xt7m3775xk5k https://exploreuk.uky.edu/dips/xt7m3775xk5k/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1933-08 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Manual of Organization and Administration for High Schools", vol. I, no. 6, August 1933 text Educational Bulletin (Frankfort, Ky.), "Manual of Organization and Administration for High Schools", vol. I, no. 6, August 1933 1933 1933-08 2021 true xt7m3775xk5k section xt7m3775xk5k

0 Commonwealth of Kentucky 9 C

V 1 EDUCATEONAL ULLETIN

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ORGANEZATiON .
AND ADMINISTRATION FOR
1-5!ch SCHOOLS.

Prepared by r , ‘ if"

MARK GODMAN,’ $3

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f; " , Published By

DEPARTMENT OF EDUCATION

JAMES H. RICHMOND,
Superintendent. 9f Public Instruction

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ISSUED M'O'NTHLY

Entered as second- class m‘atter March 21,1933,at the post office at
Frankfort, Kentucky. under the Act of August 24, 1912. ,

, I’Vorll,1‘ , v 6 August, 1933 O No. 6

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Organization and Administration

For High Schools
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Published by

M. DEPARTMENT OF EDUCATION
FRANKFORT, KENTUCKY

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TABLE OF CONTENTS

Page
Aim and Objectives of Secondary Education ...................................... 7
Definition of Terms 14
Standards for Secondary Schools 19
The Distinction Between Accredited and Approved High
Schools 19
Rules of the Association of Kentucky Colleges Governing the
Accrediting of High Schools ........................................................ 19
Regulations of the State Board of Education for the Approval
of High Schools ..... 25
Standards for Elementary Schools .................................................. 30
Miscellaneous Regulations of the State Board of Education ...... 32
Admission to High School __ 32
Correspondence and Tutoring ...................................................... 33
Summer Schools ...... 33
Buildings and IRepairs 33
Credit in Applied lMusic .................................................................. 34
Holidays 35
Remganization of the Twelve- Grade School System .......................... 36
The 6- 3-- -3 Plan of Organization ............................................................ 36
The Junior High School 36
Program of Studies for Junior High Schools ............................ 40
Standard for Junior High Schools ............ 43
Standard for Senior High Schools ...................... 46
Senior High—School Program of Studies ............ 47
Modiﬁcations of the 6-3-3 :Plan of Organization 48
The Modiﬁed 6 3—3 Plan for Small Cities ................... 48
The 6-6 Plan 48
Standards for Approving Junior- Senior and Six— Year High
Schools ...................................... ...................... 50;
The 6-3 and 6-4 (Plans 50
Progiam of Studies for Reorganized Junior-Senior and Six-
. Year High Schools ..... 51
Curricula for Small High Schools .......................................................... 54
Four—Year tHigh Schools—Three Teachers:
1 Academic Curriculum ..................................................................... 59
Agriculture and Home Economics Curriculum ........................ 61
Four- Year rHigh Schools—Four Teachers:
Academic Cur1icu1um ...... 33
AgliCulture and Home Economics Curriculum .......................... 65
Four- Year High Schools—Five Teachers:
Academic Curriculum ’ 67
Agriculture and Home Economics Curriculum .......................... 69
Commercial Education Curriculum ................................... 71
Small Departmentalized Two-Teacher Junior High Schools:
Curriculum for Three-Year Junior High Schools ........... '73
Curriculum for Four-Year Junior High Schools ........................ 75
Six Year High Schools—Four Teachers:
Academic Curriculum 77
Agricultuie and Home Economics Curriculum .......................... 79

TABLE OF CONTENTS—Continued.

Six-Year ‘High Schools—IFive Teachers:

Academic Curriculum ...................................................................... 81
Agriculture and Home Economics Curriculum ........................ 8‘3
Extra-Curricular Activities .......................................................................... 85
Suggestions Relative to the Organization and Direction of
Extra-Curricular Activities ............................................................ 85
Some Activities Which the School Should Provide .................... 87
Athletics ................................................................................................ 87
Assembly ..................................................... 88
Home Room 9”
Clubs ....................................................................... 93
School Paper 9‘7
Dramatics . - ........ 100
National Honor Society .............................................................. 100
The High-School ILibrary 102
Introduction ________ _. _ .. 102
Location, Size ant 102
Organization and Control ........................... 106
The Librarian ........................... . 1016
Training Pupils in the Use of the Library ........................................ 108
Appreciations .
Book Collections
Finding Room for the Library in Small Schools ............................ 110
Library Economy ................... ................. 110
Division of Library Service .................................................................... 110
Library Supply Houses .......................................................................... 111
Methods of Purchase ......................................
The Science Laboratory and Other Needed Equipment .................... 112
The Science Laboratory ........................................................................ 112
Equipment ........ . 112
Laboratory Layout . ........ 114
Science Apparatus ............................................................................ 119
General Science 119
Biology ______ . ............. ...... 124
Physiology 126
Physics ........ ........ 127
Chemistry ............... 133
Geography 139
Vocational Courses ........... ~ 141
Equipment for Treatment in Case of Accidents ____________________________ 141
Maps, Charts, Visual Aids, Etc. .............. 142
The High-School Principal and His Work ........ i 145
Position of the Principal in the General Organization ................ 145
Functions Which Belong to the Superintendent ...................... 146
Functions Which Belong to the Principal ................................ 146
Duties of the ’Principal .......... 147
Administrative Duties 147
Supervisory Duties _______________________________________________________________ 149
Extension or Social IDuties . . 153
The Principal’s Office ............................................................................ 155
Miscellaneous ................ . .. 156
Records and Reports ...... .. 156
Teachers’ Marks ........................ 15S
Recmnmended Marking System 16p
Public-Sclmol Music ______________ __ 161
Health and Physical Education ........................................................ 162

Work Books .............. 164

I v.“ 1“,,

FOREWORD

This Manual replaces the Mdnograph for High Schools pub-
lished in 1927. The chief: aim of this publication is to organize
a body of information and interpretation which will be useful to
the secondary schools of the State.

The development and improvement of secondary schools
must be promoted by both state and local authorities. The law
charges the State Board of Education with the responsibility of
approving high schools. In exercising this duty it is necessary
to require some uniformity of practice and to prescribe school
procedures necessary to maintain these standards. This the
Manual attempts to do.

The small high schools have been kept especially in mind in
the preparation of the Manual. These schools are urged to fol-
low the curricula and suggested schedules outlined in the chap-
ter on the Curricula for Small High Schools.

This Manual was prepared and edited by Mark Godman,

Public-School Supervisor.

JAMES H. RICHMOND,
State Superintendent of Public Instruction

RESOLUTION OF ADOPTION. AND ORDER TO 3
PRINT—APRIL 18, 1933 1

“It was moved by Supt. Richmond, seconded by
Miss Malian, that the ‘Manual of Organization and
Administration for High Schools’ be and is hereby
approved by the State Board of Education, and that,
acting under authority granted by Section 4387, Ken-

tucky Statutes, the Chairman of this Board be and is
hereby directed to request the State Superintendent
i of Printing to have ﬁve thousand (5,000) copies of
'3‘: this Manual printed in pamphlet form. The motion

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was put by the Chairman; all voted ‘Aye’, and it was
so ordered.”

JAMES H. RICHMOND, Chairman,

MISS SARA MAUAN, .
B. P. Woo'rTON, ‘ i
Members State Board of Education !

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CHAPTER I
AIM AND OBJECTIVES OF SECONDARY EDUCATION

One of the most comprehensive statements of the aim of
secondary education was made in the report of the Commission
of the National Education Association on the Reorganization
of Secondary Education:

“Education in a democracy, both within and Without the
school, should develop in each individual the knowledge, in-
terests, ideals, habits, and powers whereby he will ﬁnd his place
and use that place to shape both himself and society toward ever
nobler ends” (Oardmal Principles of Secondaoy Education,
U. S. Ofﬁce of Educati on, Bulletin 1918 No. 35 page 9)

In order to realize this ai1n,ti1'e Con-mission contended that
the following shoﬁic- iepiesenmlre main objecilves of secondary
education: (Cardinal I 714/104 {9761; 1 page 10 )3';

1. Health.

Command of 14‘undamental 1’iocesses.
Worthy Home Membeiship.
Vocation.

Civic Education.

Worthy Use of Leisure.

Ethical Character.

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These objectives have guided our thinking concerning the
problems of secondaiy education for almost a decade. It 1s now
believed that the problems of today make it desirable to add
another objective, namely:

8. World-Mindedness.

DISCUSSION OF OBJECTIVES*

1. Health—Personal and Public.
Since every other aim of education is dependent for its reali-
zation upon good health, the objective of health may properly
*The materials found undei this heading,r ale adapted from the Missouri

manual on Organization and Administration of Junior and Senior High
Schools. 1927

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MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

be placed as the ﬁrst objective of secondary education. I11
order to realize this objective a number of things must be done:

a. The school must lead the public to recognize that
health needs 0‘." young people ale 0t Vital importance to
soeiety. ‘

b. Competent teachers must be secured who can ascer-
tain and meet the needs of individual pupils and in—
culcate in the entire student body a love for clean sport.

0. Adequate equipment must be provided in every school
for health and physical activities.

d. The school building must conform to the best standards
of hygiene and sanitation.

Some S'pcciﬁc Outcomes That Should Result from (111
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10 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

high schools relate their subject matter and instruction, at least
in a general way, to the training of our youth in qualities ﬁtting
them for a good beginning in vocational life. The ideal demands
that pupils explore their own capacities and aptitudes to the
end that they may select their vocations wisely. The ideal also
demands that some deﬁnite vocational training be given to all
pupils whose formal education will terminate either before the
completion of a full high-school course or upon graduation.

Some Speciﬁc Outcomes That Should Result from (in
Earnest Endeavor on the Part of the School to Achieve the
Objective.

a. Exploration of abilities, likes, dislikes, etc.

Proper attitude toward work.

Information concerning a large number of vocations.
d. Desire for economic independence.

Proper attitude toward manual labor.

Guidance in the selection of a life career.

Speciﬁc vocational training for pupils who will not go
beyond the high school.

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5. Civic Education.

Civic education should develop in the individual those quali-
ties whereby he will act well his part as a member of the neigh-
borhood, town or city, state and nation, and also give him‘ a
basis for understanding international relations.

Some Speciﬁc Outcomes That Should Result from an
Earnest Endeavor 0n the Part of the School to Achieve the
Objective.

a. Knowledge of citizenship rights, duties and privileges.
Better group membership.

Knowledge of social institutions and their work.
Cooperation in social activities.

Respect for law and order.

Greater interest in civic problems.

Exercise of good judgment in social procedure.
Knowledge of our fundamental laws.

Comprehension of American ideals.

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‘MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

j. Respect for public opinion.

k. Appreciation of Wise leadership and intelligent fol-
lowership.

1. Proper attitude toward governing agencies.

m. Recognition of the importance of ofﬁcial honesty.

11. Realization of the value of universal education.

0. Loyalty to ideals_of civic righteousness.

p. Better understanding of other peoples.

6. Worthy Use of Leisure. _

In the past the school has given little conscious thought to
this objective. It has so exclusively sought intellectual discip—
line that it has seldom treated literature, art and music so as
to evoke right emotional response and produce positive enjoy-
ment. _

Our high schools should set themselves deﬁnitely to the task
of giving such training as will function in the cultivation of
tastes and in setting up such habits of reading and study as Will
lead to the enjoyment of art, music and literature.

The school has also failed to organize the social activities of
young people. Education should equip the individual to secure
from his leisure recreation of body, mind, and spirit, and the
enrichment and enlargement of his personality.

Some Speciﬁc Outcomes That Should Result from an
Earnest Endeavor on the Part of the School to Achieve the
Objective.

a. Abundant and diversiﬁed reading.
Appreciation of masterpieces of drama, music, and art.
c. Participation in the social life of the community.
d. Development and maintenance of one or more avoca-
tional activities.
e. Enjoyment in the ﬁeld of nature.
f. Participation in healthful sports.

7. Ethical Character.

In a democratic society, ethical character becomes para-
mount among the objectives of the secondary school. Among
the means for developing ethical character may be mentioned
the wise selection of content and methods of instruction in all

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12 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

subjects of study; the social contacts of pupils with one another
and with their teachers; the opportunities elit'ered by the organi-
zation and administration of the school for the development on
the part of the pupils not only of the sense of personal responsi-
bility and initiative, but also the spirit of service for the princi-
ples of true democracy. 7

Some Specific Outcomes That Should Result from an
Earnest Endeavor on the Part of the School to Achieve the
Objective. '

a. Moral character.
b. Spirit of service.
0. Sense of personal responsibility.
(1. Sense of the brotherhood of man.
0. Tolerance.
Fairness.
g. Appreciation of ethical character.
11. Habits in harmony with highest ideals.
i. Respect and courtesy for all.
j. Reverenee for the Divine Being.

8. World-Mindedness.

All peoples and all nations are now so interdependent that
it is no longer possible for any nation or any people to live in
isolation. There is at present a distinct need for a type of
training that will lead all pupils to appreciate fully the contri—
butions of all nations to the civilization in which we live and to
realize the economic interdependence of nations. Such training
should make for a greater degree of tolerance on the part of all
for the ideas, ideals, institutions, customs and practices of. other
peoples.

Some Speciﬁc Outcomes That Shoad Result from (m Earnest
Endeavor on the Part of the School to Achieve the Objec-
tiee.

a. A knowledge and appreciation of what other nations
have contributed to modern civilization.
b. The promotion of a spirit of world citizenship.

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' MANUAL 0F ORGANIZATION FOR HIGH SCHOOLS 13

Promotion of the spirit of universal brotherhood and
the decrease of ill-will and hatred.

A more tolerant spirit among nations.

A broader and more open—minded attitude toward
world problems.

An understanding of the ideals and aspirations of
other nations.

Lessening of the possibilities of war.

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CHAPTER II
DEFINITION OF TERMS

1. Four-Year High School.

A four—year high school is deﬁned as that part of the pub—
lic-school system which has a distinct organization composed of
grades nine to twelve, inclusive.

2. Six-Year High School.

A six-year high school is deﬁned as that part of the public-
sehool system which has a distinct organization composed of
grades seven to twelve, inclusive.

3. Junior High School.

A junior high schol is deﬁned as that part of the public-
school system which has a distinct organization composed of
grades seven, eight and nine.

4. Senior High School

A senior high school is deﬁned as that part of the public-
school system whichhas a distinct organization composed of
grades ten, eleven and twelve, and which requires graduation
from the junior high school for regular entrance.

5. First-Class High School.
A ﬁrst-class high school is an approved school whose course
extends through the twelfth grade.

6. Second—Class High School.
A second-class high school is an approved school whose
course extends through the eleventh grade.

7. Third-Class High School.
A third-class high school is an approved school whose course
extends through the tenth grade.

8. Unapproved High School. .

An unapproved high school is one which does not meet the
requirements set up by the State .Board of Education for the
ﬁrst, second or third-class high school. The maintenance of an
unapproved high school is unauthorized by law.

iMANUAL OF ORGANIZATION FOR HIGH SCHOOLS 15

9. State Accredited High School.

A state accredited high school is either a public or private
four-year, six—year, or senior high school that is accredited by
the Committee on Accrediting of Secondary Schools of the Asso-
ciation of Kentucky Colleges and Universities.

10. , Southern Association.

The Southern Association of Colleges and Secondary
Schools is a regional organization of colleges and secondary
schools which sets up standards for its members. It operates
in eleven southern states extending from Virginia to Texas, and
includes Kentucky.

11. Program of Studies.

The program of studies refers to all the high—school sub-
jects offered in a given school without. reference to any principle
of organizing these subjects into curricula.

12. Curriculum. ,

A curriculum is a sequence of courses, required and elective,
set forth by years or terms, so as to show the requirements for
advancement and graduation according to different objectives;
as a classical curriculum for admission to the traditional classi- .
cal college; a college preparatory curriculum for admission to
an ordinary arts college; a scientiﬁc curriculum when more
scientiﬁc knowledge and practice than usual are sought in the
high—school period; a commercial curriculum when preparation
is made for business, etc.

13. Course of Study.

A course of study is deﬁned as the quantity, kind and
organization of subject matter of instruction in any secondary-
school subject, offered within a deﬁnite period of time, and for
which credit for graduation is granted.

14.. Subject or Subject of Study.

A subject or subject of study is one of the divisions into
Which knowledge is commonly analyzed, such as biology, physics,
French, history. In the cases of mathematics and social studies,
it may mean these as a whole, or the word subject may be
applied to one of their components—algebra, arithmetic, geome-

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16 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

try of the one, or history, civil government, sociology, economics
of the other. Besides one may either speak of history as a sub-
ject, or of ancient history, modern history, American history as
different subjects.

15. High-School Unit.

A high-school unit is the credit obtained by a pupil who has
successfully completed a prepared subject which he has pursued
for ﬁve forty-ﬁvc-minute periods a week throughout a school
year. Four units constitute a regular year’s work and at least
16 units are required for graduation from a four-year high.
school. For a unit credit in the sciences, excepting general
science, a. minimum of 315 minutes a week for a school year is
required for class and laboratory wort. In typewriting, book-
keeping, mechanical drawing, shop work, home economics and
vocational agriculture, a minimum of 450 minutes a week for
a school year is required.

16. Lengthened Period.

A lengthened period is one of more than 45 minutes, with
the purpose of arranging more directed study. If the periods are
lengthened to one hour in the clear, an hour devoted to labora~
tory work in science will be recognized as meeting the require-
ments of a double period, provided a standard of laboratory
work equivalent to that in the double period is maintained. This
also applies to general home economics, shop work, manual
training, bookkeeping, typewriting and art.

17. Constants.
Constants are deﬁned as subjects required of all pupils re-
gardless of the curriculum pursued.

18. Curricula Variables.
Curricula variables are deﬁned as those subjects which per-
mit specialization within the curriculum.

19. Free Electives.

Free electives are deﬁned as subjects open to all pupils re-
gardless of the curriculum pursued, and which have as their
purpose the satisfying of individual needs.

MANUAL OF ORGANIZATION FOR HIGH SCHOOLS 17

20. Required Subject.
A required subject is one that must be taken successfully to
complete or to advance in a curriculum.

21. Academic Subject.

An academic subject is such a subject as English, foreign
language, social science, science, mathematics; which are dis-
tinguished fro‘m arts and practical subjects, such as music, art,
physical education, commercial subjects, woodworking, trade
subjects, home economics.

22. Semester.
A semester is defined as one half of. the regular school
year.

23. Teacher Load.

Teacher load is the amount of work required of the teacher,
estimated by the day or week. It may be based (a) on the num-
ber of hours of instructional duty, (b) the number of hours of
total duty, or (e) the number of pupil hours for which the
teacher is responsible, that is, the sums of the numbers of pupils
in the sections taught or directed by the teacher.

24. Pupil Load.

The pupil load is deﬁned as the total number of subjects
pursued by a given pupil at any one time. It may be interpreted
to include also the pupil’s non—credit, or extra-curricular work.

25. Marks.

Marks are deﬁned as the qualitative estimates of the
pupil’s work in courses. They constitute the ofﬁcial record of
the pupil.

26. Grade.

The term grade (with the 9th, 10th, etc., attached, as 10th
grade) is used to distinguish the school class of high-school
pupils rather than freshman, sophomore, junior and senior.

27. Extra-Curricular Activities.
The term extra—curricular activities includes all legitimate
activities not provided for in regular classroom work.

18 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

28. Alternation.

Alternation is deﬁned as the systematic and regular union
of two school subjects, two grades doing the work of one subject
while the work of the other subject is omitted. The next year
the work omitted is taken up and the ﬁrst year’s work is
dropped.

29. Schedule of Recitation.

By Schedule of recitation is meant the daily and weekly
arrangement of classes designating the time of day, room, fre«
quency of meeting, and the teacher in charge.

30. A Standard Day for Teachers.

“Six hours of actual work in the school room shall consti-
tute a school day, and in no circumstances, shall the daily ses-
sion, including recess and intermissions, exceed nine hours in
length.” (Section 3266 Kentucky Statutes.) This section has
been interpreted to mean six hours of actual service by the
teacher in the performance of her school duties including
periods of supervised play and supervised study and excluding
intermissions not devoted to supervised play and study.

————~p—~.—_, m. .4

CHAPTER III
STANDARDS FOR SECONDARY SCHOOLS

1. The Distinction Between Accredited and Approved High
Schools.

The distinction between accredited and approved high
schools should be clearly understood. They are two dis-
tinct and separate procedures designed to guarantee a standard
high school. High schools in this state may be accredited by two
agencies; one is the Association of Kentucky Colleges and the
other is the Association of Colleges and Secondary Schools of
the Southern States. Both public and private high Schools may
be accredited by one or both of these organizations. A school ‘
must be accredited by the Association of Kentucky Colleges,»
however, before it is eligible for membership in the Southern
Association. All high schools that are eligible should seek to be
accredited by the Association of Kentucky Colleges. This they
should do in order that their graduates may enter the colleges of
this State without being required to take entrance examinations.

The procedure of approving high schools is strictly a legal
matter that rests entirely with the State Board of Education.
It has nothing to do with accrediting except that a school must
be approved before it will be considered for accrediting by the
Association of Kentucky Colleges. No local board of education
can legally spend public money in the employment of teachers
or in meeting other expenses of a high school unless it is
approved. The fact that a high school is approved does not
mean that it is or will be accredited by the Association of Ken-
tucky Colleges.

2. Rules of the Association of Kentucky Colleges Governing
the Accrediting of High Schools.

3.. Course of Study.
CLASS A HIGH SCHOOLS.

(1) A four-year high school (grades 9—12) must main-

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20 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

tain an approved four—year program of studies and require at
least sixteen units for graduation.

(2) A school organized as a six-year high school
(grades 7—12) must maintain an approved six—year program of
studies and require at least sixteen units for graduation, all of
which must have been earned in grades 9, 10, 11 and 12

(3) A school organized as a three-year high school
(grades 10-12) must maintain an approved three—year program
of studies and require at least twelve units for graduation, all of
which must have been earned in grades 10, 11 and 12.

Cmss B HIGH SCHOOLS. Same as Class A.

b. Length of Term.
Cmss A HIGH SCHOOLS.

(1) NO school shall be accredited which maintains a
school term of fewer than 176 days, exclusive of all vacations
and holidays.

CLASS B HIGH SCHOOLs. Same as Class A.

0. Length of Recitation Periods.
CLASS A HIGH SCHOOLS.

(1) Recitation periods in credit courses shall be at
least forty-ﬁve minutes. Unless a period of sixty or more
minutes is used, ninety—minute laboratory periods shall be given
two days each week for courses in biology, physics