VoLuME 23 May, 1939 Numser 83 The Bulletin of the Department of Secondary- School Principals of the National Education Association The Articles in This Bulletin Are Listed in Education Index SERVICE ORGAN FOR AMERICAN SECONDARY SCHOOLS The Bulletin VotumE 23 May, 1939 Numser 83 Contents Implementation Committee, The: AN INtropucTION To Its Srupy...._ 3 Most Pressing Problems of Principals, The: Part II oF a PRELIMtNARY Report OF THE IMPLEMENTATION COMMITTEE —.......-------._ 4 Educational Problems Causing Administrators Most Concern During the Past Two Years: Francis T. SPAULDING -_ Educating Our Capacity To Choose: Frep EastMAN _ 36 Experimental High-School Program, An: E. L. Bruns . 41 Book Notes 57 Calendar of Poaleiieanl Meetings 64 News Items __... 44 St. Louis wee) ‘atten, The 56 Summer Conferences 1939 __. 50 Summer Convention, The 48 43 What Can STuvENT Lire Do For You? Issued Eight Times a Year $2.00 a Year Fifty Cents Monthly, October to May inclusive Published at Berrien Springs, Michigan, by the Department of Sec- ondary-School Principals of the National Education Association 5835 Kimbark Avenue, Chicago Entered as second-class yoy Y November 8, 1938, at the post office at Berrien Springs, Michigan, under the Act of August 12, 1912. Acceptance for mailing at special rate of postage, pepwtece for in Section 1103, Act of February 28, 1925, authorized November 8, lif ti re hz an ad 83 a ee, fa TC The Bulletin of the DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS National Education Association May, 1939 Numser 83 Vo tumME 23 THE IMPLEMENTATION COMMITTEE An Introduction to Its Study The Implementation Committee presents in this issue of THe BuLte- TIN its opening study in which it sought from principals an indication of their desires as to what particular activities the committee should sponsor. One of the responsibilities clearly revealed by the survey here reported, is that of providing a better educational opportunity for youth whose full- time schooling closes during their secondary-school course or at their graduation from secondary school. If we follow the thinking of the com- mittee on Orientation in its report, Functions of Secondary Education, we believe that these students should not leave school until the school has done what it can to see that they are ready to take their place in life out- side of the school. The Implementation Committee, following the lead of principals as revealed in this survey and of the Orientation Committee, is asking itself such questions as these: How generally are these youth ready for out-of- school responsibilities? If they are not fully prepared, what important defi- ciencies are there? What could the secondary school do to improve the situation generally? How could the principal and faculty of a particular school tell how well adjusted to out-of-school life its youth are? How could such a school determine what course of action to follow if it knew what particular maladjustment existed? To make a start in the area of adjustment of school-leaving youth to life, the Implementation Committee is developing a study of their occupa- tional needs. Though recognizing that adjustment to social, civic, and rec- reational aspects of life is also important, the Implementation Committee has chosen to begin its study at this point, because occupational adjust- ment is one of the important adjustments which these youth must make and because it is also somewhat more tangible than some other types of adjustment. The Committee has sought and has been granted a subvention by the General Education Board to cover the first year’s work in this area 3 4 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [May and has begun active work on the project. If the committee’s hopes are realized, this project will provide principals with a means for determining how well prepared the youth who leave school during or at the conclusion of the secondary-school period, are to assume occupational responsibilities. The project may also contribute something toward answering the question of what kinds of experience in the secondary school are associated with the greatest degree of occupational adjustment; and if so, it will have direct bearing upon the question of what kinds of curriculum and guidance pro- grams are of most service to youth. The committee: Will French, chairman; K. J. Clark, ex officio, Eli Fos- ter, Oscar Granger, John W. Harbeson, F. C. Jenkins, George C. Jensen, DeWitt S. Morgan, William F. Rasche, Francis T. Spaulding, H. H. Stew- art, Howard Dare White. THE MOST PRESSING PROBLEMS OF PRINCIPALS Part II of a Preliminary Report of the Implementation Committee.* Prepared for this committee by Robert B. Patrick Tue DistRiBUTION OF THE QUESTIONNAIRE In the fall of 1938, the Implementation Committee of the National Association of Secondary-School Principals of the National Education Association formulated and distributed a general questionnaire to the prin- cipals of the United States. The questionnaire asked, “What one or two problems in the conduct of your educational program have caused you most concern within the last year or two years? (If possible, please state each problem in the form of a definite question.)” The second question asked was, “Was the above statement formulated as a result of faculty discus- sion?” THE DisTriBUTION OF THE QUESTIONNAIRE The questionnaire was distributed in forty-six states and the District of Columbia. The states of Pennsylvania and ‘New York were not in- cluded in the present survey because of the work already done in those states. The very strong study groups in Pennsylvania, including at least 700 high-school administrators, were already hard at work on a study of their own in relation to the nonacademic students. In New York state, Dr. Spaulding had but recently completed a survey similar to the one herein reported as part of the Regents’ Inquiry. The data from these two states, although not included in any part of this report, show very similar tendencies to the results here published. The questionnaire was distributed through the Coérdinators of the Committee on Implementation of the National Association of Secondary- School Principals in the forty-six states and the District of Columbia. In *Part I of this report was presented by Francis T. Spaulding at the annual meeting in Cleve- tand; it was published in the March issue of THe BuLLetin and is again presented herein. ect a oe Abas th 10 is ; cor list ec a a Aas 1939] Tue Most Pressinc Prostems oF Principats 5 twenty-nine states the codrdinators requested the National Association of Secondary-School Principals to send the questionnaires to members living in the states while the codrdinators of eighteen states contracted through the state departments of education to send the questionnaires to all secondary-school principals living in the states. This distribution fol- lowed no geographical lines, as evidenced by Chart 1, nor was there any appreciable difference in the volume of replies coming from states with different methods of distribution, except in the cases of Maryland and New Jersey where the percentage of replies received was unusually high. CHART 1 METHOD OF DISTRIBUTION OF THE QUESTIONNAIRE METHOD OF DISTRIBUTION IN EACH STATE NUMBER OF STATES IN EACH AREA USING EACH METHOD New Middle North England States Southern Central Pacific Total Department members only 3 1 8 14 3 29 All principals 3 3 2 6 ay) 38 THE RETURNS FROM THE QUESTIONNAIRE In Chart 2, Questionnaire Returns, which shows by sections of the country the number and percentage of schools which received ques- tionnaires and the number and percentage of schools which replied, is listed first the number of schools in each section of the United States. This information was taken from the 1934-36 Biennial Survey of the Bu- reau of Education of the Department of the Interior, Washington, D. C., page 80, Bulletin, 1937, No. 2, and again does not include the schools in the states of Pennsylvania and New York. Second, the number of letters sent out in each section is shown; and third, with it the percentage of schools in each section which received letters. It should be noted that although the coverage in the South was relatively light, it included all types and sizes of schools in all parts of the section. Furthermore, it is worthy of note that, exclusive of the South, in the other four geographical divisions of the nation more than 50 per cent of the secondary schools were reached. Fourth, the number of replies received from principals in each section of the country is indicated; and fifth, the percentage of replies from those who received letters. This percentage of replies is quite con- stant except in the Middle Atlantic States (excluding New York and Penn- sylvania) where the percentage of replies is more than three times that of any other section. The reason for this is that in Maryland and New Jersey, the codperation of the state departments of education secured practically 100 per cent replies to the questionnaire. It is the opinion of the writer that the percentage of replies received is about as large as could be expected from a questionnaire which required considerable time and thought to answer properly. Obviously, a check list would have brought a larger response, but the Implementation Com- mittee deliberately chose not to use a check list because it preferred the 6 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS {| May relatively free response of a smaller group to the larger but more regi- mental type of response produced by a check list. It may also be of importance to note that after the first thousand re- plies were received, the distribution did not show a marked change, which is some evidence of the adequacy of the sampling. CHART 2 QUESTIONNAIRE COVERAGE AND RETURNS —_ cima ~ Per cent Per Cent of of replies Number of Number of Schools from schools Secondary Letters Receiving Number of which rec’d Section Schools Sent Letters Replies letters New England 773 741 96. 174 23.4 Middle Atlantic (Not Pa.& N.Y.) 431 431 100. 333 Ti. Southern 8,369 1,002 12. 208 20.8 North Central 12,433 5,000 40.2 970 19.4 Pacific 1,460 *1,544 100. 309 20. Totals 23,466 8,718 87.7 1,994 22.8 CLASSIFICATION AND ANALYsIS OF RETURNS The problems reported by the principals were classified according to the major areas of concern which the problems themselves suggested, without regard to any predetermined scheme of grouping. The prob- lems appeared to fall into fifteen more or less codrdinate divisions which are represented by the major headings in the analysis given in the following pages. Chart 3 presents a summary of these returns: Column 1 shows the number of problems presented under each category and the percentage which that number is of the total problems presented. For example, in Category 1, The Aims of the Secondary Schools, there were 85 problems which fell in this category; and these 85 problems represent 2.2 per cent of the 3,863 problems submitted by 1,994 principals. Column 1, therefore, shows, in number and per cent, the relation between the number of prob- lems in each category and the total number of problems classified under all categories (3,863). Column 2 shows the number of different principals who submitted problems under each category and the percentage which this number is of the total number of principals who replied. For example, in Category I, The Aims of the Secondary Schools, there were 80 different principals who presented problems which fell in this category; and this number is 4. per cent of the 1,994 principals who replied to the questionnaire. Col- umn 2, therefore, shows in number and per cent the relation between the number of principals listing a problem under each category and the total number of principals submitting problems (1,994). ER MenaititsinncS cat FX 7" These include letters sent to college members of the National Association of Secondary School Principals. The replies from this sourse are treated in Chart 12 and are not used in the make-up of the other charts. 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General 258 18.4 B. Relative value in the program of studies 27 2. C. Development of a program specifically designed to provide for individual differences 117 8.7 1. Special provisions for the bright 27 2.9 2. College 32° 2.3 3. Special provisions for the dull 130 9.3 4. Special provisions for the nonacademic 125 9. 5. Noncollege 94 6.7 6. Rural 10 -1. 7. Other specified groups 24 2. D. Revision of the program in specified fields 1, Academic subjects 71 5. 2. Aesthetic subjects 5 -]. 3. Commercial subjects 4 “1. 4. Health education 24 2. 5. Industrial arts and vocational industrial I subjects 10 -l. c 6. Vocational education (general) 42 3. t 7. Remedial reading 83 6. E. Addition of subjects or types of instruction not included in the local program p 1. Academic subjects 10 -1. r a. Citizenship 59 4.2 n b. Orientation and guidance 5 -1. 2. Aesthetic subjects 2 -1. 3. Agriculture 1 -1. h 4. Character education 88 6.3 T 5. Commercial subjects 1 -1. te 6. Health education 3 -1. ac 7. Home economics and vocational homemaking 4 -1 at 8. Industrial arts and vocational industrial subjects 2 -1. 9. Preparation for worthy use of leisure 3 -l. a 10. Safety education 10 -1. afl 1l. Sex education 9 -1. F. Correlation of subjects within the individual school 53 3.8 pr G. Adjustment of the program of studies to promote no articulation with the programs of other schools ; cu 1. With lower schools 20 14 ten 2. With parallel school units 10 -L. 3. With colleges 14 1. H. Achievement of an appropriate balance between len required and elective subjects 17 -1, as | ge “Te the Total 1,394 97.50 ay of ry ge = 1939] Tue Most Pressinc ProsLeMs oF PRINCIPALS 9 A more detailed analysis of the returns under each of the fifteen cate- gories is presented in the pages following the summary. They are pre- sented in a descending order according to the number of problems re- ported under each category. Into this category fell over one third of the problems representing answers from more than half of the principals. This concentration of problems in the area of curriculum revision leads to the conclusion that secondary-school principals are quite generally questioning the present or- ganization of the curriculum. That a considerable part of this questioning is due to the changing nature of the secondary-school population is indi- cated by the concern with adjustments for individual differences, particu- larly among the nonacademic, the dull, and the noncollege groups. There was a tendency among the smaller schools to assume that the solution of the problem of the nonacademic lies in the provision of shop equipment, but this conclusion is not borne out by the survey, because the large city schools, many with abundant equipment of this nature, also list the non- academic as one of their chief problems. More than one fourth of all problems of curriculum revision specifically mentioned this group while only one twentieth of the problems had to do with the college group or the bright. As a whole, principals were not unduly worried over revision of the program of studies in specified fields. The one exception was remedial reading which was specifically mentioned in 83 cases and was alluded to in many of the 71 cases listed under academic subjects. It is also true that considerable desire for the revision of the curricu- lum arose out of concern for social needs of the community and the nation. This is evidenced by the fact that the development of materials for charac- ter education and for citizenship were the only problems in relation to the addition of subjects or types of instruction which received any marked attention. | A considerable number of the problems in each category were of such a vague nature as to resist any classification more specific than the one afforded them under the general heading. This accounts for the 258 problems in Category II under the general heading. It should be further noted that the range of problems proposed covered nearly every aspect of curriculum organization but in numbers insufficient to warrant more ex- tensive comment. Although 53 persons mentioned correlation or integration, the prob- lems presented were of such a generalized nature as to leave one in doubt as to whether the extensive writing in the field has actually succeeded in the development of any clear meaning of these terms. Examples of actual problems presented by principals follow. The state- 10 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [May ments which follow give a fair picture of the range and proportion of problems presented. SAMPLES OF PROBLEMS PRESENTED UNDER CATEGORY II Revision of the curriculum (general) “What can we do to make a more interesting and effective program of studies ?” “Make the present curriculum take care of present-day needs.” “Should the program be based upon the needs in the local community, or should the needs of the entire state and nation have first considera- tion?” “How may we keep our curriculum up-to-date?” “How shall the curriculum be kept in continuous adaptation to the needs of the students?” Individual differences (general) ; “One problem that is always with us is how to care for the instruction of ‘all the children of all the people’ and at the same time maintain adequate high-school standards.” “What are the best techniques to employ in providing for individual differences in classes where there is a wide range of abilities, aptitudes, and interests ?” “To plan the instruction so that every pupil (I. Q. 70 or 170) will re- ceive up to his capacity.” Bright and college preparatory “With ‘must’ courses, such as safety, constitution, character, etc., be- ing forced into the schools by various groups, how can we give a college-preparatory student the courses he wants besides those he needs and still get them into four years?” “How can the high school prepare the few for college?” “Shall we send our students who are better equipped and who hunger for learning to private high schools?” “What to do about the superior and the retarded or low I. Q. group. It is easy to create a special section for them, but to get the teachers to work out a program of study which is fitted to their needs, yet which is challenging in its nature, is a difficult task.” “To what extent can a school, the great majority of whose students will go to college and therefore want most college preparatory courses, adapt the activity program and methods advocated by progressive educational leaders. Some modification of the old way of doing things is certainly desirable, but how far may we go?’ “The danger of submerging the intellectually able under the mass of mediocrity now in our schools.” Dull, nonacademic, noncollege “What shall I offer a group of overage boys and girls of low I. Q., who are not at all interested in the usual subjects offered in high schools?” “What can be done with the student who is not capable of meeting the requirements of this course?” “How can we (if it is our function) care for low caliber pupils?” “If the elementary schools are following the ‘progressive’ plan of pro- May of ity, ra- the ion ain ual Jes, eds ger up. ers yet vill 3e8, jive ngs of vho 3?” the 1939} Tue Most Pressinc ProBLeMs OF PRINCIPALS ll moting to junior high school on the basis of age, what can we do to make the stay of the ‘lowest third’ pleasant and profitable ?” “What to do with a group of dull boys and girls who have been dragged through the elementary school and dumped into the high school year after year.” “What can be done for the so-called nonacademic pupil in the small high school?” “Improving content of present courses and adding new courses to meet the needs of the new-type population who do not assimilate tradi- tional material.” “How can the traditional subjects of our high school (English, mathe- matics, science, etc.) be made functional for the nonacademic stu- dents ?” “What guiding principles should govern the selection of subject matter for the ever-increasing number of slow book learners entering our senior high schools?” “Should a wide variety of ‘snap courses’ be added to the program, or should attention be concentrated on a few fields in so far as slow learners are concerned ?” “What course or courses can the small rural high school offer for boys who are not college material ?” “What can a small high school, whose restricted budget does not allow for proper vocational courses, do for the majority of its students whose formal education ends with graduation from high school?” “What can be done to give our students a foothold in earning a living after leaving school? Twenty per cent of our pupils go to higher schools of education. Our problem is, What can we do to help the 80 per cent who must earn a living?” Remedial reading “Inadequacy of textbooks to meet the needs of those pupils with low reading ability.” “What can we do about the retardation in reading to be found not only in the junior high school but in all levels including the univer- sities?” “The substitution of the picture show and overmuch family automo- bile riding for reading habits is causing a vocabulary poverty that makes the acquisition of history and English difficult for students.” “What shall we do for students in high school who are unable to read intelligently and to interpret the printed page?” Character education “If the development of attitudes, character, and personality is as im- portant as it seems to be, should we not consider procedures and prac- tices for accomplishing this? At present, we concern ourselves only with achievement in subject matter.” “How can students be made to realize that they should respect other students’ property—books, paper, and clothing?” “What can be done to combat the general idea that the school is a place to have a good time and that, when one graduates, there is al- ways a PWA or WPA or a CCC in which he can find employment?” “How to get all students to feel that while they are enjoying certain rights and privileges, they must assume definite responsibilities in order to perpetuate those rights and privileges.” 12 DeEpaRTMENT OF SECONDARY-SCHOOL PRINCIPALS [May “What will disprove the belief of the majority of our pupils that pro- motion and progress in life activities are the result of ‘pull,’ politi- cal or otherwise, rather than the result of continuous and intelligent effort ?” Citizenship “Democratic institutions are under fire. What methods are used tu make the high school exemplify the democratic way of life?” “How to set up your school so the students will have to be good citi- zens to graduate from it rather than earn credits to graduate by read- ing about what constitutes desirable citizenship.” “How can we inspire in our youth to-day a respect for the democratic way of life and make the student ‘evangelistic,’ if you please, in the cause of the preservation and the perpetuation of the democratic way of life?” “In trying to indoctrinate in favor of the democratic ideal, we are cun- stantly faced with these two questions: (a) What objectives, goals, and aims are absolutely essential and generally acceptable? (b) Where and to what degree in the classroom should authoritarianism be per- mitted to step in?” “How can we give students meaningful active citizenship practice so necessary for the future of democracy without having them lose sight of the democratic rights of the adult community ?” “What may we do to eliminate our pupils’ cynical attitude toward the methods used in administering the affairs of local, state, and national government?” Correlation and integration “Which is the more desirable method of carrying on the so-called fu- sion or integrated curriculum in the senior high school?” “How much integration should there be in the courses of study in a junior high school, and how can it best be planned in a city school system ?” “On every hand we hear plans for integration of subjects. We are a small, rural school with an enrollment of three hundred. How far should we go with any change like that in our curriculum?” “The attempt to follow a core curriculum in many schools has led to nothing but confusion. Can we devise a core curriculum as a guide to our work in departments and keep the departments?” “Integrate or fuse the subject matter properly.” “How can the curriculum be adjusted so that integration between sub- jects is possible?” “Who should be responsible for developing the core curriculum content for our school and what should it include?” CHART 5 Category XI: INTERNAL ORGANIZATION AND ADMINISTRATION Classification of problems Number and percentage of replies within the category within the category Number _ Percentage A. General 68 15. B. Improvement in attendance 56 18. C. Assignment of pupils to class groups 1 -L l. Class size —=— _ = 1939 | Tue Most Pressinc ProsceMs oF PRincIPALs 2. Ability grouping 29 7. D. The scheduling of school activities 1. Pupils’ schedules 13 3. 2. Teachers’ schedules 10 2. 3. Length of class period! 12 3 4, Length of school sessions 12 3. 5. Provision for noon-hour activities 9 2. 6. General arrangement of the schedule 6 ft. 7. Organization of study halls 17 4 8. Organization of extra-curriculum activities 29 7. 9. Organization of home room 9 2. E. Administration of a testing program 40' 9. F. Marking: reports to parents 72 16. G. School organization 8 2. l. Grade organization 7 2. 2. Departmentalization 15 3. H. Provision of health services + -1, I. Administration of the library 7 1. J. Records 7 1. K. Transportation: field trips 7 1. L. Janitorial service 2 -L. Total 440 100. Although 416 different principals submitted 440 problems in the cate. gory of Internal Organization and Administration, the replies were scat- tered over so wide a variety of specific problems that in only a few cases did even five per cent of the problems fall in any well-defined area. Marks and reports to parents caused more concern than any other problem in this area, but the improvement of attendance and the administration of the testing program followed close behind. Coupled with the provision of an effective extra-curriculum program in Category IV was the question of how to organize extra-curriculum activities in the category under dis- cussion. SAMPLES OF PROBLEMS PRESENTED UNDER CATEGORY XI “How may I develop a grading system that is fair to the teacher, the student, and the parent, and, at the same time, not place too much emphasis on grades and credits, rather than the acquisition of knowl- edge and the ability to think?” “What should be the ratio of value of a commercial subject to a college- preparatory subject in competition for school honors?” “What is the proper basis of promotion? Should teacher judgment supersede raw scores of the teacher?” “What rating or grade should be given students who work up to their ability in such subjects as English but whose scholarship is still very low?” “What is the best method of reporting pupil progress to parents?” “What method of reporting to parents will satisfy the broad ohjectives 14 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [May “What is the best method for recording and reporting student growth and development in attitude, habits, and skills?” “Is it advisable to accept written requests of parents when they inter- fere with the scholastic work of the child?” “What methods of attendance recording can be used to ensure regular attendance on the part of all students? What other factors encourage regular attendance ?” “How can we keep up the attendance?” “What to do with students who are retarded because of absence.” “The first problem is the matter of rating pupils on citizenship. I would like to know what factors are generally considered in making a record of pupils’ citizenship, by whom the record is generally made, how and where it is kept, what use is made of it, etc.” “How can we arrive at a standard of achievement?” “The whole question of evaluation: the factors to be considered and how to measure them.” “What kinds of aptitude tests should be applied to students desiring to enter Girls Vocational School?” “Do final examinations have a place in the secondary school?” CHART 6 Category VI: RETENTION AND GUIDANCE OF PUPILS Classification of problems Number and percentage of within the category replies within the category Number Percentage A. The continuance of pupils in school 1. Desirability of eliminating certain types of pupils 7 2. 2. Increasing the school’s retention of pupils 33 9. a. Retention of less able pupils 5 1.2 B. Development of an effective program of guidance 148 39. 1. Educational guidance 34 9. 2. Vocational guidance 40 11. 3. Placement 22 6. 4. Techniques of guidance 26 6.9 5. Guidance of personnel 48 13. 6. Social guidance 6 14 7. Personal guidance 10 2.5 Total 379 99.20 Although Rentention and Guidance of Pupils ranks third in the number of problems assigned to it, only one problem in eight was in the field of retention of students while seven of the eight problems were in the area of guidance of the pupils already in school. More than half the problems submitted dealt with the general, and often vague, program of guidance and with better-qualified guidance personnel. It would appear that of the specific problems presented, vocational and educational guid- Fr lU—SS.lUh eh XUM 1939] Tue Most Pressinc PropteMs OF PRINCIPALS 15 ance were more often a matter of concern while social and personal guid- ance were less frequently sensed as problems. SAMPLES OF PROBLEMS PRESENTED UNDER CATEGORY VI “Determination of play for wise guidance of pupils both in educational selections and help in preparation for economic independence after high school.” “How much longer are we going to talk about guidance without know- ing what we mean by guidance?” “How much guidance, vocational and educational, are secondary schools called upon to furnish? How should this be handled—by special direc- tors, classroom teachers, or both?” “Making the guidance program a definite part of the curriculum through the subjects now taught rather than hang on the high-school course an arificial guidance setup.” “Problem of setting up guidance courses that will function among teachers not particularly trained in the field, with all of them having a full daily load.” “How should vocational guidance be attacked in high school, that is, not the immediate procuring of a job, but an interest in a future job and the avenues to it? What are the best books and magazines for such a study?” “The lack of knowing how to advise on vocations, especially manual labor, when our local situation is bad.” “We have boys who come from families with a long professional back- ground. The boys wish to follow one of the trades. What is the best way to convince fond parents that the boy should be permitted to fol- low a trade?” “What ways may be devised to give practical instruction for future vocational and community life?” “How to advise and give advice to our graduates seeking a life oppor- tunity.” “In a strictly agricultural community, with no direct contact with in- dustry or the professions, what effective educational and vocational guidance programs can best be provided for our schools?” “To what extent should we endeavor to continue our attempt to increase the effective guidance of students in the prevention of their ‘too early’ specialization in any given field of study or activity ?” “What can be done to make students believe that the successful schol- ars are just as important as the successful athletes?” “How is the student going to know (during his high-school career) if he is a nonacademic student ?” “How can vocational and educational guidance best be handled in an organized and individualized manner in our school of over five hun- dred enrollment with each of the nineteen teachers carrying a full load ?” “What is the school doing to aid the high-school boy and girl who are not going to get themselves jobs and make proper adjustment after graduation ?” 16 DEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [May OHART 7 Category III: DEVELOPMENT OF MorE EFFECTIVE METHODS OF TEACHING Classification of problems Number and percentage of i within the category replies within the category Number Percentage A. Improvement of general method 117 82. B. Motivation 164 44.7 C. Improvement of study habits 46 11. D. Discipline 24 6.5 E. Special instructional devices 16 4.3 Total | _ 367 97.15 The one problem which stands out above the others in this category had to do with motivation of instruction. In all but a very few cases, the problem was expressed as an inquiry into better methods for pupil learning of what the school already provides; in a few cases, the problem was phrased as an inquiry into better objectives for the students, and in only a very small fraction of the questions was there any intimation of the idea that the student could be better motivated if he shared in planning the objectives of the school or of a particular subject. Often the problem seemed to concern the nonconformity of the student with the schoul and seldom the nonconformity of the school with the actual needs of the child and his community. This same characteristic appeared even more clearly in category thirteen, which deals with the development of effective rela- tions between the school and the community. More than one hundred problems had to do with improvement in general methods of instruction. Some of these problems were attempts to “sell” a given idea or curriculum to the student body, others asked for a better method for prevention of failures, and still others requested an improved technique for individualized instruction. Ch SAMPLES OF PROBLEMS PRESENTED UNDER CaTEGorY III = Improvement of general method “Where shall the initiative of the student end and the responsibility A. of the teacher begin?” “How can we raise the level of scholarship and still reconcile this aim with our desire to decrease failures?” “How can the reorganized curriculum of the high school be ‘sold’ to the student body?” “How can we better individualize instruction in a growing educational system which must be organized on a mass basis?” “How can the public high schools best incorporate into their curriculum B. the worth-while progressive technique and at the same time not lose what I believe to be fundamental in educational procedure: hard work, mastery of subject matter, and ability to think?” “What further efforts can be made by our teachers to make the present C. program of instruction more practical for the students?” ity jim nal um ose rk, ent 1939] Tue Most Pressinc ProseMs oF PRINCIPALS 17 “How can a senior high school develop and organize teaching techniques that provide for individualized instruction with equal effectiveness in all subject-matter fields?” Motivation “What can be done to correct the attitude of the majority of students that it is not a worth-while goal to work hard enough to get on the honor roll?” “Their academic morals are low. They are not particularly concerned if they have low marks or even failures. We have absolutely failed to find the stimulant which will give them the necessary spark for achievement.” “Students do not seem to be willing to accept standards or values here- tofore held out as inducements to put forth effort. It would seem that we must find new means of selling the old standards or set up new standards which would appeal under what seems to be changed con- ditions.” “What can be done to develop in the pupils the conviction that their learning materials should be pursued to the extent of mastery ?”’ “How can we most effectively reach the indifferent student with ability and create enough interest for continuance in school despite the un- concern of some parents and lack of parental control of others?” “How to get more students to feel the desire to want to learn.” “How may we best combat the chaos resulting from ‘soft’ ideals and methods now so prevalent?” “What can we do with the increasing number of students who are thinking that it is the government’s duty to take care of them whether or not they do anything to make a living or to prepare to make a living ?” “How can we eliminate artificial incentives (marks, medals, honor so- cieties, etc.) and set up real values that will challenge the best effort of each pupil?” CHART 8 Catrcory IV: PRovIsION oF AN EFFECTIVE EXTRA-CURRICULUM PROGRAM Classification of problems Number and percentage of within the category - replies within the category Number Percentage A. Development of the extra-curriculum program 116 43. 1. Assemblies 13 5. 2. Athletics 29 11. 3. Excursions 1 -1. 4. Graduation exercises 1 -1. 5. Home-room activities 20 7.5 6. Pupil participation in school government 23 8.6 7. Social activities 13 5. 8. Special activities 2 -1. B. Relation between extra-curriculum activities and the curriculum programs 34 13. C. Financing of extra-curriculum activities 16 6 Total 268 191.11 18 DeEPARTMENT OF SECONDARY-SCHOOL PRINCIPALS [May Problems relating to the provision of an effective extra-curriculum program were listed by one principal in nine of those making returns. Many problems in this area, as in the case of curriculum revision and the development of more effective methods of teaching, were stated so broadly that any attempt to analyze them further met with failure. The relation- ship between extra-curriculum activities and the regular curriculum pro- gram caused most frequent concern. The development of athletics, pupil participation in school government and the place of the home room in re- lation to the other activities of the school were mentioned most often. The problems presented in these fields showed a tendency to question the isola- tion of certain activities from the regular curriculum and at least raised the question of their inclusion in the regular work of the school. Many of the problems indicated that, in principle, these extra-curriculum activities have been accepted as a part of the regular curriculum but that in practice, class schedules, transportation, the community, and some teachers are not yet adjusted to such a conception of the curriculum. SAMPLES OF PROBLEMS PRESENTED UNDER CATEGORY IV “The growing costs of maintaining bands, orchestras, and athletics.” “What can we do to overcome the fact that teachers are needed to sponsor such extra-curriculum activities as the student council, safety patrol, pep squad, ete., and yet these teachers are not trained in college for such work because the colleges offer no such training ?”’ “How much school time should be given to class plays, Christmas pro- grams, operettas, and the like in a small school where most (90 per cent) of the students come to school in buses?” “Should extra-curriculum activities be subsidized by the board of edu- cation?” “What means might be employed in order to stimulate both teachers and pupils to conduct an activity program primarily for its educa- tional value?” “How can overemphasis of interschoo] athletics be curbed ?” “Ts it advisable to conduct interscholastic contests for girls “How can we build up our intramural program for boys when the physical training teacher is under great community stress to produce winning varsity teams ?” “How do the best high schools make football an educational feature of the school rather than an exploitation agency ?” “Should basketball practice come within the six-hour school day?” “Determination of the point where extension of democratic control in student government runs counter to effective administrative control.” “How can activities be reorganized and placed under student contrcl in order to provide the maximum amount of democratic experience in participation and administration?” “How can I secure and how far can I go in developing student partici- pation in the government and administration of my school?” “Is there any way whereby the home room may be an effective means for guidance rather than an administrative device?” wien a se May 1939] Tue Most Pressinc ProseMs oF PRINCIPALS 19 lum “What should be the program of home-room projects and activities?” Irns. “How can we obtain the maximum value from the home room as a ie means toward improving citizenship?” adly CHART 9 _ Catecory VIII: EFFrEcTIVE SUPERVISION OF INSTRUCTION INCLUDING pro- IN-SERVICE TRAINING upil Classification of problems Number and percentage of | re- within the category replies within the category The Number Percentage ola- A. General 75 30. ised B. Supervision under adverse condition in m the local community 5 2. sc. y C. Supervision of special types of teachers 24 10. ne D. Special supervisory problems 111 45. ice, E. Time and staff for supervision 23 9. not F. The principal’s professional improvement 7 8. Total 245 99. Although effective supervision is not one of the major problems so far as totals in the general category are concerned, yet it is noteworthy because to of the concentration of problems in two subdivisions. In-service training ety of teachers is the problem suggested most frequently and it was found un- ege der the general heading as well as under B, Supervision of Special Types of Teachers. It was also one of the special supervisory problems noted. ro- , . , ‘