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One school-grade principal, faculty adviser, vocational counselor and home.

One school-grade principal, faculty adviser, and home (sometimes).

One school-grade principal and faculty adviser.

Four schools-faculty advisers.

One school-faculty adviser and approval from home.

In the smaller systems the chief administrative officers of the high school, either the principal or the superintendent, must act as the principal adviser of the pupils. Of course, the teachers can assist and the parent's help should be sought even though it may be of little or no value. Some principals send an open letter to parents inclosing a copy of printed material relating to the work offered in the high school. This is an excellent practice, and is likely to pave the way for a better understanding of the high school by the parents.

Chapter VI.


Byrne, Lee. A book on the high-school schedule. Educational Administration and Supervision, 7:533–38, December, 1921.


Gives a review of Mr. Richardson's monograph. His suggested terminology is fitting. The writer discovered the lack of a common terminology among high-school administrators in making investigations for this paper. Mr. Byrne's terins, general schedule" and "pupil's schedule," in place of " program of studies," of "prograin of classes," have been accepted in this writing. Mr. Byrne gives the following as essential for good schedule making: "(1) A general schedule providing all legitimate curriculum combinations or a maximum number of these statistically most in demand, (2) a perfect equalization of sections, (3) availability for immediate operation of all classes the first day of the term."

James, Alice M.

tember, 1917.

Scientific program making. School Review, 25: 504-11, Sep

An account of the procedure followed in the Central High School, of Grand Rapids, Mich.

Johnson, Franklin W. The schedule of recitations. School Review, 29:21628, March, 1921.

Advocates a committee of teachers to draw up a tally sheet showing the number of pupils electing each course for the next semester. This tally sheet would indicate the subjects and courses and numbers of divisions in each course to be offered. The schedule committee would have the assistance of session-room teachers or advisers.

Mr. Johnson recommends that the technical task of making the schedule be done by one person familiar with all the varying factors which enter into the problem. The following determining factors are mentioned: (1) Number of classrooms available; (2) available study-room space; (3) number of teachers and their adaptability to the classes to which they are assigned; (4) length and number of periods; (5) laboratory and shop periods; (6) classes meeting fewer than five times a week; (7) subjects with only one section; (8) factor of fatigue; and (9) assembly period. .

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Marsh, John. Making a high-school program. Educational Administration and Supervision, 6: 202–14, April, 1920.

This article gives the author's method, based on 15 years' experience in the English High School, Boston. His schedule provides for rotation of periods, with five

periods of varying length. Meier, A. G. Semester reorganization and program making in the Central High School of St. Paul, Minn. School Review, 26: 249-58, April, 1918.

A good description of the procedure followed in the Central High School of St. Paul, Minn.

Rasey, Lee C. A program arrangement for mental groups. School Review, p. 608-11, October, 1923.

An account of the practices followed in one school in solving some of the difficulties in schedule making arising from homogeneous grouping.

Richardson, M. W. Making a high-school program. New York, World Book Co., 1921.

Describes and details, in part, his methods used in the Girls' High School, of Boston. Mr. Richardson as headmaster has from all indications a homogeneous body of pupils as compared with the pupils of most of our metropolitan high schools.

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walt c. 2 1924:no.15*

379.73 Ueb

United States. Office of Education. Bulletin.

3 1951 000 864 542 1

Minnesota Library Access Center

9 ZA R10 D30 S14 TF B

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