development. For many 
years various groups have been working on local problems; many 
organizations being ten to twenty years old. Recently, however, due 
to the efforts of several secondary school principals local groups began 
to cooperate with one another in their work and the activity of one 
group acted as a stimulus to another and so there came to be a general 
movement that became an important phase of the work of the State 
Association. 


In some ways the local study group movement in Pennsylvania is 
more difficult than in a state where no local groups had previously 
been organized. When groups have been meeting infrequently and 
feel satisfied with a social gathering it is difficult to take them into a 
program of active supervised work. The State Association has endeav- 
ored to promote programs by the appointment of committees to pro- 
mote the work of the department, by providing a plan for state study 
work and by offering a program for committee work of interest to 
schools of the state. 


The organization in Pennsylvania to promote the local study group 
work grew out of the following resolutions adopted in December 
1935 by the State Branch: 


“J, Be ir Resorveo Tat: The principals of secondary schools 
in Pennsylvania be organized into a Department of Secondary School 
Principals of the Pennsylvania State Education Association for the 
purpose of 

a. furthering the program and policies of the State Department 

of Education, the program and principles of the Pennsylvania 

State Education Association, and the program of the National 

Department of Secondary School Principals. 
b. promoting and assisting the local principals’ association 
throughout the State of Pennsylvania in the work of improving 
the program of secondary education in our Commonwealth. 

17 

















18 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS | October 


“2. Be rr Furtuer Resorven Tuat: An annual meeting of the 
secondary school principals be held to: 

a. receive reports of the work accomplished in the professional 

principals’ organizations. 

b. to disseminate the results of research of local groups through 

the cooperation of the State Department. 

c. to discuss current problems in the field of secondary education 

with the aim of effecting a solution. 

d. to disseminate the results of investigations in the field of sec- 

ondary education conducted by National committees. 

“3. Be rr Furtuer Resocveo Tuat: To promote and insure con- 
tinuity to a systematic study of the problems of secondary education 
a planning committee be appointed consisting of the director of the 
Bureau of Secondary Education of the Pennsylvania State Depart- 
ment of Public Instruction, the chairman of the commission of the 
Association of Colleges and Secondary Schools of the Middle States, 
the retiring president and the elected president of the Department of 
Secondary School Principals and three other secondary principals 
selected by the aforementioned, for periods of one, two, and three 
years respectively. This committee shall plan research over a period 
of years.” 

Another committee which has been active during the past year 
and will have much to do with the work in the future is a committee 
suggested by the work of the National Coordinator’s office in Wash- 
ington. This committee is made up of the representative of each of 
the nine districts of the State. These men are called state coordinators 
and are responsible to the State Branch for the program in their area. 

This committee has been included by the Research Committee 
of the Pennsylvania Branch of the Department of Secondary School 
Principals, and so this group of nine men has the dual responsibility 
of promoting the establishment of local study groups and the work 
these groups are doing in the general state and national set-up. 


Plan of Organization 


The following outline for the organization and functions of a 
principals association based upon the experience of several Pennsyl- 
vania associations may be of help to those interested in the develop- 
ment of the local study group movement in their localities. 





























AN OUTLINE FOR THE ORGANIZATION AND FUNCTIONS 
OF A PRINCIPALS’ ASSOCIATION 


A. Personnel 


Membership should consist of a group of principals with common 
interests and problems and located within a sufficiently small 
enough area to enable every member to attend the meetings of 
the association without undue loss of time in traveling. 


Time and Frequency of Meetings 

Monthly evening meetings from October to May have proved 
most successful. Often these are dinner meetings, with dinner 
at 6:30 and adjournment about 9:30. Special committees may 
meet before the dinner hour. 


Place of Meeting 


Meetings are usually held in the schools of the members; however, 
some associations find it more convenient to have a permanent 
meeting place such as a college or club. 


Officers and Organization 

The officers should include at least a president and a secretary- 
treasurer. Some groups have found it advisable to elect a teacher- 
college man as permanent executive secretary. 

An executive committee appointed by the president should in- 
clude at least one junior and one senior high school principal in 
addition to the officers. Another important committee is the 
research committee appointed by the executive committee and it 
should include three to five members representing all the differ- 
ent types of schools of the association. 

Both of these committees should be relatively permanent. 


Functions of the Officers and Committees 


The president should call a meeting of the executive and research 
committees in September to outline a tentative program and 
schedule of meetings for the year. These should include definite 
plans for the first two or three meetings leaving the remainder 
of the meetings open for suggestions from the members. The 
Secretary should prepare by the first of November a printed or 
mimeographed booklet for circulation among the members, list- 
ing the officers, committees, members, and the time and place 
of the meetings for the year. 

The secretary should also send a notice to each member at least 
ten days before each meeting containing a complete agenda of 
the meeting. 

19 














20 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


F. Implementation of a Principals’ Association Program 

I. Criteria for selection of a problem for study. The problem se- 

lected for study should be: 
a. A practical one requiring cooperative effort for its solution. 
b. Of interest to the majority of the members of the local asso- 
ciation. 
c. Within the scope of this particular method of attack; i. e., 
cooperate local study by principals and teachers in service. 


Work of Committees 


II. Selection of Committee to Study the Problem. 
1. The Committee should number from three to five all of whom 
are personally interested in the problem. They should be located 
within a convenient radius and represent as many different types 
of schools as possible. 
2. Members of the committee should be able to meet for infor- 
mal discussion at frequent intervals. 
3. The committee should be appointed by the chairman from a 
list of volunteers. 
4. If possible the committee should have one member who is on 
the faculty of a teacher training school, or it should feel free to 
consult various teacher training school faculty members. Laymen 
may also have a place on the committee. 


III. The Method of Committee Study. 
1. Review literature to discover all present information and pre- 
vious contributions on the problem. 
2. Contact other schoolmen of the association to get their con- 
tributions toward the solution of the problem. This may be done 
when progress reports are submitted. 
3. Make a plan for study “soft pedaling” questionnaire tech- 
nique. 
4. Members’ schools should be used as much as possible for the 
first steps in the study. 
5. Report progress to the local association at least twice a year. 
6. The study should show, wherever possible, teacher and pupil 
participation. 


IV. The Life of the Committee. 
1. Any committee that does not make a definite progress report 
at least once a year should be discontinued. 
2. A committee should be retained so long as it is making a 
significant contribution. 





ee 


ro | RE 





























1938 | OUTLINE FOR PRINCIPALS’ ASSOCIATION 21 


V. Kind of Committee Report. 
1. Committee report may be in mimeographed form distributed 
at association meetings supplemented, if necessary, by a few re- 
marks from some member of the committee. The report should 
be of vital importance and show definite progress. 
2. Each succeeding report should build on the last report and 
also show progress during the interim between reports. 
3. Each committee report should make a definite practical con- 
tribution to the local schools and it should be kept for future 
practical reference and review. 


VI. Publication of the Committee Report. 

A final report should be filed with the state coordinator for state 
and national consideration. 
G. General Considerations 

It is all important that the committee should work cooperatively. 
This means that in a committee of three each must contribute leader- 
ship one third of the time and should follow two thirds of the time. 
We all have much to learn in this respect. One man can wreck a 
committee by not being willing to go along with the other fellow. 


Solving a Problem 


The third step taken by the State Branch to promote the local 
study-group movement came as a result of the recent legislation in 
Pennsylvania making attendance compulsory up to seventeen years 
of age in 1938 and eighteen years in 1939 for all youth who have not 
graduated from high schools. This legislation will retain ninety 
thousand additional youth in Pennsylvania high schools. This new 
population will demand special attention from the high school staff. 
The State Principals’ Association considered this a problem of the 
first magnitude and made it the point of attack for all state study 
work of the Association. 

To promote the study a State Study Committee was appointed 
by the President late in 1937. The committee included representatives 
from the high schools, colleges, and State department. This commit- 
tee presented a general plan for the work including an inquiry from 
the Department of Public Instruction. “The results indicate that at 
least 100,000 young people would be affected by the legislation, of 
whom, if replies by those who reported on ‘Mental Status of Drop- 
outs’ are typical of the whole situation, fifty per cent have intelligence 
quotients from 90 to 110, nine per cent from 110 up, and forty-one 
per cent from 89 down. 

“The Pennsylvania Principals’ Association thought that schools 
cannot wait for this problem to solve itself. It is with them now, for 














22 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS | October 


the young people will be returning to school this year. Illustrating 
one phase of the search for a solution, in Harrisburg, on February 4, 
the Pennsylvania Branch of the Department of Secondary School 
Principals in cooperation with the Department of Public Instruction 
presented a unique Youth and Lay Conference on the subject, The 
Adequacy of the Program of Secondary Education to Meet the Needs 
of Youth, in the hope that from youth and public leaders might be 
gained ideas for the improvement of the school program. The con- 
ference attempted to use a technique that would be effective for simi- 
lar meetings throughout the state, whereby schools may be able to 
bring their communities into cooperation with them in an effort to 
adapt the school to pupils and their needs. 

“Although each session of the conference was in its own way 
interesting, the youth meeting was the most stimulating. About 
seventy young people representing a cross section both of the pupil 
population in several high schools in the vicinity of Harrisburg and 
of pupils who had withdrawn from school constituted the Youth 
Panel. 

“Asked to consider such questions as ‘What do we want in high 
school?’ ‘What changes would we like to see?’ ‘What is lacking in 
the school?’ the students entered the discussion with a freedom that 
would hardly be imagined by one who had not been present, and 
without one taking advantage of the opportunity offered for venting 
personal ill will toward school situations that several had found 
unpleasant. 

“One cannot peruse their remarks without being impressed by 
the degree to which they strike at targets aimed at by the reports on 
Issues and Functions of Secondary Education of the Department's 
Committee on Orientation. Without using a professional vocabulary. 
the students discussed differentiation of offerings, vocational and gen- 
eral education, adapting offerings to needs, the worth of cultural sub- 
jects in the curriculum, methods, recognition of interests, the purpose 
of guidance, preparation for life, and a program valuable to all youth 
of the community! 

“In the afternoon, an adult panel discussed the program in which 
they had seen the young people participating earlier in the day. To 
this panel had been invited representatives of such state organizations 
as the Federation of Women’s Clubs, Pennsylvania Congress of Par- 
ents and Teachers, Pennsylvania Conference on Social Work, Girl 
Scouts, Boy Scouts, Y. M. C. A., Y. M. H. A., Pennsylvania Farm 
Bureau Federation, State Grange, American Federation of Labor, 
Committee for Industrial Organization, Chamber of Commerce, 
Pennsylvania Real Estate Association, Pennsylvania Retailers Associa- 


























23 


OUTLINE FOR PrINcIPALS’ ASSOCIATION 





1938] 


tion, and the Public Education and Child Labor Association. The 
adult panel agreed that in the main the expressed desires of the youth 
panel were reasonable, promised cooperation in the efforts to create 
in Pennsylvania a secondary school system responsive to the needs of 
all normal young people in the state, and considered in general terms 
what contributions each represented group might make to the school 
program. No specific commitments were made, as indeed they could 
not be by the uninstructed members of the panel. 

“The conference closed with a dinner meeting for representatives 
of the schools, at which was presented the next step in the Pennsyl- 
vania program, namely the study of the problems in small discussion 
groups of principals and faculty members in all parts of the state.” 

During February and March similar meetings were held in other 
sections of the state. Some meetings such as the one held at Wash- 
ington, Pennsylvania, included several counties, others included the 
school men in smaller areas and some included the local school people 
only. 

Cooperative Planning 


In March the State Coordinators met during the Schoolmen’s 
Week Program at the University of Pennsylvania to report on these 
meetings and lay plans with the State Committee for the furtherance 
of the study into the business of making a curriculum for this group 
which the Committee called the “non-academic.” This meeting re- 
sulted in the following report on the Study to Meet Educational 
Needs of the Non-academic Pupil: 

Plans to set up state committees in the following subject mat- 
ter fields locating one or two state committees in each of the 
regions with the coordinator in general charge of work of the 
committees in his district, and extending his committee work 
by establishing sub-committees in all other regions. The fol- 
lowing curriculum divisions were established: home eco- 
nomics, reading, mathematics, language, science, social sci- 
ence, guidance, manual arts, extra-curricular activities, voca- 
tional training, apprenticeship, special interest units, and com- 
munity educational resources. 

These committees would be located in different sections of the 
state. One section, for example, might take home economics. Another 
would probably select guidance. Each coordinator would choose from 
the list the subject-matter areas he considered could be handled best 
by the people in his district. 

The following is an explanation of how the State Committee 
appointed by the Association to study the problem of curricula for the 
non-academic thought through the work of the home economics com- 














24 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


mittee. This committee would be composed of people interested in 
this field including at least two principals, several high school home- 
economics teachers, and a member of the home economics faculty of 
a teacher training school. This committee would contact as many 
high schools as possible and gather outlines of curricular materials 
and suggested materials for this particular group of pupils. They will 
urge that sub-committees be established in other sections of the state 
to do the same work in their area, and finally to report their study to 
the Central Study Committee. When the committees on all subject 
fields do the same a report can be ready covering all the subject fields 
selected. This report may be mimeographed by the State Department 
of our Association and sold at cost to interested schools. 


Each state coordinator selected subject areas he thought could be 
best developed in his area, the responsibility of the coordinator to 
include: the selecting of a committee to head the work for the state 
on the subject areas he selected; to guide the work of the committee 
in relation to other committees of the state; and to get the cooperation 
of other coordinators in the establishing of sub-committees in each of 
the nine regions. 


The State committee in conference with the coordinators were 
emphatic in their decision that this curriculum study should be car- 
ried on by people in the classroom and not be something written by 
one or a few people and sent out to the schools. And so they decided 
to send an inquiry to all the high schools of the state to get the names 
of teachers and principals interested in cooperating in the study. A 
copy of this inquiry follows: 


Cooperative Curriculum Study 


The committee appointed by our State Principals Associa- 
tion to study the “Adequacy of the Programs of Secondary 
Education to Meet the Needs of Youth” is anxious to further 
its study. This group wishes to gather information as to the 
number of schools interested in cooperating in a program of 
committee work on building curriculum materials. The fol- 
lowing curriculum divisions for non-academic pupils have 
been selected by some of our State Coordinators and these 
men will appoint committees in their respective localities: 

Home Economics—Miss Woodward, Springfield H. S. and 

Miss Ebersole, Drexel Inst. 


Reading—Mr. C. Glenwood Hughes, Haverford Township 
H. H., Upper Darby. 





Pe tee 











cr aie 


is Sw Sait 





- 2 es «6 








pee ih BS i 









1938] OvttineE For Principats’ AssociaTION 


Mathematics—Mr. G. W. Lafever, Principal, Gettysburg 


High School. 

Languages—Mr. J. H. Eisenhauer, Principal, Reading High 
School. 

Subject Interest Units—Mr. J. H. Eisenhauer, Principal, Read- 
ing H. S. 


Science—Mr. R. E. Boyles, Washington High School. 

Social Science—Miss Mary J. Wyland, Education Dept., State 
College. 

Guidance—Dr. F. G. Davis, Education Dept., Bucknell. 


Community Resources—Mr. Carl E. Whipple, Altoona High 
School. 


Our state association committee would like to have the follow- 
ing information to give to the several curriculum committees. 
Will you help them by checking the subject area or areas that 
you would like to have improved for these pupils? And also, 
if you are willing in your school to cooperate with the com- 
mittee by working with one or several of these subject field 
committees will you write in the name of the individual on 
your faculty to whom a committee may write for suggestions 
and questions? The kind of cooperation desired would in- 
clude suggestions for activities and experiences in the particu- 
lar areas that are now part of a curriculum or that you feel 
should be part of a curriculum for this group. Add subjects 
you wish included. 


_Manual Arts 


The Principals Association believes that through the coopera- 
tive efforts of teachers and principals working on these com- 
mittees a very desirable curriculum can be produced for this 
group of youth. It is the Department’s belief that this demo- 
cratic procedure will produce results and to this end your 
professional cooperation and service is earnestly solicited. 





25 


Check Write in Name Check Write in Name 
Home Economics Extra-Curricular Act. 
Reading . Vocational Training . 
Mathematics _Apprenticeship 
Language Kiel = Special Interest ___. 

Science nieces Community Resources 
Social Science 
Guidance 




















[ October 


26 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Over six hundred schools replied and gave the committee 
hundreds of names of interested classroom teachers. These names 
were distributed among the coordinators giving each the list of teach- 
ers interested in working on the curriculum under his supervision. 
These lists were distributed to the coordinator at the end of the school 
year, and so the working committees will in most cases not begin 
work until the fall. However, some local coordinators, such as the one 
on home economics, have been working since March of this year. 

During the summer the study was furthered by conferences con- 
ducted by the University of Pennsylvania, Bucknell, and Drexel in 
connection with their summer program. 

The summer conference at the University of Pennsylvania was 
of special interest to the group working on reading for the non- 
academic. Notice of this conference was sent to all the teachers listed 
on the returned inquiry blanks who were interested in working on 
this phase of the study. The conference at Bucknell dealt with guid- 
ance and an invitation was sent to all interested in this phase of the 
study to attend this conference on July 27th and 28th. The conference 
at Drexel on home economics was handled in the same manner. These 
conferences show the interest taken in the study by the high school 
teachers, the administrators, and the teacher training institutions. 

The Pennsylvania Department of Secondary School Principals 
will hold their annual conference in Harrisburg on October 28th and 
2%h. The entire program will be devoted to this study of the curricula 
for the non-academic. On Thursday evening the State Committee 
will meet with the coordinators to work on general plans. On Friday 
there will be all-day meetings of each subject area committee with the 
sub-committee chairman. The day will be devoted to organizing the 
committee machinery, deciding upon underlying principles, and 
developing the program of implementation for each curricular study 
group. On Saturday morning these committees will meet to receive 
suggestions and requests from any administrator who has a particular 
suggestion or problem he wishes to present to the committee for spe- 


cial consideration. 





1. eT SPRUE 0 way 














ae ees 





DISCUSSION CLUBS FOR STUDENTS 
CLAY COSS 


Associate Fditor, The American Observer and The Weekly News Review 


The forum idea is making headway throughout the country, and 
it represents perhaps one of the most effective movements in the direc- 
tion of sound political education. The best known type of forum is 
that which was developed some time ago in Des Moines under the 
direction of Dr. Studebaker. The Office of Education has made prog- 
ress in the promotion of these forums as an agency of adult education 
and particularly of practice in the art of opinion-building. A forum of 
a different sort is to be found in the discussion groups among edu- 
cators which the Department of Secondary School Principals is doing 
so much to encourage. The Department of Agriculture has assisted 
the development of forums among farmers. 


The idea behind these activities is that organized discussion clari- 
fies ideas and paves the way to intelligent and well-considered action. 
If this general proposition is true, and if it is desirable therefore to 
establish groups of adults for the purpose of promoting discussion 
among them, it is equally important that the technique of discussion 
be encouraged by every suitable means among the young people of 
the nation, particularly the students in the high schools. The move- 
ment for organized discussion is, in fact, growing rather rapidly in 
the high schools. Principals and teachers, seeing the benefit which 
comes from systematic discussion in their own groups, are encourag- 
ing participation in discussion on the part of their students. The tech- 
niques of discussion which make for cooperative thinking are being 
carried to the classrooms, and special groups or clubs are being organ- 
ized as forums in which boys and girls may gain practice in orderly 
discussion. It seems appropriate that administrators and teachers who 
are interested in organized discussion among adults should concern 
themselves about the promotion of this activity among the young 
people for whom they are responsible. If this is done the next genera- 
tion of Americans should be better able than the present to discuss 
their issues logically and objectively. There is no question but that 

democracy will be safer if such a result should be achieved. 

Discussion groups among students may take any of a number 
of forms. In some places it may be possible to revive the literary socie- 
ties which were so popular a generation or more ago. These societies, 
usually bearing classical names, are gratefully remembered by many 
men and women now in middle age or beyond. Probably the societies 
as they were then known will not return in the old forms. The suc- 
cessor may be a Forum, a Junior Citizens’ Council, an International 


27 

















28 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS | October 


Club, or a club devoted to some other field of public affairs. It may be 
merely called a debate society. There are scores of names, and the 
choice is unimportant. A club of some kind, or several clubs if the 
school is large, is needed in the high school, however, for a number of 
reasons, among which the following may be mentioned: 


For Continuous Study 


1. The existence of a discussion club to which students who are 
interested may belong offers an opportunity for the continuous study 
and discussion of public affairs. Such discussion is carried on, of 
course, in social studies classes. It is becoming customary for a teacher 
of history, civics, economics, or social problems to devote at least a day 
a week to current affairs; and a consideration of these problems offers 
an opportunity for student participation and discussion. The history 
or civics class comes to an end in due time, however. The members 
of the class may follow this work in history or civics with a course 
in some other of the social studies, but there are few students whose 
work in the social studies is continuous throughout the high school 
period. The normal situation is that a student takes a social studies 
course, and perhaps becomes interested in the study and discussion 
of public affairs in connection with the course, then after a semester 
or two he drops the social studies work and with it the period in 
which he considers current public problems. He may or may not take 
up such study later, but at any rate his study and discussion are dis- 
continuous, and being discontinuous, do not tend to develop consist- 
ent habits of thought, study, and discussion—habits which are likely 


to be permanent. 


Now it is the development of permanent habits of reading, think- 
ing, and discussing which characterizes the good citizen. If such 
habits are not formed and maintained while one is in school, if they 
are not strong and continuous enough so as to continue to be effective 
after the school days are over, the work in citizenship obtained in the 
school will turn out in the long run to have been really useless. 


It is highly important, therefore, that in each school there should 
be a club or group engaging in the discussion of public affairs. Stu- 
dents whose interest is aroused in these subjects and in this sort of 
discussion may become members of a club. The membership is con- 
tinuous throughout the school period. Courses in the social studies 
may come and go, but the club goes on without a break. The discus- 
sion of public problems which goes on in the club tends to become 
a part of the life habits of the boys and girls. These habits are so 
firmly grounded that when the school days are over the young people 























29 





Discussion CLuBs FoR STUDENTS 


1938] 





are likely to go on reading about public affairs and discussing them 
with their friends. If they do this their continuing civic education 
is assured. 


Learning to Discuss 


2. Sound discussion techniques may be developed through prac- 
tice in the discussion clubs. Something may be done along this line 
in the classroom. As a matter cf fact, it is important that something 
should be done. But the time of the teacher is short, and there is a 
limit to the amount that can be done during recitation periods. A club 
which meets regularly, perhaps once a week, under the guidance of a 
competent instructor can offer a training not only in the study of 
public affairs but in the logical and objective discussion. Attention 
may be paid not alone to the content of a discussion but to its method. 
A discussion guide such as “Talking It Through” should be studied 
by such a group of students, and the methods of discussion there set 
forth should be followed. A club with weekly meetings will offer a 
good opportunity for the encouragement of rationality, logic, and fair- 
ness in discussion. The tendency of disputants to wander from a sub- 
ject or to advocate their own ideas without listening to the offerings 
of their opponents may be corrected in the course of the conversational 
debates which may be had at the regular meetings. 


3. Membership in a club which meets regularly to consider 
public affairs may offer a student an emotional outlet. It may tend to 
bridge the gap between thought and action, and it is tremendously 
important that such a thing should be done. If young people get into 
the habit of forming opinions about questions and then doing noth- 
ing, of having emotions aroused without taking action, they are likely 
to develop a habit of non-action; and if they do this they will never 
be effective citizens. If, however, they form themselves into a club 
they will get into the habit of speaking their minds freely and of 
advocating action. They may even prepare resolutions calling for 
action by public officials. This is a form of civic participation. There 
are many ways in which they may act in building public opinion in 
accordance with their own views. A club should not be political in 
the sense that it lines up with one party or another; but its members, 
having threshed public questions out in debate, may become aroused 
to the point of taking individual action toward the molding of opin- 
ion. At the very least, they gain practice in the expression of their 
views and this, in itself, renders them more efficient as citizens. The 
primary duty of the citizen is to help mold public opinion through the 
forcible expression of his own ideas. 











DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS | October 


Developing Leaders 


4. Leadership is developed in clubs which have regular meetings 
and which offer an opportunity for debate and discussion. Many men 
who have assumed leadership in their professions or in public lite give 
a great deal of credit to their experience in the literary societies where 


they first practiced the arts of leadership. A student may gain a cer 
tain amount of experience in the classroom, but his opportunity in 
that direction is limited. 

5. A student club offers an opportunity for practice in_parlia- 
mentary procedures. There is not much chance to engage in parlia- 
mentary drill in the ordinary social studies class, but there is a chance 
in a club. In fact, most of the discussion which takes place in the 
group may be carried on in accordance with parliamentary rules. 
Thus in the very process of gaining experience in discussion, one also 
gains experience with parliamentary forms. A knowledge of parlia- 
mentary practices is of tremendous benefit to anyone who wishes to 
participate in public life. 

6. A club or discussion group in the school gives opportunity 
for.a very pleasant kind of social life. It is particularly helpful to the 
student who is qualified for leadership in the political world. Our 
schools pay too little attention to this type of student. They have a 
great deal of time for the athletic type, but they do not offer sufficient 
stimulation to the activities of the student whose primary interest is in 
the civic life of the community. The sponsoring and support of dis- 
cussion clubs or groups would tend to correct this weakness. 


Getting Started 


The formation of a discussion group among students should not 
be difficult. It may or may not require initiative on the part of an 
instructor. Frequently a suggestion from an instructor is necessary in 
order to start the enterprise. The instructor should be willing to give 
some time to the work of guiding the club. His advice is needed, 
though the activities will be carried on by the students. 

It is usually found undesirable to require membership in a club 
of students. It should be a voluntary enterprise. Many students are 
not interested in public affairs, and their presence in a club would be 
stifling in its effect. Let it be known that membership in the club is a 
privilege which is within reach of the students who wish to participate. 

As soon as a group of students has been formed the next question 
is to define the character of the body. The organization should not 
be complicated but some sort of organization there must be. There 
should, for example, be a simple set of rules. These rules may or may 
not be termed a constitution, but whatever term may be used they 








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1938 | Discussion CiuBs For STUDENTS 31 


should contain a number of definite provisions. First they should 
state the name of the organization. As suggested a while ago, there 
is a wide variety in choice of names. The group may be called a 
forum, with some descriptive term attached to it, or it may be called 
a Lincoln Club or a Webster Society (using these names merely as 
illustrations), or a Junior Citizens’ Council, or a Town Hall, or it 
may use some local name. Next there should be a brief statement 
of purpose. Then there should be a clause on membership. Member- 
ship should be not only voluntary but it should be limited. If a group 
is too large it cannot do effective work. The best discussion can ordi- 
narily be carried on in a group of twenty to thirty. If the number 
wishing admission is much larger than thirty, a second club should 
be formed. 
Organization Problems 


The qualifications of members should next be considered. Here a 
problem must be settled. Shall any student who wishes to become a 
member be admitted or should some test be applied? In most cases 
it will probably be found wise to limit membership to those who have 
made at least fair grades in social studies classes. As a general rule 
good work in a club of this kind cannot be expected from students 
who have not had enough ability or interest to do well in the social 
studies work. If there are too many members who have not demon- 
strated their interest in public affairs there is danger that the club may 
be diverted from its original purpose and that its meetings may 
become occasions for social chatter or something other than the 
serious discussion of public affairs. This danger will be reduced if 
members are taken in on the basis of proven interest in civic matters. 
Perhaps provision should be made for certain exceptions to the rule. 
For example, it might be decreed that a student who had not taken 
work in the social studies classes or whose grades in them were inade- 
quate might still be made a member upon recommendation of the 
faculty advisor or upon receiving a three-fourths vote. It may be 
found desirable to choose members from a list of eligibles presented 
by the social science teachers. Election may be either by a majority 
or by a two-thirds vote. 

The constitution should provide for officers. There should be a 
presiding officer who may be called a president, a chairman, or a 
speaker. There should also be a vice-president whose duty will: be to 
preside in the absence of the president or to take his place if he should 
resign or move away, or if a vacancy should occur in some other man- 
ner. There should be a secretary or clerk to keep the minutes of the 
meetings and the records. There should be a treasurer to take charge 
of any funds which may be collected. There should be such an officer 

















32 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


even if no dues are provided for, because the club may make money 
through programs or in some other way. There should be a program 
committee. In some cases there is an executive committee consisting 
of the elected officers, and they make the programs; or there may be 
a separate program committee appointed by the president or chair- 
man. There should be a faculty advisor. The faculty advisor may be 
called an advisor, or sponsor, or critic. His duty, as the name sug- 
gests, is to give advice and assistance, and to serve as a critic of the 
programs and the discussion. 

The officers should be elected by a majority of the members, and 
it is probably desirable in most cases that they should serve for one 
semester. Shorter service scarcely permits the accumulation of experi- 
ence so that the meetings will be well handled. On the other hand, 
if the term is for a whole school year too few members will have the 
benefit of the experience which may be gained from being an officer. 
The time and frequency of the meetings should be set forth in the 
constitution or the rules. The usual frequency is once a week. Weekly 
meetings are frequent enough so that interest may be maintained, yet 
not so frequent as to cause them to be a burden. At the start it may 
be that an hour for a meeting will be sufficient, but if the club should 
become really successful and if animated discussion should take place 
regularly, it may be well to permit two-hour meetings, or the time of 
closing may be left indefinite. 

Meetings may be held in a classroom, though where possible it is 
well to have them in a room where there is a piano, for musical num- 
bers enliven a session and should be provided where this can be done. 

The club’s discussions should be carried on in accordance with 
recognized parliamentary procedures. It is well for the constitution 
to provide that in all cases not covered by the constitution and the 
rules “Robert’s Rules of Order” shall apply. 

It is usually desirable not to require dues, at least not when the 
club is first being started. Modest dues may be required later, but this 
should be done with caution, for no impediment should be placed in 
the way of one’s membership if he is really meritorious. Dues should 
never be high. A certain amount of money will be needed for books 
and magazines of reference material and perhaps for other things, 
but funds of a limited amount can usually be obtained through a spe- 
cial program for which a small admission price is required. Once a 
year or so there may be a civic rally in which the interest of the com- 
munity may be aroused. At this rally there may be a debate on some 
question of great local interest, and there may be papers or orations 
on the outstanding needs of the community or the state or the nation. 
These more serious discussions, enlivened by musical numbers, should 





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1938 | Discussion Ciuss For STUDENTS 33 


draw a crowd, especially if the meeting is endorsed by the authorities 
of the school and by the community leaders. 


Program Suggestions 


The program of the regular meetings should be carefully worked 
out in advance. There should be time for spontaneous debate or dis- 
cussion. This should be one of the essential features of the club, but 
certain numbers on the program should be carefully prepared. There 
can be no set rule as to the numbers on the program. Here are a few 
suggestions: 

A paper on a subject dealing with community betterment, treat- 
ing, for example, such questions as how safety may be conserved in 
the community, how crime may be reduced, or how parks or recrea- 
tion facilities may be improved. 

A paper or talk on some problem pertaining to the school, par- 
ticularly to the value of the courses given or to needed changes in the 
curriculum. 

A carefully prepared short speech advocating some measures 
which would tend to build a better community, a better school, or a 
better nation. 

A musical number. 

A reading. This is important because, through practice in reading, 
one develops precision and improves his delivery. This work should 
be done under guidance of the speech department of the school. 

A personality sketch of some man in public life. 

A debate on an issue of the day. The debate may be either formal 
or informal. If formal, there may be two contestants or two opposing 
teams. If informal, the correct procedure is to have a resolution intro- 
duced endorsing or condemning some measure. The debate on the 
resolution may proceed under the rules of parliamentary law with the 
entire membership participating. The debate may be followed by a 
vote on the resolution. It may be voted up or down. It may be laid 
upon the table, postponed until a later meeting, or may be dealt with 
in any way provided by the rules of parliamentary procedure. 

It is important that discussion, when it occurs, should be fair and 
reasonable and that it should be of such a nature as to lead in the 
direction of truth. It should never be a matter merely of showing off. 
The faculty advisor through criticism, should assist in the develop- 
ment of logical attitudes. It is in connection with these discussions 
that such a discussion guide as “Talking It Through” would be par- 
ticularly valuable. 


School clubs may gain valuable practice in discussion by working 
in cooperation with “America’s Town Meeting of the Air.” This 

















34 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


organization will broadcast weekly debates on the most important 
problems before the country over a nation-wide hookup. There will 
be 26 of these debates during the year, beginning November 3. Each 
question will be debated by specialists in the fields involved, and dif- 
ferent points of view will be represented. The debates will occur on 
Thursday evenings. The hour will be 9:30 Eastern Standard Time, 
8:30 Central, 7:30 Mountain, and 6:30 Pacific time. 

As soon as a class or group or club has decided to participate in 
this national forum, someone, either a teacher or a student, should be 
authorized to communicate with “The Town Hall,” 125 West 43rd 
Street, New York City. That is the organization which conducts the 
broadcasts, and it will give valuable assistance to groups. It will send 
out notices each week in advance giving the subject of the discussion, 
together with a wealth of material on the problem to be debated. It 
will give guidance through a pamphlet, “Town Meeting Goes to 
School.” This service may be obtained by any school, group, or class 
for $10. 

In the East where the broadcast will occur at 9:30, the groups 
may meet earlier than that hour and carry on their own discussion 
of the topic before the broadcast. In the West, they may meet, listen 
te the debate, and then, when it is finished, they may carry on the 
discussion in the light of the arguments they have heard. 




















WHAT THE STATES ARE DOING 
LOUISE MOOERS 


Secretary, Discussion Group Project 


During the first year of the Discussion Group Project a state 
organization was effected in 48 states and the District of Columbia. 
In a number of the states an effective organization was set up last 
year and local groups of principals are meeting regularly and are mak- 
ing use of the materials furnished by the Discussion Group Project. 
In other states there is little more than a skeleton of an organization, 
but nearly everywhere there is activity this fall and it appears that the 
principals of the nation will be quite generally organized into dis- 
cussion groups before the end of the present school year. 

In most of the states the “Issues of Secondary Education” and 
“Functions of Secondary Education” are being studied actively by the 
groups, while elsewhere issues locally formulated are being considered. 

There follows a brief outline of the work which is being done 
in each of the states as indicated by reports which have come to the 
national office of the Discussion Group Project. 


Alabama 

Coorpinator: Noble Hendrix, Prin., Woodlawn High School, 
Birmingham. 

At a meeting of the State Principals Association August 24-26, 
1938, a state-wide organization was set up under the direction of 
Mr. Hendrix. The state was divided into eight districts, and a 
regional director was placed in charge of each. Under the regional 
directors there is a chairman for each county. The regional directors 
are: 

District 1. Charles F. Taylor, Robertsdale High School, Robers- 
dale. 

District 2. W. E. Snuggs, Dale Co. High School, Ozark. 

District 3. Patterson Hicks, Chilton Co. High School, Clanton. 

District 4. James Chrietzberg, Holtville High School, Deasville. 

District 5. H. L. Searcy, Hewitt High School, Trussville. 

District 6. P. G. Myer, Anniston High School, Anniston. 

District 7. J. M. Richardson, Kennedy High School, Kennedy. 

District 8. W. P. Snuggs, Morgan Co. High School, Hartselle. 

Early this fall the regional director in each of the eight districts 
is to meet with his county chairmen and plans are to be laid for the 
development of discussion groups in all parts of the state. Whether 
a group will consist of the principals of some particular county or a 
number of counties will depend upon density of population and other 
35 


























36 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


local conditions. A great deal of discretion is left to the regional and 
local leaders. The “problems of Secondary Education,” furnished by 
the national office of the Discussion Group Project, will be used by 
most, if not all, of the local groups as a guide to discussion. Mr. Hen- 
drix is emphasizing the importance of giving suflicient time for mas- 
tery in the case of each of the problems set forth by the Orientation 
Committee of the Department. 
Arkansas 

Coorpinator: Elmer Cook, Prin., Senior High School, Fort Smith. 

The foliowing regional directors were appointed last year and 
were charged with the responsibility of organizing local groups in 
their districts: 

Lloyd Goff, Prin., High School, Jonesboro. 

Charles H. Cross, Director, University Training School, Uni- 
versity of Arkansas, Fayetteville. 

P. H. Herring, Prin., High School, Forrest City. 

Oscar M. Owens, Supt. of Schools, Batesville. 

R. B. Brawner, Prin., High School, Texarkana. 

J. L. Holt, Prin., High School, Camden. 

Crawford Whaley, Supt. of Schools, Monticello. 

Charles F. Allen, Supervisor of Secondary Education, Little Rock. 

Mr. Cook makes the following progress report: “My conversa- 
tions with various secondary-school leaders over the state leads me to 
believe that there is a real opportunity fer the development of dis- 
cussion groups in this state.” 


Arizona 

Coorpinator: A. W. Hendrix, Prin., Senior High School, Prescott. 

Recionat Directors: 

T. J. Tormey, Pres., Arizona State Teachers College, Flagstaff. 

L. A. Eastburn, Director of Research and Guidance, Phoenix 
Union High School, Phoenix. 

Paul E. Guitteau, Supt. of Schools, Thatcher. 

L. T. Rouse, Prin., Bisbee Senior High School, Bisbee. 

The population of Arizona is, of course, sparse, and that creates 
problems in connection with the organization of discussion groups. 
Groups are being organized in certain centers, however, and else- 
where principals are being urged to carry on the discussion of the 
“Issues” and “Functions” in their high school faculty meetings, using 
“Problems of Secondary Education” as a guide. 

California 
Coorpinator: G. J. Badura, Pres., Association of California Sec- 


ondary-School Principals. Fortuna. 








De 

















37 


Wuat THE States ARE Do1nc 





1938] 


The Association of California Secondary-School Principals has 
divided the state into 21 districts. Each district elects officers and 
holds regular meetings. In some of the districts there are four meet- 
ings a year. Elsewhere the meetings are monthly. The Association 
recommends that the monthly plan be universally adopted. 

Each of the 21 districts elects a representative to the State Repre- 
‘ sentative Council. The Council meets twice a year; in the fall at 
| Fresno, then at the annual conference of secondary-school principals. 
The conference last April was held at Hollywood. 

The 21 local districts discuss their problems and send to the Rep- 
resentative Council the ones which seem to them the most important. 
The Representative Council then discusses the problems and considers 
the recommendations made by the leaders of the local districts. On 
the basis of these discussions, the Council advises concerning educa- 
tional practices, but has no legislative power. 





In addition to the 21 local groups which meet to discuss educa- 
tional problems, the Association has counties at work on_ specific 
issues. The fact is emphasized that each district acts as a discussion 
group of the State Department and is in touch with the Discussion 
Group Project of the Department of Secondary-School Principals of 
the National Education Association. “Problems of Secondary Educa- 
tion,” furnished by the national office of the Discussion Group Proj- 
ect, is widely used, and the local leaders recommend the use of the 
booklet “Talking It Through.” 

Colorado 

Coorpinator: A. A. Brown, Prin., Junior-Senior High School, 
Fort Morgan. 

Recionat Directors: 

C. F. Poole, Prin., High School, Sterling. 

L. R. Leake, Prin., High School, Eaton. 

J. L. Johnson, Prin., High School, Aurora. 

B. G. Saltzman, Supt. of Schools, Cortez. 

D. B. Lesher, Supt. of Schools, Wray. 

L. J. Botleman, Prin., High School, Rocky Ford. 

John Unger, Supt. of Schools, Hugo. 

J. K. Boltz, Prin., High School, Grand Junction. 

W. S. Roe, Prin., High School, Colorado Springs. 

Bert Hitt, Prin., High School, Craig. 

C. L. Cushman, Director, Dept. of Research and Curriculum. 
Denver Public Schools, Denver. 
L. E. Smith, Prin., High School, Fowler. 
H. Q. Van Dyke, Supt. of Schools, LaPorte. 























38 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


E. T. Evans, Prin., High School, Alamosa. 

O. S. Ikenberry, Prin., High School, Delta. 

R. L. Stinnette, Supt. of Schools, Julesburg. 

Leo W. Butler, Supt. of Schools, Fort Lupton. 

At the present time every section in the state is districted and 
every secondary school executive has an opportunity to meet with a 
local discussion group. These groups vary in composition, depending 
upon the size and geographic location of the area. Every area in the 
state met regularly in their discussion groups during last year. They 
used “Problems of Secondary Education” as a basis for their dis- 
cussions. 


Connecticut 


Coorpinator: Alexander A. MacKimmie, Prin., Pratt High 
School, Essex. 

Due to the fact that Connecticut is a small state, no regional 
directors have been appointed. The state has been fairly well organ- 
ized for discussion purposes, with only one sizeable section lacking 
some type of facilities for discussion. Mr. MacKimmie plans to assist 
the groups already in existence and to establish new groups in unor- 
ganized areas. 


Delaware 


Coorpinator: John Shilling, Asst. in Charge of Secondary Schools, 
Dover. 

Delaware, too, is a small state, and the appointment of regional 
directors has not been found necessary. The state, however, is well 
organized and important monthly meetings have been held in differ- 
ent cities under the leadership of Mr. Shilling. The programs are 
most carefully planned, with outlines of the points to be discussed. 
These outlines are furnished to the persons present. The conclusions 
of each meeting are summarized and copies of the summary are sent 
to each principal in the state. 


District of Columbia 


Coorpinator: Harry Baker, Jr., Prin., Langley Junior H. S. 

In addition to regular monthly meetings, the colored and the 
white principals have held monthly meetings to discuss problems 
common to both groups. These discussion meetings were aided by 
the materials of the Discussion Group Project. Quite a number of 
individual faculties have formed discussion groups. 

“Prospects for the permanent success of the Project are very 
bright,” reports Mr. Baker. 





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SRE Gibran nit DMI At 





















1938] Wuat THE States Are Doinc 





Florida 


Coorpinator: Albert J. Geiger, Prin., St. Petersburg H. S., St. 
Petersburg. 

The appointment of a coordinator was not made in this state 
until last February and there was not time during the remainder of 
the year to effect regional organization. Mr. Geiger, however, is enter- 
ing actively into the work this year with the purpose of carrying for- 
ward organization plans. 

Georgia 

Coorpinator: R. E. Hood, Prin., Glynn Academy, Brunswick. 

Recionat Directors: 

John Varnedoe, Prin., High School, Savannah. 

E. G. Elcan, Supt. of Schools, Bainbridge. 

W. H. Martin, Supt. of Schools, Dawson. 

S. N. Gardner, Prin., High School, Griffin. 

Paul West, Prin., Russell High School, East Point. 

A. J. Hargrove, Supt. of Schools, Dublin. 

C. W. Peacock, Supt. of Schools, LaFayette. 

Ralph Newton, Supt. of Schools, Waycross. 

C. J. Cheves, Supt. of Schools, Gainesville. 

J. H. Green, Supt. of Schools, Elberton. 

The preliminary work of organization was effected under the 
leadership of Mr. B. M. Grier, who served for a time as State Coordi- 
nator. He secured the cooperation of the state high-school principals 
association, which will sponsor the activity this year under the leader- 
ship of the new coordinator, Mr. R. E. Hood. 

A curriculum revision program is under way in Georgia, and it 
has been found that this study can quite well be carried on along with 
the study on the “Issues” and “Functions,” since this program and the 
reports of the Orientation Committee cover so many common prob- 
lems. Wide use is being made in the state of “Problems of Secondary 
Education.” 


Idaho 


Coorpinator: George N. Green, Prin., Pocatello High School, 
Pocatello. 

Organization here was not effected until February, 1938. 
Mr. Green has been active since that time and is planning that the 
“Issues” and “Functions” shall have consideration at the meetings of 
the State Teachers Association this fall, and that state-wide organiza- 
tion will be completed at the time of these sessions. 

















40) DeEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


Illinois 


Coorpinator: Matthew P. Gaffney, Supt., New Trier Twp. High 
School, Winnetka. 


Illinois was quite well covered by discussion groups of one sort 
or another before the Department’s project was inaugurated. Many 
schoolmasters clubs, for example, had been organized and were meet- 
ing regularly. Mr. Gaffney has chosen to work with these organiza- 
tions, rather than to divide the state along new lines. He has called 
the work of the Orientation Committee to the attention of these 
groups, and a very wide use is being made of the materials furnished 
by the Discussion Group Project as guides for discussion. 


Indiana 


Coorprnator: M. L. Knapp, Prin., Isaac C. Elston High School, 
Michigan City. 

In no other state, probably, has the work of organization been 
carried out in more minute detail than in Indiana. The following 
regional directors have been appointed and were actively at work 
during the last year: 

Paul F. Addison, Prin., Muncie High School, Muncie. 

K. V. Ammerman, Prin., Broadripple High School, Indianapolis. 

H. R. Beabout, Prin., Lincoln High School, Plymouth. 

Lowell Carpenter, Prin., Wabash High School, Wabash. 

E. C. Cline, Prin., Oliver P. Morton High School, Richmond. 

L. L. Cook, Prin., Salem High School, Salem. 

B. F. Cox, Prin., Logansport High School, Logansport. 

N. Dixon, Prin., Senior High School, Tell City. 

C. H. Elliott, Prin., Angola High School, Angola. 

E. N. Fisher, Asst. Prin., Central Junior-Senior High School, 
South Bend. 

L. J. C. Freeman, Prin., Crawfordsville High School, Crawfords- 
ville. 

John W. French, Prin., Laporte High School, Laporte. 

Austin T. Funk, Prin., Versailles High School, Versailles. 

B. W. Gorman, Prin., Lawrenceburg High School, Lawrenceburg. 

L. C. Grubb, Prin., Whiting High School, Whiting. 

C. E. Hinshaw, Prin., Kokomo High School, Kokomo. 

Ollis G. Jameson, Prin., The Laboratory School, Indiana State 
Teachers College, Terre Haute. 

William Jardine, Prin., Rensselaer High School, Rensselaer. 

C. C. Katterjohn, Prin., New Albany High School, New Albany. 

J. A. Mohler, Prin., Scottsburg High School, Scottsburg. 


























1938] Wuat THE States Are Doinc 


H. H. Mourer, Prin., Bedford High School, Bedford. 

B. E. Myers, Prin., Connersville High School, Connersville. 

L. V. Phillips, Prin., Lincoln High School, Vincennes. 

Donald L. Simon, Prin., Bloomington High School, Bloomington. 

Daniel Schnepp, Prin., Benjamin J. Bosse H. S., Evansville. 

R. Nelson Snider, Prin., South Side High School, Fort Wayne. 

F. W. Stoler, Prin., Anderson High School, Anderson. 

Harley Talley, Prin., Columbus High School, Columbus. 

C. R. Young, Prin., Frankfort High School, Frankfort. 

D. S. Weller, Prin., Portland High School, Portland. 

Not only was the discussion being carried on in_ principals’ 
groups, but also in individual faculty meetings. Last February 
Mr. Knapp estimated that by the end of the school year 500 princi- 
pals and 5,000 secondary teachers would be focusing attention on the 
“Issues” and “Functions.” 

Mr. Knapp says: “I interpret permanent success to mean those 
things of lasting value which may come from a discussion of these 
Issues and Functions. One of the first values or successes that will 
obtain, I feel sure, is the feeling on the part of Indiana principals and 
secondary teachers of great strength and unity with all others study- 
ing the same material. I think that a number of beneficial changes 
are going to be made in local practices as a result of considering these 
Issues. From the reports I received and my own observation, I note 
that teachers especially arenot satisfied merely to consider the aspects 
of these Issues; they wish to make changes in terms of their studies 
which will benefit the students and teachers. To me this is one of the 
most wholesome and valuable outcomes of the whole program. I 
think, too, ground work has been laid for state consideration of other 
problems through the machinery set up by the study of this material. 
Care must be exercised to see that questions or problems of little 
practical value do not come before this organization. Whenever the 
men feel a let down in the quality or the challenge of the questions 
to be studied, it will be difficult to keep this type of organization on 
its toes.” 


Iowa 


Coorpinator: B. R. Miller, Prin., Senior High School, Marshall- 
town. 
ReEcIoNnaL DireEcTors: 
A. I. Naumann, Prin., Davenport High School, Davenport. 
G. W. Kirn, Prin., Council Bluffs High School, Council Bluffs. 
C. T. Feelhaver, Prin., Fort Dodge High School, Fort Dodge. 
J. H. Trefz, Prin., Creston High School, Creston. 














42 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS | October 


H. A. Lynn, Prin., Newton High School, Newton. 

R. W. Johnson, Prin., Dubuque High School, Dubuque. 

Harry W. Ackermann, Prin., Le Mars High School, Le Mars. 

Mr. Miller makes this report: “There have been no discussion 
groups among high school principals in Iowa before this year. For 
some time schoolmasters clubs have been meeting in the counties. 
These clubs are composed of superintendents of consolidated and 
smaller high schools. 

“The schoolmasters clubs discuss tournaments, contests, and 
school activities in their meetings. 

“Seven regional directors have been appointed for Iowa. Each 
regional director has appointed a county director. Some of the meet- 
ings of discussion groups, however, have been regional in scope as 
well as county. 

“This is the first year that groups of principals have met to discuss 
the problems, issues, and functions of secondary education. 

“The professors of education in the colleges in Iowa have re- 
sponded every time we have asked them for help in our discussion 
groups. We have not had occasion to call on the officials of the State 
Department of Education, but I feel their cooperation would be forth- 
coming. The officials of the State Association of High School Prin- 
cipals are willing to cooperate whenever called upon.” 


Kansas 

Coorpinator: W. N. Van Slyck, Prin., Senior High School. 
Topeka, 

Recionat D1rectors: 

D. A. Morgan, Prin., High School, Osawatomie. 

J. L. Hutchinson, Prin., High School, Pittsburg. 

Grover C. Dotzour, Prin., Wichita High School North, Wichita. 

“My state organization,” says Mr. Van Slyck, “is nearing com- 
pletion. I have 19 district representatives. Five districts reported ex- 
cellent programs started last spring. We should have a fine set-up 
this winter.” A clinic in secondary education has been developed in 
Winfield, Kansas. It met last October and will meet again this year. 
The district representatives will be present and the work for the 
coming year will be planned. 


Kentucky 
Coorpinator: A, B. Crawford, Prin., Bryan Station High School, 
Lexington. 
Recionat Directors: 
W. S. Milburne, Prin., Male High School, Louisville. 
C. D. Redding, Prin., Frankfort High School, Frankfort. 





























1938 | Wuat THE States Are Doinc 
Walter C. Jetton, Prin., Paducah High School, Paducah. 

H. B. Gray, Prin., Bowling Green High School, Bowling Green. 
Ray Ross, Prin., Mayfield School, Mayfield. 

K. G. Gillaspie, Supt. of Schools, Morganfield. 

Joe W. Austin, Prin., Highland High School, Fort Thomas. 

J. T. Miracle, Supt. of Schools, Catlettsburg. 

T. W. Oliver, Prin., Pikeville High School, Pikeville. 

John Dotson, Prin., Benham High School, Benham. 

A. L. Lasseter, Prin., Richmond High School, Richmond. 

J. H. Parker, Supt. of Schools, Lebanon. 

W. B. Jones, Prin., Somerset High School, Somerset. 

C. V. Snapp, Supt. of Schools, Jenkins. 


Not only have regional directors been appointed, but the organi- 
zation of each county under the leadership of the regional directors 
is projected for the coming year. A number of these local meetings 
have been held, and in certain cases have centered their attention on 
the problem of guidance. An effort has been made in certain of the 
local communities to develop the interest of the general public in the 
problems discussed by the principals and teachers. 


Louisiana 


Coorpinator: [, C, Strickland, Prin., Mansfield High School, 
Mansfield. 

Recionat Directors: ; 

W. B. Glover, Prin., Winsboro High School, Winsboro. 

Loyd Johnson, Prin., Grand Bayou High School, Grand Bayou. 

G. W. Ford, Prin., Senior High Schoo!, Lake Charles. 

C. L. Maddin, Prin., Choudrant High School, Choudrant. 


Mr. Strickland reports: “It is my plan to continue this work by 
soliciting the support of the several colleges of our state in promotion 
of the work. I propose first to get a few good live groups operating 
and from those to get other groups interested. I discuss this with 
school leaders at every opportunity. 


“It is my feeling that there are prospects for some permanent 
success in this state. It may not be general, but I feel sure that a few 
live groups will realize a great advantage from it. 


“Through my cooperation we were able to revive the organiza- 
tion of the High School Principals Association of Louisiana at our 
State Teachers Association in November. We had the biggest attend- 
ance at this meeting we have ever had. I feel that this is a big begin- 
ning for our program.” 























[ October 


44 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


Maine 
Coorpinator: Harrison C. Lyseth, Director of Secondary Educa- 


tion, Augusta. 


Recionat Directors: : 

Milton A. Philbrook, Westbrook—Southern section. 

John J. Butler, Lewiston—Western section. 

Milton B. Lambert, Houlton—Northern section. 

Paul J. Brown, Bucksport—Eastern section. 

Orlando C. Woodman, Gardiner—Central section. 

“May I say that in my experience nothing has quite stirred up 
our supervisors and administrators as much as these ‘problems.’ I am 
having a wonderful time in these group discussions.” 


Maryland 

Coorpinator: T. G. Pullen, Jr., Asst. State Supt. of Schools, Balti- 
more. 
Regional directors have not been appointed, but regular meetings 
of the principals, under the direction of the state supervisors, have 
been held, and the discussions in these meetings are based upon prob- 
lems believed by the supervisors and principals to be most pressing. 
In many instances, the material sent out by the Discussion Group 
Project has been used. 

The discussion group work has been going on in Maryland for 
fifteen years or more. It is planned that during the coming year these 
discussions may be more closely coordinated with those which are 
being held elsewhere under the sponsorship of the Department of 


Secondary-School Principals. 
Massachusetts 


CoorpinaTor: A. Russell Mack, Supervisor of Secondary Educa- 


tion, Boston. 
Recionat Directors: 
Walter A. Potter, Prin., High School, Adams. 
Herbert T. Rich, Prin., Brighton High School, Boston. 
Kempton J. Coady, Prin., High School, Bourne. 
Roland W. Payne, Prin., High School, Hamilton. 
Derwood A. Newman, Prin., High School, Lancaster. 
Edgar B. Smith, Prin., High School, Grenfield. 
Lucian H. Burns, Prin., High Chelmsford. 
Richard N. Anketell, Prin., High School, Canton. 
Raymond C. Wass, Prin., High School, Hanover. 
Charles F. Oliver, Jr., Prin., High School, Dartmouth. 
Frank Sannella, Prin., High School, Oxford. 





























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ENG elit 


Wuat THE States ArE DoinG 





1938] 


M. Jacob Joslow, Prin., High School, Ludlow. 

Henry B. Burkland, Prin., Junior High School, Middleborough. 

John J. Vantura, Prin., West Junior High School, Belmont. 

C. Arthur Wheeler, Prin., Junior High School, Watertown. 

Raymond E. Parker, Prin., Chestnut St. Junior High School, 
Springfield. 

The work in this state is carried on through the Massachusetts 
Principals Association. Mr. Mack reports: “We’ve had some mighty 
good meetings this year.” “The ‘give and take,’ the good fellowship 
and friendliness always dominant in our meetings” has been respon- 
sible for our success. 


Michigan 


Coorpinator: Ray Bechtold, Prin., High School, Birmingham. 


In this state the work is carried on through the High School 
Principals Association. A number of active discussion groups have 
been in existence for several years. During the last year these groups 
worked in cooperation with the national Discussion Group Project. 
At present there are from twelve to fifteen groups in the state. All of 
them have received the material sent out by the national office of the 
Project, and these materials are being widely used. Last year over two 
thousand copies of “Problems of Secondary Education” were re- 
quested by Michigan principals for use in faculty discussions. 


Minnesota 

Coorpinator: H. J. Amland, Prin., South St. Paul H. S., South 
St. Paul. 

The work in this state is being carried on through the State 
Principals Association. Mr. Amland was selected as coordinator late 
in the spring and there was not time to get the work under way dur- 
ing the last school year. Plans are being made to organize the state 
this year. 

Mississippi 

Coorpinator: Crawford S. McGivaren, Prin., Clarksdale High 
School, Clarksdale. 

A state curriculum revision program is under way in Mississippi, 
and principals and teachers of each county are meeting regularly to 
discuss this program. Under the circumstances it did not seem wise 
to effect a separate organization for discussion work among principals. 
It was recommended, however, by the State Coordinator and the Su- 
pervisor of Secondary Education that the material supplied by the 
national office of the Discussion Group Project be made available to 
all the county principals and teachers, and this was done. It was felt 

















| October 


45 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


that the reports of the Orientation Committee and the curriculum 
revision program covered much common ground and that progress 


could best be made in this way. 
Missouri 


Coorpinator: H. V. Mason, Prin., Senior High School, Hannibal. 

RecionaL Directors: 

E. E. Camp, Prin., High School, Mound City. 

Charles McLane, Prin., High School, Fayette. 

Ralph Russell, Prin., High School, Butler. 

Harry Sutter, Prin., High School, Webb City. 

Orlo Smith, Chairman Commercial Dept., High School, Cape 
Girardeau. 

The Department of Secondary School Principals of Missouri has 
set up a state-wide organization to carry on discussion projects for the 
school year 1938-39. The plans were worked out by interested prin- 
cipals and superintendents who were in attendance at the 1938 Uni- 
versity of Missouri summer session. 

The plans call for the study of needed improvements in the high 
school curriculum and the discussion of other problems pertinent to 
secondary education in the state. As a general policy no set speeches 
will be scheduled. Instead, questions and discussion outlines will be 
sent out in advance of each meeting, and all of the meeting time 
available will be given to discussion. Anyone interested in the prob- 
lems of secondary education is cordially invited to attend these meet- 
ings and to partic’pate in the discussion. 

The State Department of Secondary School Principals is cooperat- 
ing with the national Department of Secondary-School Principals in 
sponsoring these meetings. The first meetings of the discussion groups 
in Missouri are to be held the week following the State Principals 
Conference, which is scheduled for Columbia, October 7 and 8. 

The work done by Mr. Mason and his assistants in this state has 
been very thorough and painstaking. Probably nowhere else have 
more careful foundations been laid for future work. 


Montana 


Cooxpinator: R. C. Haight, High School Supervisor, Helena. 
The coordinator was appointed late in the school year, and the 
work of organizing the state locally was necessarily deferred until 


the current year. 


Nebraska 
Coorpinator: Paul W. Harnly, Prin., Senior High School, Grand 


Island. 








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1938 | Wuat THe States Are Doine 47 





Regional directors have not been appointed, but work has been 
done through a number of previously organized discussion groups, 
such as schoolmasters clubs. The discussion outlines furnished by the 
Discussion Group Project have been used in a number of these 
groups. In a number of school systems of Nebraska the discussion 
group material has been used as a guide for faculty discussions. 


Nevada 


Coorpinator: B. W. Wheatley, Prin., County High School, Ely. 
Organization was not effected in Nevada until last month, and 
the work is only at the beginning. 


New Hampshire 


Coorpinator: Carroll W. Peavey, Headmaster, Rochester High 
School, Rochester. 

RecionaL Directors: 

Murray H. Watson, Headmaster, Lisbon High School, Lisbon. 

Ernest Dana, Headmaster, Conant High School, East Jaffrey. 

Clifton H. Dustin, Headmaster, Dover High School, Dover. 

Regional directors have been appionted for the state and a num- 
ber of local meetings were reported during the year. 


New Jersey 


Coorpinator: Howard Dare White, Asst. Commissioner of Edu- 
cation, Trenton. 

The state is divided into two sections and the Coordinator super- 
vises the meetings in both of the sections. Careful preparation is made 
‘or a meeting, and eight or ten meetings are held by each group. Fol- 
lowing the session, a comprehensive summary is made and distrib- 
uted to the school men of the state. 

There is general agreement that a group no larger than twenty 
is the most desirable size if a profitable informal discussion is to be 
had. This state found that their meetings with forty or more present 
tended to become too formal. 

Says the State Coordinator: “Without any formal record of agree- 
ments, I believe we found that we were nearer to a common under- 
standing and intellectual acceptance of fundamental Issues and Func- 
tions at the end of our meetings than we had been at the beginning. 
It is probably true also that in attitude we are at least more hopeful 
that we can make continuous progress—if we will.” 


New Mexico 


Coorpinator: R. J. Mullins, Exec. Sec., New Mexico Educational 
Association, Santa Fe. 

















48 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


Mr. Mullins reports that he has organized a number of discussion 
groups. Due to the fact that the state is sparsely settled and principals 
must travel long distances to form a desirable size group, rather fre- 
quent visits to the areas by the organizer are necessary if interest is 
to be maintained and results secured. Effort is also being made to 
organize a state secondary principals association, to be affliated with 
the national organization. 

The past year has been one of “cultivation” and from the results 
achieved there is promise of an active working organization. The 
problem of distance has been most difficult of solution. The Coordi- 
nator is hopeful that this project will result in an aroused interest in 
secondary-school reorganization, which is greatly needed. 


New York 


Coorpinator: Roy Butterfield, Prin., Franklin High School, Roch- 
ester. 

Regional directors have not been appointed in this state, but great 
interest has been shown by principals and teachers in the Discussion 
Group Project. 

Over 6,300 copies of “Problems of Secondary Education” have 
been distributed by mail upon requests from almost 100 different sec- 
ondary-school principals. New York City alone used over 2,300 copies 
in fifteen schools. Six hundred copies were used with secondary- 
school faculties at Yonkers. Copies of the booklet “Talking It 
Through” also have been requested widely. One hundred twenty 
copies have been sold to 62 secondary schools in New York State. 


North Carolina 


Coorpinator; Elmer H. Garinger, Prin., Central High School, 
Charlotte. 

Recionat Directors: 

A. P. Routh, Prin., Greensboro High School, Greensboro. 

A. M. Elliott, Prin., Alexander Graham Junior High School, 
Charlotte. 

T. T. Hamilton, Prin., New Hanover High School, Wilmington. 

Burt Johnson, Prin., Goldsboro High School, Goldsboro. 

I. E. Ready, Prin., Rocky Mount High School, Rocky Mount. 

W. H. Plemmons, Prin., Lee H. Edwards High School, Asheville. 

A number of local group meetings have been held and several 
state meetings of principals have given primary consideration to the 
“Issues” and “Functions.” Great interest is shown in this state in the 
possibilities of the Project. 





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Wuat THE States ARE Doinc 


1938] 


North Dakota 


Coorpinator: William L. Neff, Prin., Senior High School, 
Mandan. 

Recionat Directors: 

J. H. Colton, Prin., Senior High School, Minot. 

R. J. Hanson, Prin., High School, Dickinson. 

L. G. Thompson, Prin., Central High School, Grand Forks. 

B. C. B. Tighe, Prin., High School, Fargo. 

A. C. Van Wyk, Prin., High School, Valley City. 

William Gussner, Prin., High School, Jamestown. 

O. J. Berg, Prin., High School, Devils Lake. 

L. E. Fortsch, Prin., High School, Williston. 

Eight regional directors have been appointed in North Dakota. 
These men are in the more populous centers, with the adjacent dis- 
tricts forming a part of the region. Quite a number of regional meet- 
ings have been held, and fine cooperation is being received. Discus- 
sion meetings are taking place in the faculties of the larger schools. 

“I believe the project can be permanently successful in this state, 
only if the organization is built slowly and naturally,” reports 


Mr. Neff. 


Ohio 

Coorpinator: Karl E. Whinnery, Prin., Sandusky High School, 
Sandusky. 

Recionat Directors: 

District 1. Walter Peoples, Prin., Withrow High School, Cin- 
cinnati. 

District 2. O. C. West, Prin., Ironton High School, Ironton. 

District 3. Merrill Z. Conn, Prin., Martins Ferry High School, 
Martins Ferry. 

District 4. H. W. Emswiler, Prin., Central High School, Co- 
lumbus. 

District 5. D. D. Longnecker, Prin., Fairview High School, 
Dayton. 

District 6. H. W. Leach, Prin., Central High School, Lima. 

District 7. A. C. Stokes, Prin., Ross High School, Fremont. 

District 8. S. F. Jameson, Prin., Ashland High School, Ashland. 

District 9. Milton Mollenkopf, Prin., Harding High School, 
Warren. 

District 10. G. A. Beck, Prin., High School, East Liverpool. 

District 11. J. W. Flood, Prin., West High School, Akron. 

District 12-E. M. C. Dietrich, Prin., Shaw High School, East 
Cleveland. 

















50 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


District 12-W. C. C. Tuck, Prin., West Technical High School, 
Cleveland. 

District 13. A. C. May, Prin., Newcomerstown High School, 
Newcomerstown. 

District 14. M. C. Nauts, Prin., DeVilbis High School, Toledo. 

This state has been quite effectively organized into regional 
groups for a number of years, and the discussion group work has been 
especially successful. Mr. Whinnery has been active in securing the 
cooperation of these groups with the Discussion Group Project. Re- 
ports from the state indicate that Ohio is one of the leaders among 
the states in the establishment of machinery for the systematic and 
sustained discussion of vital educational problems. 


Oklahoma 


Coorpinator: Eli Foster, Prin., Central High School, Tulsa. 

Regional directors have not yet been appointed in Oklahoma, 
and the discussion group work is confined to organizations which 
had already been functioning and to the meetings of high school 
faculties. 

Oregon 

Coorpinator: Troy D. Walker, Field Director, Oregon State 
Teachers Association, 602 Studio Building, Portland. 

Regional directors have not been appointed, but the discussion 
group work has been promoted through more than a dozen existing 
principals’ groups in the state. A more active campaign is planned by 


Mr. Walker for the coming year. 


Pennsylvania 


Coorpinator: Oscar Granger, Prin., Haverford Twp. High 
School, Upper Darby. 

Recionat Directors: 

F. G. Davis, Dept. of Education, Bucknell University, Lewisburg. 

Mary Wyland, Dept. of Education, Penn State College, State 
College. 

Robert E. Boyles, Prin., Washington High School, Washington. 

P. A. Jones, Sharon City High School, Sharon. 

W. G. Davis, Senior High School, Hazelton. 

G. W. Lefever, Prin., Gettysburg High School, Gettysburg. 

W. Alan Hammond, Prin., Senior High School, Hershey. 

For the important work being done in this state which has pio- 
neered in group discussion, see the article by Mr. Granger in this issue 


of the Bulletin. 

















nce 















1938] Wuart THE States Are Doinc 


Rhode Island 


Coorpinator: Alfred Grant, Asst. Supt. of Schools, Cranston. 

The Coordinator was appointed at the end of the last school year 
and the work of organization has necessarily gone over until the cur- 
rent year. 


South Carolina 


CoorpinaTor: John G. Kelly, Registrar, Winthrop College, Rock 
Hill. 

The work in this state has been done through the Department of 
Superintendence of the South Carolina Educational Association, and 
a director has been appointed for each of the 46 counties of the state. 
Discussion groups were organized last year in a number of counties. 


South Dakota 


Coorpinator: Marvin Kemp, Supt. of Schools, Faulkton. 

Recionat Directors: 

R. Y. Chapman, Prin., High School, Mobridge. 

R. R. Deimer, Prin., High School, Aberdeen. 

O. D. Dunbar, Prin., High School, Huron. 

Lyman Fort, Prin., High School, Sioux Falls. 

C. E. Haskins, Prin., High School, Rapid City. 

Frank Gellerman, Prin., High School, Webster. 

John Headley, Prin., High School, Winner. 

G. W. Janke, Prin., High School, Mitchell. 

J. Howard Kramer, Prin., High School, Spearfish. 

M. A. Lynott, Prin., High School, Brookings. 

Dwight Miller, Prin., High School, Watertown. 

J. C. Miller, Prin., High School, Tyndall. 

R. E. Nichol, Prin., High School, Yankton. 

Theo. Wrage, Prin., High School, Madison. 

A. G. Wright, Prin., High School, Pierre. 

A number of local groups were organized last year under the 
guidance of the regional directors. Several meetings were held by 
each group during the year, some of the groups reporting an attend- 
ance of fifty principals. 


Tennessee 
Coorpinator: Wilson New, Prin., Christenberry Jr. High School, 
Knoxville. 
Regional directors have been appointed and are making plans for 
the coming year. State high school supervisors are giving assistance 
in promoting the Project, and the state teachers association is inter- 


ested. 


















52 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


Texas 


Coorpinator: Ernest B. Comstock, Prin., North Dallas High 
School, Dallas. 


Recionat Directors: 

Region I. R. W. Matthews, Prin., Lubbock High School, 
Lubbock. 

Region II. __L. E. Dudley, Supt. of Schools, Abilene. 

Region III. J. F. Bateman, Prin., Paschall High School, Fort 
Worth. 

Region IV. B. B. Lawson, Prin., Texarkana High School, Tex- 
arkana. ~ 

Region V.__E. D. Martin, Prin., Alexander Hamilton Junior 
High School, Houston. 

Region VI. George H. Wells, Prin., High School, Austin. 

Region VII. Floyd G. Betts, Supt. of Schools, Wharton. 

Region VIII. R. R. Jones, Prin., El Paso High School, El Paso. 

This state has been divided into eight regions, and each region 
into four districts. There are, therefore, forty men who are charged 
with the work of organization under the leadership of Mr. Comstock. 

Mr. Comstock reports: “Our Discussion Group Project has been 
very successful in the State of Texas during the past year. Schoolmen 
in various psrts of the state tell me that their groups have received 
much benefit through the study of the ‘Issues’ and ‘Functions’ of Sec- 
ondary Education, and that they are looking forward with interest to 
continuing the work in the coming year.” We are planning to work 
with the state P. T. A. organization this year. 


Utah 


Coorpinator: C. Ray Evans, Prin., North Summit High School, 
Coalville. 

Recionat Directors: 

Group I. _—_ George S. Bates, Prin., Logan High School, Logan. 

Group II. Ralph Sanford, Prin., Weber High School, Ogden. 

Group III. LeRoy Bishop, Prin., Morgan High School, Morgan. 

Group IV. Harold J. Stearns, Prin., Roosevelt Junior High 
School, Salt Lake City. 

Group V. Jesse Wright, Prin., Provo High School, Provo. 

Group VI. A. M. Maughn, Prin., Richfield High School, Rich- 
field. 

Group VII. P. E. Beecher, Prin., Beaver High School, Beaver. 

Group VIII. Henry Oberhansley, Prin., Cedar City High School, 
Cedar City. 






































53 


Wuat THE States ARE Doinc 





1938] 


Group IX. Melvin Wilson, Prin., Carbon County High School, 
Price. 

Group X. H.C. Stewart, Prin., Monticello High School, Mon- 
ticello. 

Group XI. O. Truman Swallow, Prin., Valley High School, 
Orderville. 

The discussion group work in this state has been made a project 
of the state association of high school principals, and this association 
plans to carry the work on actively during the coming year. 


Vermont 

CoorpinaTor: John C. Huden, Prin., Bradford Academy, Bradford. 

Recionat Directors: 

Jerome Q. Bullis, Prin., High School, Milton. 

John N. Erickson, Prin., High School, Northfield. 

Tobin Haggerty, Prin., High School, Enosburg Falls. 

Hilton Holland, Prin., High School, White River Junction. 

John C. Hylan, Prin., High School, Essex Junction. 

Cedric Pierce, Prin., High School, Barton. 

Rupert Spencer, Prin., High School, Hyde Park. 

Walter C. Wood, Prin., High School, Bennington. 

Bennett C. Douglass, University of Vermont, Burlington. 

Ralph E. Noble, State Supervisor of High Schools, Montpelier. 

Quite a number of regional meetings have been held, with dis- 
cussion on definitely assigned “Issues” and “Functions.” The Coordi- 
nator has personally contacted more than a dozen areas, and as a 
result discussion groups were formed and discussion meetings held. 

Several discussion meetings have been held for laymen. The pro- 
gram is planned beforehand and care is taken by those directing the 
meetings that the language of the layman is used. 

Virginia 

Coorpinator: H. I. Willett, Prin., Cradock High School, Ports- 
mouth. 
Recionat Directors: 
Alonza B. Haga, Prin., High School, Colonial Beach. 
Fred D. Thompson, Prin., High School, Chester. 
R. J. Costin, Prin., High School, Gretna. 
Q. D. Gasque, Prin., High School, Front Royal. 
C. L. Jennings, Prin., High School, Max Meadows. 
Rothwell J. Lillard, Prin., High School, Madison. 
C. R. Six, Prin., High School, Richlands. 
W. R. Savage, Prin., High School, Holland. 
J. E. Mallonee, Prin., High School, Hopewell. 









































| October 


54 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS 


M. L. Carper, Prin., High School, Buchanan. 

R. C. Jennings, Prin., High School, Waynesboro. 

O. G. Caldwell, Prin., High School, Pembroke. 

S. A. MacDonald, Prin., Ruffner Junior High School, Norfolk. 
George H. Armacost, Professor of Secondary Education, College 


of William and Mary, Williamsburg. 
Edward A. Alby, Fredericksburg State Teachers College, Fred- 


ericksburg. 
“We have the machinery set up for a real program for the com- 


ing year in Virginia,” says Mr. Willett. 
Washington 

Coorpinator: H. B. Jory, 3231 Grand Avenue, Everett. 

Recionat Directors: 

Truman G. Reed, Prin., Lewis and Clark H. S., Spokane. 

Dean Lobaugh, Prin., Walla Walla H. S., Walla Walla. 

John W. Shaw, Prin., Wenatchee H. S., Wenatchee. 

Clarence Zimmerman, Prin., Yakima H. S., Yakima. 

Henry DeYoung, Prin., Vancouver H. S., Vancouver. 

Joe Miles, Prin., Sumas-Nooksack H. S., Sumas. 

Harry P. Hansen, Prin., Puyallup H. S., Puyallup. 

Perry Mitchell, Prin., Renton H. S., Renton. 

W. J. Matters, Prin., Olympia H. S., Olympia. 

Mr. Jory reports: “Provision has been made for a meeting in each 
of the nine regional districts of the educational association in the 
state. We hope from these meetings to get real action.” 

West Virginia 
Coorpinator: Thomas R. Hornor, Prin., Charleston High School, 


Charleston. 
RecionaL Directors: 
Fred P. Wiehl, Prin., Weston High School, Weston. 
J. H. Gorby, Prin, New Martinsville High School, New Mar- 


tinsville. 
E. B. Saunders, Prin., Kelley Miller High School, Clarksburg. 

V. A. Staggers, Prin., Piedmont High School, Piedmont. 

Cyrus Work Mann, Prin., Hinton High School, Hinton. 

Dan H. Perdue, Prin., Nutall High School, Lookout. 

Most of the county groups of principals were holding discussion 
meetings before the end of the last school year. 

Wisconsin 

Coorpinator: Herbert Helble, Prin., Appleton High School, 

Appleton. 


Recionat Directors: 


L. B. Clarke, Prin., High School, Two Rivers. 

























Wuart THE States ArE Doinc 





1938] 





G. W. Bannerman, Prin., High School, Wausau. 

O. L. Robinson, Prin., High School, Janesville. 

D. W. Miller, Prin, Wm. Horlick High School, Racine. 

A. B. Rothwell, Prin., High School, Superior. 

J. D. Scott, Prin., High School, La Crosse. 

H. C. Wegner, Supt., High School, Waupun. 

L. A. Waehler, Prin., High School, Madison. 

Orlando C. Sauer, Prin., Amherst High School. 

Fred Sontag, Prin., High School, Birnamwood. 

During the last school year, thirty-one local meetings were held 
in various parts of the state. Regular faculty meetings in many high 
schools were given over to the discussion of “Problems of Secondary 
Education.” A number of district meetings of high school teachers 
were built around the “Issues” and “Functions.” The materials fur- 
nished by the Discussion Group Project are widely used in this state. 





Wyoming 
Coorpinator: Karl Winchell, Prin., Cheyenne High School, 
Cheyenne. 
It is planned that organization will be effected at the meeting of 
the state teachers association this fall. 

















REFERENCES ON GROUP DISCUSSION 


WALTER E. HESS 


Assistant Director, Discussion Group Project 


Bagley, W. C. “A Century of the Universal School.” N. Y. Mac- 
millan, 1937, 85 pp. $1.00. A portion of this book is concerned with 
the problem of providing a type of instruction that will be socially 
profitable to the large group now in school who in former times at 
this age were wage-earners and not in school. 

Bear, R. M. “The Social Function of Education.” N. Y. Mac- 
millan, 1937, 447 pp. $2.25. What education should do in the way of 
social betterment. 

Bell, H. M. “Youth Tell Their Story.” Wash., D. C. Amer. Coun- 
cil on Ed., 1938, 275 pp. $1.50. Presents the results of a comprehensive 
survey of the conditions and attitudes of 13,500 Maryland young peo- 
ple between the ages of 16 and 24. 

Briggs, T. H. “Secondary Education.” N. Y. Macmillan, 1933, 
577 pp. $2.50. An extensive discussion of each of the Issues and the 
Functions. 

Counts, G. S. “The American Road to Culture.” N. Y. John Day 
Co., 1932, 194 pp. Textbook edition, $2.00. Counts, on pages 69 ff., 
contends that because of lack of sequence true specialization is not 
accomplished. “. . . . The very frequent result is a scattering of 
student energies.” 

Doughton, Isaac. “Modern Public Education, Its Philosophy and 
Background.” N. Y., Appleton, 1935, 729 pp. $2.75. Four points of 
view presented: The child-centered, the scientific, the social, and the 
personalistic. 

Douglas, H. R. “Secondary Education for Youth in Modern 
America.” Wash., D.C. Amer. Youth Commission, 1937, 133 pp. $1.00. 
Basic theory and objectives of secondary education; problems and 
needs of youth; trends in society as they affect the education of youth; 
a program for universal secondary education; implications for the sec- 
ondary school; and proposals for experimental studies. 

Ely, M. L., editor. “Adult Education in Action.” Amer. Associa- 
tion for Adult Education, 60 East 42d St., N. Y. C., 1936, 480 pp. $2.75. 
Stresses the need for adult education. Presents the views of 166 think- 
ers on the problem of educating the adult. Shows what can be done 
by newspapers, radio, motion picture, forums, and other discussion 


groups. 
“Evaluative Criteria.” Wash., D. C. Cooperative Study of Second- 


ary School Standards, 1937. 65 cents. The 14 check sheets used by the 
commission to evaluate the 200 secondary schools in the United States 
56 


omememee 
ide Aaa ANSI Cae sii. . sins aaa 














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~~. 


AR REID AAI I aR Nar 















1938] REFERENCE ON Group Discussion 57 
included in the study. These criteria are now being used quite ex- 
tensively as the basis for the accreditment of secondary schools. 

Everett, S. “Challenge to Secondary Education.” N. Y. Appleton 
Century, 1935, 353 pp. $2.00. Describes 12 different programs to meet 
present-day needs. These represent a wide variance in practice and in 
philosophy. 

Frederick, R. W. and Sheats, P. H. “Citizenship Education 
Through the Social Studies.” N. Y., Row Peterson, 1936, 312 pp. $1.60. 
Presents a philosophy and a program in teaching. Suggests a six-year 
program of the non-conventional subject-field divisions type for sec- 
ondary schools. 

French, Will. “Education and Social Dividend.” N. Y., Macmil- 
lan, 1935, 119 pp. $1.50. A discussion of educational problems arising 
in recent years in this country. 

Gluck, Harold. “The Social Studies and Foreign Language.” 
N. Y., The Abco Press, 121 East 24th St., 1937, 21 pp. 50 cents. The 
results of an experiment in the integration of these two fields con- 
ducted with high school pupils. 

Hanna, P. H., et al. “Youth Serves the Community.” N. Y. Ap- 
pleton, 1936, 303 pp. $2.00. Describes civic projects being carried on by 
various schools in the nation as a part of regular instruction. 

Harap, Henry, et al. “The Changing Curriculum.” N. Y., D. Ap- 
pleton-Century, 1937, 351 pp. $2.00. A discussion of those elements 
basic to the school curriculum and those aspects of planning for cur- 
riculum development. This is followed by an appraisal of outstanding 
work being promoted in states, counties, cities, and individual schools, 
as well as in classrooms. He states that schools should move toward 
the goal of democratic living. 

Harley, D. L. “Surveys of Youths.” Wash., D. C., American 
Council on Education, 1937, 106 pp. 50 cents. Lists and briefly de- 
scribes the surveys of youth which have been made in recent years. 

Hopkins, L. T. et. al. “Integration, Its Meaning and Applica- 
tion.” N. Y., Appleton, 1937, 315 pp. $2.00. Deals with the meanings, 
principles, and ideas of integration and describes and evaluates the 
practices under various types of curriculums. 

“Implications of Social-Economic Goals for Education.” Wash., 
D. C., N. E. A., 1937, 126 pp. 25 cents. Lists and discusses ten socio- 
economic goals for education. 

Jessen, C. A. “Trends in Secondary Education.” Bulletin, 1937, 
No. 2. Advance pages of Vol. I., Chap. II of the Biennial Survey of 
Education in the U. S., 1934-36, Wash. D. C., U. S. Dept. of the 
Interior, Office of Education, 1937, 78 pp. 10 cents. Trends as indicated 
by the survey of schools in 1934-36. 











58 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


Kilpatrick, W. H. “Remaking the Curriculum.” N. Y., Newsom 
& Co., 1936, 128 pp. 80 cents. Since society is constantly changing, 
social education must begin before the age of majority of the indi- 
vidual. Most of this material was published in the N. E. A. Journal 
from Nov. 1935 to May 1936. 

Martin, P. M. “Prohibiting Poverty.” N. Y., Farrar & Rhinehart, 
1933, 115 pp. $1. Suggests a plan to use the services of all youth be- 
tween 18 and 26 years of age. 

Mort, P. R. and Cornell, F. G. “Adaptability of Public School 
Systems.” N. Y., Bureau of Publications, Teacher College, Columbia 
University, 1938, 146 pp. $2.10. An analysis of adaptations made by 
the public schools. The authors state that “new developments in the 
structural organization of education should not proceed without the 
benefit of appraisal with respect to their bearing on adaptability.” 


Myers, A. F. and Williams, C. O. “Education in a Democracy.” 
N. Y., Prentice-Hall, 1937, 434 pp. $3.00. Units I to VI discuss what 
education is doing and must do in these changing times. 

Norton, J. K. and Norton, M. A. “Wealth, Children, and Edu- 
cation.” N. Y. Bureau of Publications, Teachers College, Columbia 
Univ., 1937, 100 pp. $2.00. A study of the nation’s and the states’ finan- 
cial ability to support public education. 

Patty, W. L. “A Study of Mechanism in Education.” Contribu- 
tions to Education No. 739, N. Y., Bureau of Publications, Teachers 
College, Columbia University, 1938, 183 pp. $1.85. An examination of 
the curriculum-making devices of Bobbitt, Charters, and Peters from 
the point of view of relativistic pragmatism. 

“Population Trends and their Educational Implications.” Re- 
search Bulletin of the N. E. A., Vol. XVI, No. 1. Jan., 1938, Wash., 
D. C. The Asso., 59 pp. 50 cents. A survey of the trends in population, 
with a statement of some of the educational problems involved. 

Prescott, D. A. “Emotion and the Educative Process.” Wash., 
D. C., Amer. Council on Education, 1938. $1.50. The results of an 
exploratory study of the relationship of non-intellectual factors and 
the aims, methods, material, and personnel involved in education. 

Proceedings of the St. Louis Convention, Bulletin No. 60. Dept. 
of Sec. Sch. Prin. Discussions of the “Issues of Secondary Education.” 

Proceedings of the 74th and 75th Annual Meeting of the N.E. A. 
1936 and 1937, Wash., D. C., The Asso. Discussions in the former per- 
tain to the problems of secondary education, such as social indoctrina- 
tion, federal financial support, facts to determine curriculum content, 
the school’s function in society, etc.; in the latter, to the ten functions 
of secondary education. 














SS te ee Um,lUMklUrRlleeelCU leek 


— 























1938 | REFERENCE ON Group Discussion 59 
“Purposes of Education in American Democracy.” Wash., D. C., 
The Educational Policies Commission of the N. E. A., 1938, 157 pp. 
50 cents. 
Rainey, H. P. “How Fare American Youth?” Wash., D. C., 
Amer. Council on Education, 1937, 186 pp., $1.50. A statement of the 
current problems of youth. 


Rainey, H. P. “Three Major Factors in the American Youth 
Problem.” Bulletin of the Dept. of Secondary-School Principals of the 
N. E. A., Vol. 21, No. 60, Nov. 1937, pp. 19-26. Universal secondary 
education for all youth, the kind of program of vocational education, 
and the responsibility of the school for the employment and vocational 
adjustment of youth are discussed in the article. Stresses the need for 
a new service which will correlate the functions of the schools with 
those of the employers of labor. 


Reeves, F. W., Chairman. “The Advisory Committee on Educa- 
tion, Report of the Committee.” Feb. 1938, 243 pp., Supt. of Docu- 
ments, Wash., D. C. 35 cents. The Committee’s report to the Presi- 
dent on the existing program of federal aid for vocational education, 
and its relation to general education and to prevailing economic and 
social conditions; the extent of the need for an expanded program 
and what should be done. 


Rugg, Harold. “American Life and the School Curriculum.” 
N. Y., Ginn, 1936, 471 pp., $2.60. Examines critically the development 
of mass education, and with this as background, he outlines an edu- 
cational program for the future. He believes mass education has not 
bridged the gap between the school and society. 


Schorling, R. and McClusky, H. Y. “Educational and Social 
Trends.” Yonkers, World Book Co., 1936, 154 pp. $1.32. Problems 
affecting the educational program, together with suggested problems 
for discussion. 


“Science in General Education.” A Report of the Committee on 
the Function of Science in General Education, Commission on Sec- 
ondary School Curriculum, Progressive Education Ass’n., N. Y. Ap- 
pleton, 1937, 591 pp. $3.00. Discusses the problem of teaching the natu- 
ral sciences in its relation to the purposes of general education. Points 
out what should be done to integrate science teaching with the entire 
education program and suggests a basis for the reorganization of the 
science curriculum. Contains a course in functional chemistry and in 
fused physical-science, as well as a unit on public health and a source 
unit in genetics. 

Slesinger, Zalmen. “Education and Class Struggle.” N. Y., Covice- 
Friede, 1937, 313 pp. $3.00. “The natural function of the school is that 














60 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 


of rationalizing and perpetuating the existing order and not that of 
fundamentally reconstructing it.” 

Snedden, D. S. “American High Schools and Vocational Schools 
in 1960.” N. Y., Bureau of Pub., Teachers College, Columbia Univ., 
1931, 122 pp. $1.50. Predicts that education in 1960 will be required of 
all to eighteen years of age and at stated intervals until about twenty- 
two years of age; will be of a general type with little vocational train- 
ing until after eighteen. 


“Structure and Administration of Education in the United 
States.” Wash., D. C., The Educational Policies Commission of the 
N. E. A:, 1938, 128 pp. 50 cents. Sets forth the best current thought as 
to the administrative policies which should control public education 
at all levels as well as the relationships of local, state, and federal gov- 
ernments, insofar as they affect educational finance and administra- 
tion. 

Tildsley, J. L. “The Mounting Waste of the American Secondary 
School.” Cambridge, Harvard Univ. Press, 1936, 91 pp. $1.50. Advo- 
cates more attention to and the segregation of young people of high 
mentality. 

“Unique Function of Education in American Democracy.” 
Wash., D. C., The Educational Policies Commission of the N. E. A., 
1937, 129 pp. 50 cents. An interpretation of the nature and obligations 
of education in national life. 

Weeks, R. M. “Correlated Curriculum.” English Mono. No. 5, 
N. Y., Appleton, 1936, 326 pp. $2.00 paper. Offers detailed suggestions 
and models of English correlated with the other school subjects. 

“What Schools Are Doing.” Progressive Education Association, 
310 West 90th St., N. Y. C. A mimeographed pamphlet describing 
actual practices in a number of specific schools. Includes material up 
to March 1937. 


Wrightstone, J. W. “Appraisal of Experimental High School 
Practices.” N. Y., Bureau of Publications, Teachers College, Columbia 
University, 1936, 194 pp. $2.25. A comparison of the newer and the 
older curricula of representative high schools. 


Yearbooks of the Dept. of Supt.: “Character Education” (10th); 
“Social Change and Education” (13th); “The Social Studies Curricu- 
lum” (14th); “The Improvement of Education” (15th); “Youth Edu- 
cation Today” (16th). Wash., D. C., N. E. A. $2.00 each. The first 
book (536 pp.) pertains to the development of character. One con- 
clusion is that the possibilities of the school developing attitudes, opin- 
ions, and prejudices is not too great. The second book (384 pp.) indi- 
cates social trends and adjustments and discusses some implications 








emer Be 














1938] REFERENCE ON Group Discussion 61 


for education. The third book (480 pp.) presents three patterns of 
organizing the curriculum. The fourth (328 pp.) offers “Guiding 
principles for the interpretation of a modern school program for both 
educators and lay men.” The fifth book (512 pp.) is a statement of 
the essential facts about youth and the practical next steps. 


“Youth.” U. S. Office of Education, Dept. of Interior, Bul. 1936, 
No. 18, I-VI. Gov. Printing Office, Wash., D. C., 70 cents for the six. 
These six bulletins, prepared by the Commission on Youth Problems, 
discuss various problems with which youth are confronted. 











PROBLEMS OF INTEREST TO ADMINISTRATORS 


By 


A. A. Brown, Principal Junior Senior High School, Fort Morgan, Colorado, 
and Coordinator for Colorado. 
[In formulating discussion programs it is worth while to find out what prob- 


lems are actually in the minds of principals. This is what Mr. Brown, the Colorado 
Coordinator, has done. Inquiries were made to find out what the administrators of 
the state considered most important, and the problems they wished to discuss during 
the coming year. The following are the questions suggested from the field.—Editor.] 


Ww 


10. 
ll. 
12. 
13. 


14. 


— 


Problems Involving Curriculum Revision 


. What can be done to keep the curriculum functional? 
. What can be done to provide a functional curriculum in the 


smaller secondary schools in the rural areas? 


. What should be the requirements for graduation from high 


school ? 


. Should students be encouraged to take the more general courses 


in the secondary school, or should they be permitted to special- 


ize in vocational courses? 


. How many “hour” subjects should a student be allowed to 


carry? 
What are the implications involved in the recommendations 


of the Cooperative Study on Secondary School Standards for 
the North Central Association of Colleges and Secondary 


Schools? 


. What should be done about college entrance requirements? 
. Should the high school provide a college preparatory standard 


of work, a general type of education, or both? 


. Should the high school or the college determine whether a 


graduate from a high school should attend college? 

What can the secondary school do about safety education? 
How can sex education be taught most effectively? 

To what extent should the plans of the Progressive Educa- 
tion Association be adopted in the secondary schools? 

How can the philosophy of Progressive Education be made 
practical in the secondary school? 

What place should the subject of conservation have in the 
curriculum? Could it become a core subject? 


Extra-Curricular Activities 


. How many students participate in school government? 
. How can an activity program function in the secondary school? 
. Who should plan the assembly programs, how often should 


assemblies be held, and what type of programs should there be? 


. How should members be elected to the National Honor So- 


ciety? What privileges should be extended to members of the 
National Honor Society? 


62 








HET, NS 














63 





ProBLeMs OF INTEREST TO ADMINISTRATORS 


. What should be done to overcome the overemphasis on in- 

terscholastic contests? 

Should state football championships be eliminated? 

What should be done about basketball tournaments? 

What should be done about music contests and festivals? 

. What can be done to encourage student participation in intra- 
mural activities? 

10. How can an effective intramural athletic program be devel- 

oped in the high school? 

11. What is the relationship between extra-curricular activities and 
the regular curriculum? To what extent is the extra-curricular 
activity program being absorbed by the curriculum? 

Guidance 

. To what extent is the school responsible for the child in the 
present social order? 

2. To what extent is the school responsible for the social order 
of the child as it affects the community? 

. What responsibility should the secondary school assume in pro- 
viding Vocational-Civic, and Educational guidance? 

4. What can advisory groups or home rooms do in fulfilling the 

function of guidance? 


PO a 


o 


— 


Ww 


Pending Legislation 
. There is need for a tax revision in Colorado. What can be 
done about it? 
What about tax exemptions? 
What can be done about the Old Age Pension law? How is it 
affecting the public schools of Colorado? 

4. What can be done to keep the income tax as a replacement tax? 

5. What can be done about the George Dean Act? Should the 

secondary school program include vocational apprenticeship 
training? How extensive should this be carried out? 

6. What can be done to improve teacher tenure in Colorado? 

7. What should be done to bring about salary equalization for 

those serving in the poorer or rural areas? 

8. How about salary schedules? 

9. What can be done to bring about teacher retirement plans? 
10. Should Colorado have a uniform secondary school tuition law? 
11. On what basis will federal grants for secondary schools be most 

acceptable? 


— 


wh 


Administrative Problems 
1. Superintendent and Principal Relationships. What responsibili- 
ties should the superintendent assign to the principal? What 
responsibilities should be divided? 












64 














4. How can teachers become adjusted to the community? 








DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [ October 










. What should be the qualifications for school board members? 
How can the standards for school board members be improved? 

3. What about consolidation of school districts? Should high 
schools be consolidated when distances are not too great? 

4. What is being done or could be done to provide liability in- 
surance on private cars used to transport students on school 
trips, when these trips are made in privately owned auto- 













































mobiles? 
5. What can be done about transfer students from the larger sys- 


tems, mid-year promotions, limited curriculum, present prob- 
lems to the smaller schools, especially in the suburban areas 
near Denver? 

6. To what extent should the secondary school principal be con- 
sulted by the superintendent in the selection of teachers? Is this 
a matter for the superintendent and board only? 

. How may we have more democracy in the administration of 
the schools? To what extent should the members of the fac- 
ulty participate? How about student participation? 


Problems Involving the Teaching Staff 

1. What can be done to get teachers to plan courses together in 

order to bring about a more integrated course of study? 

2. How should administrators carry on effective supervision of 
teachers? 

. What professional or educational periodicals should be read by 
the faculty? To what extent do teachers go together in clubs 
in subscribing for professional magazines? 

4. How can Teacher Training be improved? 

. How should teacher training institutions prepare teachers? 
What about the proposed plan of the Colorado State College 
of Education of having the aptitudes for teachers emphasized 
in the secondary schools? 

6. What can be done to improve teachers in service? 

. How can teachers be made aware of the problems involved in 
this day and age, and apply them to their courses? 

Public Relations 
1. What can school executives do to interpret the school to the 


“NI 


WwW 


Si 


~~ 


public? 
2. To what extent can the newspaper, P.T.A. Service clubs, 
school exhibits, and other agencies be utilized? 
. To what extent should teachers participate in community 


affairs? 


We 


. What are the ways of knowing our communities?