Department Programs

National Council of State Superintendents and Commissioners of Education Francis G. Blair, President

The following program will be presented, each topic to be followed by discussion:

Highest Frequency Questions in Geography Examinations. W. J. Osburn, State Department of Public Instruction, Wisconsin.

A Scientifically Graded Book List for Children. Supt. C. W. Washburn, Winnetka, Illinois.

Status of Scientific Inquiry Concerning the Relation Between Rate and Comprehension in Reading. W. S. Gray, University of Chicago.

The Relation of the State Superintendents and Commis- Council of Kindergarten Supervisors

sioners of Public Instruction to

1. The General Assembly. Supt. Will C. Wood, Cali

fornia.

2. Interpretation and Administration of School Laws. Commissioner J. M. McConnell, Minnesota.

3. Vocational Education and Civilian Rehabilitation. Commissioner A. B. Meredith, Connecticut.

4. State Wide Surveys and Drives. Supt. Charles A. Lee, Missouri.

Department of Vocational Education and Practical Arts

John N. Greer, President

General Topic: Measurements as Applied to Practical Arts and Vocational Education.

Address. Dr. H. A. Toops, Ohio State University. Standard Tests as Applied to Practical Arts. Charles Patrick, Bayonne, New Jersey. Discussion led by J. J. Seidel, Baltimore.

Fundamental Principles Underlying Shop Try Out Courses in Junior High Schools. C. A. Zuppann, Minneapolis.

An Analysis of a Study of Graduates of an Industrial Arts Course of the Toledo High Schools. Carl T. Cotter, Director Industrial Education, Toledo, Ohio.

and Training Teachers

Ella Ruth Boyce, President

The meeting of the Council will be held on the roof of the Gibson Hotel. The program will include:

The Kindergarten from the Viewpoint of the Superintendent. Supt. Fred M. Hunter.

The Nursery School and the Kindergarten. Elizabeth Cleveland of the Detroit Schools.

A dinner on Tuesday evening will be a feature of the meeting when informal addresses will be made.

City Teacher Training School Section
L. A. Pechstein, President

Problems of the School of Education. James E. Russell,
Teachers College. Discussion by Dean W. W. Charters,
University of Pittsburgh.

Problems of the Training School. J. W. Heckert, Miami University. Discussion by E. J. Bonner, Principal, City Normal School, Rochester, New York.

The Cincinnati Co-operative Plan of Teacher Training. W. H. Burton, Director of Student Teaching, University of Cincinnati.

A Brief Outline of the Development of the Co-operative Plan. Frances Jenkin, Assistant Professor of Education,

Dinner Symposium. The National Council of Education. University of Cincinnati. Its Purpose and Scope of Work.

The Relation of Measurements to Vocational Agriculture. C. E. Myers, State College, Pennsylvania. Discussion led by W. H. Lancelot, Ames, Iowa.

Critic Teacher and Co-operating Teacher: A Comparison by One Who Has Been Both. Fannie Ragland, Co-operating Teacher, Walnut Hills High School, Cincinnati.

The Product of the Cincinnati Plan in the City Schools.

Measurements as Applied to Home Economics. Viola Bell, E. D. Roberts, Acting Superintendent of Schools, Cincinnati. Ames, Iowa; Emma Conley, Albany, New York.

The City Superintendent and the City Normal School. John R. Wilson, Superintendent of Schools, Paterson, New Jersey. Round Table Discussion: Byron W. Hartley, Superintendent of Schools, Louisville; Herbert S. Weet, Superintendent of Schools, Rochester; R. G. Jones, Superintendent of Schools, Cleveland.

A New Course for the Normal Schools. Frank Webster
Smith, Principal, State Normal School, Paterson, New Jersey.
Joint Meeting with the Cincinnati Teachers' Association
when William Kilpatrick, Teachers College, will speak on
The City Teacher and Educational Reform.

Department of Elementary School
Principals

Jessie M. Fink, President

The Opportunity School. Emily Griffith, Denver.
Specific Accomplishment of Principals Relieved of Clerical
Detail. Ruth Pyrtle, Principal of McKinley School, Lincoln;
Gertrude Corrigan, Chicago.

The Relation of the Salary Schedule to the Educational
Program. Supt. Jesse H. Newlon, Denver.

How the Single Salary Schedule Worked Out in Ann Arbor. Supt. Leslie A. Butler, Grand Rapids.

The Status of Social Studies in Normal Schools and University.

end flooring for gymnasiums and manual Aeolian Company. Duo-Art reproducing training rooms, Booth No. 44. pianos, Booth No. 160-162.

Central Scientific Company. Laboratory and scientific apparatus.

Chicago Apparatus Company. Laboratory and scientific equipment.

Cincinnati Time Recorder Company. Cincinnati electric time systems, Booth No. 33. Circle A Products Corporation. Portable bleachers and buildings.

Columbia School Supply Company. School seating, Booth No. 85.

Compton & Company, F. E. Compton's pic-
tured encyclopedia, Compton's pictured news-
paper, practical problem projects, Booths No.
131, 132, and 139.

Corona Typewriter Company. Typewriters.
Booth No. 129.

Dennison Manufacturing Company. Art and
decoration supplies. Booth Nos. 31 and 32.
Denoyer-Geppert Company. Maps, globes,

Detroit School Equipment Company. School furniture.

De Vry Corporation. Motion picture projectors.

Dodd Mead and Company. International en-
cyclopedia.

Draper, Luther O., Shade Company. Adjust-
able window shades. Booth No. 5.
Eastman Kodak Company. Kodaks, "Koda-
scope" motion picture projector.
Everwear Manufacturing Company. Everwear
playground apparatus, Booth No. 17-18, South
Hall.

Fairbanks Morse and Company. Scales.
Fisk Teachers Agency, Chicago. Teacher
placement service, Booth No. 104.
Gregg Publishing Company. Textbooks.
Grolier Society. "Book of Knowledge."

T

South Western publishing Company. Text-
books.
Standard
systems.

Electric Time Company. Time

Stanley Rule and Level Plant. Manual train-
ing tools.

Steel Furniture Company. School furniture.
Structural Slate Company. Slate.
Takamine Corporation. Tooth-brushes.
Trans-Lux Daylight Picture Screen, Incorpo-
rated. Picture screens, Booth No. 164.
Triple Metals Corporation. The Dudley Key-
less Combination Locks, Booth No. 3.
Truscon Steel Company. Steel windows for
school buildings.

Tunnell Map Company. Maps. Booth No. 27.
Twin City Scenic Company. Scenery and
stage equipment.

Underwood Typewriter Company. Underwood
typewriters, bookkeeping machines, dupli-

cators. Also demonstrations, Booth Nos. 177
and 179.

University of Chicago Press. Textbooks.
University Publishing Company. Thought Test
Readers, American Citizenship Practice, and
other textbooks. Booth No. 39.

Victor Talking Machine Company. Victrolas.
Vonnegut Hardware Company. Von Duprin
self releasing fire exit latches.
Welch, W. M., Manufacturing Company. Lab-
oratory apparatus, scientific equipment and
school supplies, Booth No. 123.
Wayne Works. School buses.

Wallace Pencil Company. Pencils.

World Book Company. Books and tests, new
Courtis-Smith Picture Story reading lessons,
Booth No. 113.

Yawman and Erbe Company. Filing devices
and supplies.

Zaner and Bloser Company. Writing books and writing supplies, Booth No. 114.

Character Development and Rating

Most Important Phase of School Work

A Rational System of Procedure in Secondary Schools-Effective in
Operation in McClymonds High School, Oakland, California-
Described by Walter A. Tenney, Principal

HE development of ethical character has been one of the primary objectives of education, and, yet, how many teachers or principals would have had a ready answer, until very recently, if they had been asked "What is your plan for character education and for recording results?" It has been the universal custom to make prominent the subjects of the curriculum which have to do with acquiring knowledge and to record results regularly and as accurately as may be, but when an employer sends an inquiry to a school about a student who is a prospective employee he seldom mentions any of these subjects. He wants to know if the student is trustworthy, truthful, loyal, has he initiative? what are his habits? will he respect his employer's interests? The school records do not show any of these things. The first aim of public education is training for worthy citizenship, and that is the justification for expenditure of public money. This implies character education as a fundamental necessity. This is the most important phase of public school work. It needs no argument to prove that without right ideals and habits a strong and worthy citizenship cannot be developed. There is no safety in intelligence without morals. If high ideals can be inspired, and right habits implanted all the other phases of educational endeavor will take care of themselves. Lessons well prepared, high standards of scholarship, willing co-operation, good discipline will follow as a matter of course. Righteousness or right living has been called the fourth "R", but, perhaps, it should be called the first.

HE principal and the teacher are

Traced with a difficult proposition to

make character development and character rating a vital and conscious part of the school program without seeming to be preachy and goody-goody in their

attitude toward pupils. This aspect of
school work must be made attractive to
red-blooded American boys and girls so
that they will feel that it is their pro-
gram and will actively support it.
Theorizing about such questions as this

one may be interesting, but it is more profitable to investigate actual experi

ments. A check can be made on the success or failure of what somebody

actually has done. Thus many vital questions may be answered, at least in part. Some time ago a small group of Clymonds High School, expressed a de

the better type of students, in the Mc

sire to organize in order to correct certain objectionable practices which they had observed on the part of other

students. A social service committee was organized. Several offenders, brought before this committee, were confronted with their misdeeds in a serious and businesslike way. It soon popular. Its members were the objects developed that this committee was unof criticism by the students. Even some of the better element among the students did not support the committee. Its members were called "Teacher's Pets." It occurred to the administration of the school that if such a committee could be created by the student body then the students would be in honor bound to support it. Then questions arose in regard to a type of irresponsible students whose leadership is in the wrong direction and yet who have a certain kind of popularity. It was decided that some standard of eligibility would have to be established. Finally a much wider field, than had at first been contem

THE

The New Constitution

plated, was opened up. The whole
question of character development,
through larger student participation in
school affairs, through the assumption
of responsibility, through earnest striv-
ing for a higher standard of school
citizenship, was brought before the ad-
ministration of the high school. The
faculty, through a committee, worked
out a Citizenship Point System. Up to
this point no one but faculty members
had considered the matter, but it was
felt that a plan as far-reaching as this
one could not succeed unless the stu-
dents, themselves, wanted it. Therefore
a committee of students was appointed,
with only two faculty members, to work
out the complete details. The work of
this committee embodied drawing up a
new constitution and preparing the Citi-
zenship Point System. The matter was
discussed in many of the classes to find
out what the student reaction was to-
ward such a plan. The response was
quite generally favorable. This com-
mittee later drew into its service the
senior class who took this proposed
measure as a project in their "social
problems" study. The committee, aided
by these classes, worked on the problem
for several weeks. Many existing forms
of student organization were investi-
gated. The discussions were keen, ani-
mated, and thoughtful. The plan was
completed and printed in the school
paper. The paper comes out on Mon-
day. During the week the proposed
constitution was considered in the Eng-
lish classes, and an earnest effort was
made to give every student in the school
a chance to discuss it and to have him
understand it. The students were told
to bring their copies of the paper to the
classes for that purpose. On Friday the
new constitution and the Citizenship
Point System were put to vote at the
general assembly. The assembly oc- HE Citizenship Point System is the
cupied one hour. The meeting was
big outstanding feature of the plan.
conducted entirely by students. The It is operated under three heads: con-
The
principal and faculty were present but duct, scholarship, and service.
took no part in the discussion. The
students were invited to express their
views either for or against the plan, and
representatives of all grades spoke on
the subject. Forty minutes were used
in this way.
There was a motion for
adoption. It was seconded, and then
there was a demand for a secret ballot.
That was agreed upon. The count
showed a vote of more than three to one
in favor of the adoption.

some

as

HE new constitution gives students
greater participation in and more
responsibility for student affairs. There
is a board of commissioners, consisting
of a president, vice-president, secretary,
and nine other members each of whom
is chairman of a committee that man-
ages
school activity such
finance, athletics, social affairs, pro-
grams, entertainments, etc. The chair-
man chooses his Own committee
members, and one faculty advisor. The
constitution provides for a committee
known as the judiciary committee which
administers the Citizenship Point Sys-
tem. The vice-president of the student
body is chairman of the judiciary com-
mittee. The principal of the school
appoints two faculty advisors each to
the board of commissioners and to the
judiciary committee.

The Point System

conduct point system embodies, also,
the honor system for reporting absence
or tardiness. Detention is abolished,
and excuses written by parents are no
longer required. The student comes to
the office and writes his own account of
the absence or tardiness on a card
which reads "On my honor as a loyal
McClymonds High School student I was
absent because
The student
writes the reason. There is a similar
form for tardiness. If the absence or

tardiness is not legitimate there is a loss of conduct points. There is another card for other types of misconduct, which is made out by teachers. Many of these cases are settled automatically in the office. Others are sent to the judiciary committee so that the committee can work on the offender to convince him of the bigness of the idea which is back of a student organization that operates upon honor and to secure his co-operation in achieving the high standard of citizenship which the student body is trying to maintain. The big job of the judiciary committee is to sell the idea that the Citizenship Point System is a living force that operates within the school life of all the students.

The constitution of the organization provides that a student shall begin each semester with 100 conduct points. He must average 80 per term for the four years, if he is to be recommended to college or to any business position upon graduation. No student will be given a diploma from the school who has less than an average of 70 per term. A conduct grade will be given at the end of each term. These grades will be sent on to other schools or to college on the same basis as those of scholarship: over 100, 1; 90-100, 1; 80-90, 2; 70-80, 3, and below 70 failure. A grade of 90 will be required to hold any school office.

Conduct points are based on character, conduct, and attendance. It will be possible to have more than 100 at the end of a term, as a bonus of 10 credits will be given at the end of each semester to all students who have a conduct record of 95 or above. This will enable students who have fallen below the requirement in one term to redeem themselves in succeeding terms.

CONDUCT

Every student starts the semester with 100 conduct points, or a perfect record. He may lose points by various acts of delinquency or misconduct. When the case is settled the points lost are entered on the card, and the cards are filed in the office. A student must average 80 conduct points per term to get a recommendation to a business position or to college, and he must average 70 such points per term to receive a diploma of graduation.

SCHOLARSHIP

The scholarship record has an important place in the Citizenship Point System. A certain number of scholar