1
EDUCATION
LA
A 57366 7
304
A35 The Commonwealth of Massachusetts
1950
DEPARTMENT OF EDUCATION



FENSE
OVIETEM
The Evaluation of Secondary
Education in Massachusetts
JOHN J. DESMOND, JR.
Commissioner of Education
PATRICK J. SULLIVAN, Director
Division of Elementary and Secondary Education and State Teachers Colleges
A. RUSSELL MACK
Supervisor of Secondary Education
June 1950
PUBLICATION OF THIS DOCUMENT APPROVED BY GEORGE J. CRONIN, STATE PURCHASING AGENT
5m-6-50-902814
University of
Michigan
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ARTES SCIENTIA

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VERITAS

Education
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4-28-52
1
FOREWORD
"}
Education
The Main Committee on the Evaluation of Secondary Education, whose
membership appears on another page, first met on June 28, 1944. A reading of
the membership of this Committee will show the wide range of interests and
activities represented. This over-all committee met five different times, the most
recent meeting being on May 20, 1948. A Sub-Committee was appointed, whose
membership is also listed. This has been a working committee, which has met
nineteen different times. In addition, it should be stated that there have been other
small committees composed of members of the above engaged in the planning of
the material. All of this should indicate to the reader the time and energy which
have been used in the preparation of this pamphlet "The Evaluation of Second-
ary Education in Massachusetts.'
I should like to express my hearty appreciation to the members of these
committees for their willingness to give of their time and thought, and also to
recognize the splendid work which they have produced. Appreciation is also
expressed to the many Superintendents and Principals throughout the State for
their timely suggestions made individually or by group action.
For years it has been recognized that there are big problems in secondary
education which have been only partly solved. Many attempts have been made
to determine the needs of secondary education, together with the changes which
should be made in the curriculum to meet these needs. The seven Cardinal Prin-
cipals of secondary education, which appeared over three decades ago were state-
ments of needs, and they exerted a tremendous influence upon secondary educa-
tion. In 1940 "Education for All American Youth" was published by the Educa-
tional Policies Commission of the National Education Association, the American
Association of School Administrators, and the National Association of Secondary-
School Principals. This publication contained the "Ten Imperative Needs of
Youth." Whether there should be seven or ten or some other number is rela-
tively unimportant. In this bulletin "The Evaluation of Secondary Education in
Massachusetts," there have been incorporated eight Needs as we see them in
Massachusetts."
By this publication we hope to accomplish an immediate as well as a long
range stimulation of definite procedures by which the general public as well as
educators can evaluate and improve the offering of the high school in every town
or city. We believe that the study will constitute an appeal to the reader to use
his efforts to help in the improvement of secondary education in Massachusetts
by making certain that the Program, Personnel, and Plant in his community are
adequate.
It is recommended that each Principal use this material as the basis for in-
service programs for teachers.
JOHN J. DESMOND, JR.
Commissioner of Education.
Foreword
TABLE OF CONTENTS
Membership of the Committee on the Evaluation of Secondary Education
in Massachusetts .
Chapter I. The Needs of Secondary Youth in Massachusetts
Chapter II. The Program to Meet the Needs of Youth in the Secondary
Schools of Massachusetts
Chapter III. The School Plant to Meet the Needs of Youth in the
Secondary Schools of Massachusetts
Chapter IV. The Personnel to Meet the Needs of Youth in the Sec-
ondary Schools of Massachusetts
Chapter V. Checklist
•
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4
10
5
9
18
20
21
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MEMBERSHIP OF COMMITTEE
DR. JOHN J. DESMOND, JR....……………..
WILFRED H. RINGER.....
of Sub-Committee
C. E. AUSLANDER.
DR. BANCROFT BEATLEY
DR. ROY O. BILLETT*
FRANK BISTRUP*
XX
DR. HARRY S. BROUDY.
College, Framingham
CHARLES V. CARROLL....
Association
A. RUSSELL MACK Supervisor of Secondary Education-Secretary of
Main and Sub-Committees
A. F. CUMMINGS.
DR. C. ELWOOD DRAKE*
Newtonville
LESLIE O. JOHNSON.
KENNETH J. KELLEY.
WILFRED F. KELLEY*
DR. OWEN B. KIERNAN*
VALARIE KNAPP.
ARTHUR B. LORD, JR.*
A. HENRY OTTOSON.
LOUIS J. PELTIER...
CARL H. PORTER-SHIRLEY*
Commissioner of Education-Chairman
Professor Education, Tufts College-Chairman
GORDON L. REYNOLDS.
EDWARD J. RUSSELL*
HARRY A. RUSSELL.
HAROLD C. SEARS..
Director, Textile Workers' Union of America
Simmons College, The Fenway
Professor of Education, Boston University
Associated Industries of Massachusetts
(Field of Psychology and Testing) State Teachers
Massachusetts Secondary School Principals'
Boston Retail Merchants' Board
Assistant Principal, Newton High School,
Principal, Gloucester High School
Massachusetts State Federation of Labor
Head Master, South Boston High School
Superintendent of Schools, Wayland and Sudbury
Independent School Association
Superintendent of Schools, Reading
Principal, West Junior High School, Arlington
Massachusetts Teachers Federation
Superintendent of Schools, Newport, R. I.
Massachusetts School of Art
Superintendent of Schools, Pittsfield
Massachusetts State Federation of Labor
Secretary,-Treasurer, Brotherhood of Shoe and Leather
Craftsmen of Brockton
DANIEL H. SHAY*
DR. PATRICK J. SULLIVAN*
Secondary Education and State Teachers Colleges
KELSEY B. SWEATT..
DEAN JOHN P. TILTON..
MANFRED L. WARREN.
Association
THOMAS E. WILKINSON
Street Railway
MRS. HARRY S. WRIGHT..
Assistant Director, Division of Vocational Education
Director, Division of Elementary and
In Charge of Publicity, Department of Education
Tufts College, Medford
Massachusetts Secondary School Principals'
Director of Labor Relations, Eastern Mass.
Massachusetts Parent-Teacher Association
* Also member of Sub or Working Committee.
** Deceased.
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CHAPTER I
THE NEEDS OF YOUTH
The high school in your community was created and organized to discover,
to understand, and to meet the needs of the youth it serves. The extent to which
the school actually meets these needs indicates the value it places upon its efforts
in trying to solve the varied problems of its boys and girls. They need, and
must have, the fullest possible opportunities to profit by their attendance in
school. With other citizens, you can cooperate with the secondary-school per-
sonnel in helping to determine these needs, and you may share in the planning
which will provide the answers to these problems. Here is a challenge and a
responsibility.
One of the purposes of this study is to name and analyze the needs of sec-
ondary-school youth in Massachusetts. Another purpose is expressed as the
hope that you will become so vitally interested in the welfare of the young people
in your school that you will judge its goodness in terms of the genuineness with
which it successfully meets youth needs today. A third purpose is to furnish
you with information sufficient to lead to thoughtful inquiry when you believe
such procedure to be necessary.
THE NEEDS OF SECONDARY EDUCATION IN MASSACHUSETTS
I. What Do We Mean When We Talk About Secondary
Education in Massachusetts?
This question is raised immediately because the term "secondary education"
has different meanings from state to state and even from community to com-
munity within our own Commonwealth. It may mean the traditional four-year
high school, grades nine to twelve inclusive. It may mean the last year or two
years of the "grammar" grades plus the four-year high school, grade seven or
eight to grade twelve inclusive. Outside of Massachusetts, it may mean grades
seven to fourteen which include the junior high school, the senior high school,
and two additional years.
In Massachusetts at the present time, secondary education usually means the
junior and senior high school, starting with grade seven and ending with grade.
twelve. The secondary school, therefore, as we now define it, serves youth who
usually are twelve years of age on entering grade seven and eighteen years on
the completion of grade twelve. It should be noted, however, that there are
many evidences that Massachusetts is moving toward an extension of the sec-
ondary school into grades thirteen and fourteen. This Committee commends
those communities now planning or operating this additional program and records
itself in favor of the principle.
II. What Is the Basic Principle on Which Any Good
Program of Secondary Education in Any Community
In the Commonwealth Is to Be Judged?
Basically, a secondary school should be judged on the extent to which it
meets the educational needs of all of the pupils who attend it. The important
word here is all. This means that the good secondary school not only meets the
needs of students who intend to continue their education in college but also of
students who will go to work immediately after graduation.
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III. What Do We Mean By “Educational Needs”?
An educational need is something desired or something lacking in a pupil
which can be supplied by the school. The responsibility of the good secondary
school includes the discovery of these needs whether or not the pupil is aware of
them.
IV. What Agencies in the Community Are Responsible
For Discovering the Educational Needs and For
Planning the Program to Meet Them?
The educational needs in any community must be determined through the
combined thinking of the citizens, the parents, the school personnel, and the
pupils themselves. No one of these groups working alone can decide what the
pupils' needs are, nor can it plan a program to meet them. The result is that the
purposes and the program of each school are set up by the community served by
the school.
V. What Are the Educational Needs of the Secondary
School Pupils of Massachusetts?
The Committee on the Evaluation of Secondary Education believes that the
secondary pupils in Massachusetts have the following educational needs in com-
mon which must be met for every pupil by every good secondary school:
1. Growing Up
Boys and girls in secondary schools need to be given the opportunity to grow
up. They are about to enter or are passing through a time of life which may be
very difficult for them. It is the period in which they must prepare for the
increased responsibilities of manhood and womanhood. They, therefore, need the
best possible chance to grow up mentally and emotionally, as well as physically.
They need to be given more and more opportunity to assume responsibility and
leadership. They need to experience the kind of discipline which will result in
self-discipline.
2. Profiting from Guidance
They need sound guidance while in school and this, in part, means knowing
their own needs, their abilities, their strengths, and their weaknesses. They need
to know how to overcome or rise above their weaknesses and how to make the
most of their strengths. In every grade of the secondary school, they need the
sympathetic understanding and advice of parents, administrators, and teachers
who know their varying abilities, aptitudes, interests, and aims. They need the
continued interest and help of the school in making post-school adjustments.
3. Achieving Health and Fitness
1
They need to know how to become and to keep healthy and fit in body and
in mind and how to put into practice their knowledge about health and physical
fitness.
4. Making the Most of the Environment
a. They need to understand and appreciate the natural environment in
which they live, the environment of plants and animals, of land, sea, and air.
They need to find their place as intelligent and well-intentioned producers and
as consumers in this environment so that they may contribute as much as possible
to the happier and more abundant life within it.
b. They need to understand and appreciate as far as possible the meaning
of scientific developments such as the airplane, the radio, penicillin, sulpha
drugs, and the atomic bomb, and as much as possible about the numerous other
aspects of their technological environment.
c. They need to understand and appreciate democracy as the American
way of life. They need to learn to practice democracy and to contribute to it
both as individuals and as members of organized groups, and to get out of it
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all of the advantages it has to give. They need to develop a concern for the wel-
fare of others. They need to become worthy members of all groups to which
they belong, including the home, the church, the school, the community, the
state, the nation, and the world. They need to learn not only their rights but
also their duties; and they need to learn what respect and fair play mean with
reference to the rights and duties of those who may be of different race, creed,
color, or conviction. They need to develop any qualities of leadership which
they may have and they need to learn how to follow leaders intelligently. They
need to learn to be law-abiding citizens even when actively seeking to make
changes in the law. In emergency, they need to learn to control any personal
desires which may conflict with the safety and welfare of the group.
5. Learning to Recognize, Appreciate, and Contribute to Beauty and
Good Taste.
They need to learn to recognize and appreciate artistic quality and beauty,
and to contribute to the order and beauty which may be present around them.
They further need to learn how to adapt artistic quality and beauty to their own
uses. In good secondary schools, pupils are taught how to live more happily.
They are encouraged to aim at high quality in the art of living-in their appear-
ance, their manners, and their way of doing things.
6. Using Leisure Time Well.
They need to learn to use leisure time well through art, music, reading, and
practical arts or through hobbies related to any of the other broad fields of human
interest and endeavor.
7. Preparing for Earning a Living, for Further Education, or for Both.
They need to acquire knowledge, understandings, and skills which will make it
possible for them to make a successful beginning in some suitable field of busi-
ness or industry, to enter college, or to further their education in some other way,
or both.
8. Becoming Self-Educating
They should continue to study and to learn after they leave the secondary
school, whether or not they continue their formal education in school or college.
To do this effectively, they need to learn to read, to write, to speak, and to listen
well. They need to learn to use numbers correctly and automatically. If they
are to continue to educate themselves, they need to learn to think for themselves
which means that they must be taught the difference between evidence and
propaganda and they must be taught to make decisions without prejudice.
The committee holds that no secondary school is a good one unless it pro-
vides for all of these educational needs.
VI. What About Individual Differences
In the Good Secondary School?
The statement of the educational needs of Massachusetts youth, given above,
includes those needs which are common to every secondary school pupil. How-
ever, within the common needs, there are individual needs peculiar to each stu-
dent. This is one of the factors which complicates greatly the problem faced by
the good secondary school in meeting all of the educational needs. At one time
or another, each individual pupil (1) differs from other pupils in his learning
rate and in his capacity for learning, (2) differs from other pupils in the kinds
and degrees of interests and aims, and (3) varies sometimes greatly in his own
rate of learning things academic, mechanical, musical, artistic, physical, and
social.
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VII. What Provisions Can Be Made for These Common
and Individual Needs in a Good Secondary School?
In general, the school can provide for the educational needs of pupils in two
main ways:
(1) through the subject matter of the regular courses or through the activi-
ties in which the pupils engage and
(2) through the teaching methods used, i.e., through the methods employed
to guide and direct the learning activities of the pupils.
The common needs can be partly provided for by having all pupils take
certain courses or activities. These courses or activities may be referred to as
common, which means that they are included among the courses which every
pupil in the school must carry. This does not mean that in common courses all
pupils do exactly the same work in exactly the same way. Rather, when
common courses are organized and presented properly, pupils have some choice
as to what they shall do and as to how, when, and where they shall do it. In
other words, common courses in the good secondary school are organized and
presented to meet individual differences.
Relative to providing for educational needs through the subject matter of
regular courses, it is important to note that no course can serve the common
needs of pupils unless it is taken by all of them. For example, a course in civics
cannot meet the needs of all students to understand and appreciate democracy
as the American way of life, if it is taken only by fifteen per cent of the student
body. Similarly, courses in science cannot meet the needs of all students to
understand and appreciate the meaning of scientific developments, if they are
not taken by all students.
As stated, the common needs of pupils can be partly provided for by the
teaching methods employed. For example, in learning how to educate them-
selves, pupils should be taught to think for themselves by a method that stresses
thought and problem-solving rather than rote memory lessons.
The different needs of individual pupils can be provided for:
(1) by varying common courses to meet the needs and abilities of the
pupils,
(2) by a broad program of elective courses and activities, and
(3) by the use of a variety of interesting teaching methods which are im-
provements on the more formal assignment-recitation method.
The new teaching methods emphasize work and study by the pupil in the
classroom, shop, or laboratory and the guidance or direction of work or study by
the teacher. If necessary and desirable, new methods also allow different pupils
to begin at different places in any course, to proceed at different rates and to get
different results.
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CHAPTER II
THE PROGRAM
The good secondary school will develop an effective program to meet indi-
vidual youth needs. Such a plan will show how, through the adoption of specific
policies and procedures, the school purposes to fulfill this obligation, and will
give you the means to measure the degree of success with which the Principal
and his faculty have provided for the intelligent participation of students in
administrative functions, have provided sufficient opportunities and activities
to assure student cooperation and participation, and have organized such courses,
methods, and materials as will constantly encourage youth to give their best
efforts in meeting each day's responsibilities.
THE PROGRAM TO MEET THE NEEDS OF THE
YOUTH IN THE SECONDARY SCHOOLS
OF MASSACHUSETTS
Need No. 1-"GROWING UP"
Young people need to be given the opportunity to grow up. They are about
to enter or are passing through a time of life which is very difficult for them
physically, mentally, and emotionally. It is the period in which they must pre-
pare for the increased responsibilities of manhood and womanhood. They,
therefore, need the best possible chance to grow up in every respect. They need
to be given more and more opportunity to assume responsibility and leadership.
They need the kind of discipline which will help them in disciplining themselves.
The secondary school is in a most strategic position to guide, and influence
young people in the process of "growing up." Through the medium of the school
program, the school staff, by their individual and collective efforts must provide
opportunities for each pupil to develop initiative and to assume responsibilities
and yet be concerned in the welfare of others.
These opportunities to fulfill the "growing up" needs exist in all phases of
the secondary school program.
Pupils Know Themselves-Pupils should have every opportunity to analyze
constantly their talents and achievements by participating in an acceptable
counseling and testing program. Through organized routines, they also should
be helped in their personal problems by counsel and guidance from the school
physician, the school nurse, or from specialized teachers and competent adults
in the community.
The School Administration-Provisions must be made for pupil participa-
tion in the administration of the school. Through such a procedure, they will
learn to be considerate of others and recognize the common rights and responsi-
bilities of all.
By means of an organized form of student government, student-teacher
committees, and student forums, the extra-curricular, social and assembly pro-
grams should be cooperatively developed. Policies, rules and regulations should
be planned and developed by pupils for the care and supervision of the school
building and grounds.
After approval has been secured from the proper school authorities, oppor-
tunities must be offered for pupils to assume the responsibilities for which they
planned and developed. Subsequently, the student body through student com-
mittees, democratically established, must learn to accept the responsibility of
carrying out their own policies, rules and regulations to the extent of their capac-
ity and maturity.
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The Instructional Procedure-Provision must be made for pupil participa-
tion in the teaching procedure. They with the help and guidance of the teaching
personnel should learn through achievement in the various school subjects to
formulate their own instructional and, if necessary, remedial program of work.
Pupils need to learn the necessity for cooperation as they work together in
groups, or as individuals, to determine, seek and organize needed facts and in-
formation in each school subject. As they plan and execute their school work,
their progress must be so evaluated that they have satisfaction in learning and
have confidence in approaching future responsibilities.
Student Activities-Provision must be made for pupils to participate in the
development of school activities. They, by planning and organizing extra-cur-
ricular and other student activities, soon realize that success or failure depends
on cooperative efforts and dependability of achievement.
Pupils appreciate the work and talent of others if they have opportunities
to plan and execute their own assembly programs, displays and publications.
They also appreciate community resources and services when they have an
opportunity to evaluate them in class work and school activities.
Summary―Therefore, in the good secondary school, pupils should be given
every opportunity to analyze themselves, their talents and achievements, and
through the means of the student activities program, the instructional procedure,
and school administration, pupils should be permitted to assume the initiative
and to accept responsibilities to the extent of their capacity and maturity.
Need No. 2-Profiting From Guidance
Secondary school pupils live active lives and have choices of action to make,
many of which are vital to their future. The good secondary school provides a
program of guidance to help its pupils to make wise decisions. This program
involves the following functions or services:
Personal Inventory: For each pupil there is an analysis or personal inven-
tory of his abilities, aptitudes, characteristics and interests. This is accumulated
from his school history, marks, reports on participation in activities in school and
out, teachers' ratings, health record and scores from standardized tests and scales.
Educational and Vocational Information: Instruction is given in classes or
homeroom periods in the use of occupational, educational and training informa-
tion. The school has available up-to-date data pertaining to the education re-
quired, characteristics preferred and experiences leading to various occupations
in addition to remuneration, demand, and opportunities for advancement and
career planning. There is accessible to each pupil information about educational
and training opportunities within the school, in the community, and elsewhere.
Exploration: The school program includes exploratory courses, and encour-
ages the pupils to have tryout experiences in school and out, including part-time
employment. The program of studies is organized to permit a pupil to partici-
pate in educational experiences which will help him in his present activities
and prepare him for a future program of action. It permits advancement and
enrichment in fields in which he is proficient and provides opportunity for over-
coming weaknesses. This type of program gives the pupil a sound basis for
self-evaluation.
Counselling: A counselling conference is scheduled for each pupil each year
with opportunity for more than one if needed. This involves the cooperative
effort of pupil and counsellor in evaluating all information available about the
pupil in terms of plans for the future. There may be included a diagnosis of
difficulties that underlie the pupil's mental, emotional, leisure time, social, home
or educational adjustments. Referral of problems which come beyond the scope
and skill of the counsellor are to be made to persons who are specialists in such
problems.
Placement and Employment: The pupil can select and enter the curriculum,
grade, subject, activity which will make the most of his individual capabilities,
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possibilities and interests for his future occupation or profession. The pupil is
encouraged to select and participate in those out-of-class activities which will
make the best contribution to him as a balanced individual, will yield him genuine
satisfaction, and possibly help him in his future life's work.
He is encouraged to undertake employment in after-school hours and espe-
cially during vacations. He later will have important decisions to make on full-
time employment. Opportunities in his chosen field may not exist when he
graduates. The remuneration in another field may make the new field more
attractive. He may find that in spite of all previous guidance the vocation se-
lected is not to his liking, or his health may not permit continuation in it. He
may see new fields develop, or his present one vanish. He should be able to
adjust and change plans, and select new fields. He may have problems in social
and personal relations, and may need help to solve these. He has the right to
expect continued guidance from his school and counseller, even though he has left
school.
Follow-up: The good school maintains a follow-up program whereby it re-
mains in contact with drop-outs and graduates. This enables the school to evalu-
ate its own services and to improve them. It insures contacts that will be of
value in guiding and placing present and future pupils.
Need No. 3-Achieving Health and Fitness
Evidence of weakness in meeting this need is reflected in the Selective Service
statement that approximately 50% of American youth have disabling defects.
An examination of school health service records would further show these defects
reported in the same frequency year after year, with little or no attempt toward
inaugurating preventive and remedial programs. It now becomes apparent that
all good schools must offer Comprehensive Physical Examinations for all youth.
The casual "6 minute" check-up (average for State) must give way to a thorough
and complete health examination leading to effective follow-up with students and
parents, to individualized programs of health instruction, and (when needed)
plans for the correction of defects or treatment of diseases. The general condi-
tion of heart and lungs and the specific condition of eyes, ears, teeth, nose, throat,
and feet should be carefully checked and accurately recorded. This calls for peri-
odic visitation by doctor, dentist, and nurse. Adequately staffed and equipped
clinics offering medical, dental, posture correction, x-ray, and miscellaneous serv-
ices should also be made available to the school, community, or area.
Instructional Programs should be offered which develop habits of healthful
living, understandings of conditions which foster physical, mental, and emo-
tional health, and knowledges of ways of preventing disease, avoiding injuries, and
using medical services. Courses in hygiene, nutrition, first aid, diet, home nurs-
ing, child care, clothing, and other related subjects should be presented for indi-
vidual and group.
Health classes, as such, in the curriculum should be supplemented in science
courses, and other regular and special courses. In home economics classes,
instruction should be given in nutrition, home hygiene, health of young children,
home care of the sick, and other health aspects of home life. Studies of com-
munity health conditions and problems should be included in social science
courses. Courses in general science, biology, and chemistry should lay great
emphasis upon the understanding of health and show how science has advanced
man's ability to prevent and cure disease and to create a healthful environment.
Vocational courses should emphasize health and safety as important factors in
working conditions.
The promotion of all-round physical fitness for all youth must be the ob-
jective of the physical education program. Individualized on the basis of the
above mentioned health examinations, it should provide, in addition, a variety
of recreational interests and skills. Maximum participation in intramural sports
for all students should supplement the "big three" varsity program. Well-
trained, experienced and sympathetic personnel working in school plants with
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adequately equipped gymnasiums and recreational areas are first requirements
of this program.
To achieve health and fitness, provision must be made for a healthful Mental,
Emotional, and Social Environment for student body and staff. The most im-
portant factor in developing and maintaining this environment is the personality
of the teacher. For that reason, teachers should be selected who possess emo-
tional stability and control, good physical health and appearance, an attractive
personality, a wholesome attitude toward life in general and school work in
particular, and common sense and fairness.
Nutritional Needs should be studied on an individual and community basis
and school lunch programs adapted to the findings. The program centers on
well-balanced cafeteria lunches and is supplemented by means of conferences
and follow-up work by the local or state authorities.
A program of health and physical fitness is essentially a total community
responsibility. For this reason, the general program should extend itself outward
and upward into the home and community and provide opportunities for con-
tinued health and physical education activities throughout the post-school and
adult years. This calls for the expansion of the present 5-6 hour day and the
inauguration of a day sufficiently long to guarantee broad community participa-
tion.
Need No. 4-Making the Most of the Environment—
Natural, Technological, and Social.
A. Class activities in general:
The curriculum of a school consists of all activities sponsored by the school
both in the classrooms and out of classrooms. Classroom activities are generally
centered around specific subject-matter fields such as English, Social Studies,
Science, Mathematics and the like. But much education of youth at the second-
ary level takes place through organized out-of-class activities such as the pub-
lications, athletics, the music groups, dramatics, the pupil government, and club
activities.
1. Subject-matter fields should be interrelated and integrated, and subject-
matter learning experiences should be selected in order to develop the in-
dividual pupil's interest in and understanding of the environment, rather
than to develop a logical subject-matter structure.
2. The analysis of every course should reveal objectives and learning
experiences definitely related to
a. The pupil's understanding and appreciation of his natural and
technological environments, and more intelligent consuming and producing
in those environments,
b. The concept, skills, attitudes, and ideals which everyone should
possess to live effectively in a democracy with intelligent concern for his
own welfare and for the welfare of others.
3. The content and method of each course should afford constant prac-
tice in
a. The division of labor and the pooling and sharing of results-cooper-
tion.
b. Respect not only for the individual and the minority, but also for the
majority.
c. One or another aspect of both intelligent leadership and intelligent
followership.
d. Exercise of traits of character which make for intelligent and worthy
group membership.
e. Competition, in the spirit of fair play and sportsmanship, with due
regard to the general welfare.
f. Exercising rights and assuming corresponding responsibilities.
g. Using expert advice and opinion without being dominated by experts.
h. Independent thought or problem solving.
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,"
4. Community resources.
a. The analysis of every course should reveal learning experiences
which make full use of community resources as an essential phase of help-
ing pupils learn how to make the most of their environment. Textbook
courses and the use of audio-visual teaching aids aloof from community
life are not enough.
b. Extracurricular activities should draw fully on community resources,
as well as help pupils to take their places in, and make the most of, com-
munity activities and offerings.
B. The specific classroom subjects:
1. The Social Studies.
a. In every year of the secondary school, all pupils should have sys-
tematic functional learning experiences in the social studies focused on
the problems of group living in our democracy.
b. Each pupil should have learning experiences in history, particularly
of the United States, appropriate to his capacity, as perspective for the
understanding of current problems.
2. Science.
a. All pupils should have systematic functional learning experiences in
general science through grades 7, 8 and 9.
b. All pupils should have at least one year of systematic functional
learning experiences in the biological aspects of science (recommended for
Grade 10).
c. All pupils should have at least one year of systematic functional
instruction in the physical-chemical aspects of science. (Recommended
for grades 11 and/or 12.)
3. English.
a. In every year of the secondary school, all pupils should have system-
atic functional learning experiences in using English correctly and effec-
tively in oral and written discourses, and in techniques of group discus-
sion.
b. Each pupil should have learning experiences leading to the attain-
ment of minimum goals, appropriate to his capacity, relating to speed and
comprehension of reading. Reading should not be confined to appropriate
materials from our literary heritage, but should involve much reading
for information on current problems of daily living.
4. Mathematics.
a. Each pupil should have learning experiences leading to the attain-
ment of minimum goals, appropriate to capacity, relating to arith-
metical computation, problem solving, understanding of common mathe-
matical symbols, and reading graphic representation.
b. Preoccupation with college preparation should not be permitted to
color the learning experiences of pupils in the appreciation, understanding,
and control of the mathematical aspects of the environment.
5. Home and Family Living.
a. Every boy and girl, at some time, should have the opportunity to
take organized courses in the care of clothing, personal grooming, etiquette,
and food preparation and serving.
b. Every boy and girl should have the opportunity to take organized
courses in industrial arts, household mechanics, home management, con-
sumer information, and family relationships.
6. General business.
a. Every pupil should take a course in general business.
C. The Out-of-Class Activities
1. The school should encourage a wide offering of out-of-class activities
to meet the interests and needs of pupils. These include various forms of
pupil representation in school government, the school publications, dra-
14
matic and music groups, interscholastic and intramural athletic contests,
school clubs, trips and excursions into the country, field days, and any other
activity which is an out-growth or supplement of classroom activity.
2. These out-of-class activities should be pupil-centered rather than
subject-centered.
3. Every pupil should be encouraged to participate in some out-of-class
activity.
4. Out-of-class activities should draw fully on community resources as
well as to help pupils to take their places in, and make the most of, commu-
nity activities.
5. The out-of-class activities should be considered as important as the
classroom activities and the cost of them should be provided for in the regu-
lar school budget.
6. The out-of-class activities should be well supervised at all times by
appointed and capable faculty members.
7. The same general educational objectives should control the direction
of the out-of-class as the classroom activities (Sec. A-3, A to h, above).
8. So far as possible, time for the out-of-class activities should be pro-
vided for within the regular school day through periods scheduled for them.
These non-subject activities should not be considered necessarily as "after-
school" activities.
Need No. 5-Learning to Recognize, Appreciate, and Contribute
to Beauty and Good Taste.
1. In the good school all teachers encourage pupils to appreciate the good
and beautiful-in school, in homes, and in gracious social living with other
people. The pupils' attention to the good and beautiful in life may some-
times be stimulated by specific units in guidance courses, but in general such
teachings are natural outcomes of good classroom experiences in the regular
school courses-in literature, home economics, social studies, physical
education, art, music, and the like. All good teachers are constantly con-
cerned with teaching their pupils to live better lives.
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2. Pupils are shown and taught how to live more happily and pleasantly
in their personal relationships with other pupils, their teachers, and their
parents. They aim at a high quality in the art of living-in their personal
appearance, their manners, and their way of doing things.
3. The good school provides courses in art, drama, literature, and music.
These courses are elective for all pupils. They are scheduled in the regular
school day and are granted the same amount of credit as other courses.
4. The school encourages dramatics, orchestras, bands, dances, literary
clubs, choral groups, and other so-called extra-curricular activities which
develop aesthetic appreciation. So far as possible these activities are an
outgrowth of the regular classroom activities in the school and give oppor-
tunity to put into practice the theories which have been learned in more
formal classroom situations.
5. The arts in their best forms are presented to pupils in school by out-
side talent-in lectures, performances, and exhibits. The pupils themselves
are encouraged to produce, participate in, and attend public performances
of good quality. When possible they take trips to art centers, museums.
theatres, flower shows, lectures, and exhibits. Teachers aid in making these
opportunities available to the pupils. Pupils may post bulletins of leisure
activities in the school and community including notices of good pictures,
plays, radio programs, concerts, lectures, and exhibits.
6. Pupils and teachers cooperate in keeping their school and its grounds
attractive and beautiful-through the use of color, exhibits, landscaping,
and high standards of cleanliness. The total school environment reflects
15
good taste. Pupils are encouraged to carry over these activities into their
personal surroundings in their homes and communities.
Need No. 6-Using Leisure Time Well
On the basis of the results of the Massachusetts Youth Study, it was shown
that the leisure time activities of an individual depend upon (1) the sort of
work he does for a living (2) the creative skills which he happens to possess
or can achieve, and (3) the degree to which his emotional needs can be or have
to be satisfied through leisure time activities.
The good school can make possible the best use of leisure time by
1. Constantly encouraging pupils to take advantage of opportunities to
experience the best in literature, music, drama and art.
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2. Emphasizing in class and in extra classroom activities the leisure time
values of literature, household and manual arts, science, social studies, music,
art.
3. Developing skills both for the spectator and participant, having in
mind improved attitudes, interests, and loyalties for later life as well as
present activities.
4. Stimulating interest in many and varied club activities and providing
guidance in their selection. (In this regard, it is advisable to establish a
maximum as well as a minimum number of extra classroom activities for a
given student.)
5. Bringing to the school the best of outside talent for assemblies, con-
ferences, demonstrations, etc., to illustrate the wise and enjoyable use of
leisure time.
6. Promoting participation by students in the operation of the school
through such activities as the student council, the athletic association and
the safety program.
7. Providing opportunities for social growth through a well thought-out
program for the improvement of lunch-room manners, respect for elders and
for each other, consideration for the underprivileged, etc.
Need No. 7.-Preparing for Further Education, or Vocation, or Both
A. The secondary school, through well organized courses, prepares students for
entry into institutions of higher education,-teachers colleges, technical insti-
tutions, liberal arts colleges and other professional schools and colleges.
B. The secondary school, through well organized vocational terminal courses,
perhaps in the vocational school of a neighboring city, prepares students
for entrance into employment upon leaving school.
The specific vocational courses will, in general, prepare for employment
opportunities known to exist in the community or area.
To meet the needs for vocational training, the good school should offer "All
Day" and "Part-Time Cooperative" courses for those still in school. Eve-
ning vocational and advanced technical courses should be provided for those
who have completed their full time attendance and are at work.
The extent of the vocational program will be reflected, in general, by the size
of the community and its proximity to large industrial areas.
1. The small rural community should offer vocational courses in:
a. Agriculture, to include horticulture, floriculture, animal husbandry,
poultry, etc., and mechanical training in care, repair and operation of
machines and internal combustion engines.
b. Home making, to include foods and nutrition, clothing and fabrics,
home care, laundry, household mechanics, child care, family relationships.
home care of the sick, home decoration, consumer education, money man-
agement and handicraft.
16
c. Industrial, to include skills in automotive mechanics, machine shop
work, general metal work including welding and basic understanding of
electrical apparatus and wiring.
These skills may be taught by a single instructor in each of the three
fields.
d. Business education to include carefully evaluated amounts of instruc-
tion in bookkeeping and general clerical training. Training in steno-
graphic skills should be made available only when opportunity for place-
ment is definitely assured, and then only for those whose aptitudes,
interests and previous school records demonstrate an ability to carry on
successfully such specialized training.
2. Larger communities should offer vocational training for boys and girls
in as many fields or occupations as the area justifies and the number of inter-
ested pupils warrants. There should be courses in:
a. Agriculture, to include horticulture, floriculture, animal husbandry,
poultry, etc., and mechanical training in care, repair and operation of
machines and internal combustion engines.
b. Homemaking-full-time day courses for youth, part-time day or
evening courses in all phases of homemaking and handicraft for which
training is desired and can be given.
c. (1) Industrial-for girls to include such occupations as:
power stitching
dressmaking
catering
machine operating and
cosmetology
millinery
printing
scientific laundering
assembling
laboratory assistants
Part-time, evening courses in occupation for which training is
needed and can be given.
(2) Industrial-for boys to include such occupations as:
Full-time courses in machine shop work, automotive mechanics
Diesel Engine work, electrical work (including radio, elec-
tronics, appliances, motors, generators, etc.), airplane me-
chanics, cabinet making, printing, painting and decorating,
sheet metal work, carpentry, plumbing, welding, drafting, lab-
oratory technicians and others. In a few communities, courses
in textiles and plastics may be added.
d. Business for boys and girls to include bookkeeping, typewriting,
stenography, machine clerical sciences, general clerical training. Some
considerable part of these courses of study should be established on co-
operative part-time basis.
Distributive education to include training in all areas of distribution for
job opportunities are available.
e. General vocation or multi-skills training should be organized for
those who do not succeed well in the highly skilled training program, but
for whom some training for occupational efficiency is necessary.
Related technical courses in mathematics, science, drawing, materials and
processes, will be a part of the vocational courses to assure thorough
understanding and well rounded education necessary to success and ad-
vancement.
The technical related work required for the general vocational courses
will be the minimum for successful functioning in the occupations for
which training is given.
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Need No. 8-Becoming Self-Educating
The good secondary school should ensure adequate incentives for self-educa-
tion by-
;
1. Establishing classes for pupils who cannot read or write well, or who
cannot use numbers correctly and automatically.
2. Providing opportunities to make sure pupils knows how to study
and how to select and read intelligently books, magazines, and newspapers.
3. Recognizing and providing for individual differences and extending
and enriching material adapted to the various levels of attainment after
inventory tests have been given to check what has been learned.
4. Reviewing material to insure mastery, but making certain that the
meaning and purpose of this procedure will contribute to the intellectual
growth of each pupil.
5. Providing experiences which stimulate in pupils the desire for ex-
ploring, planning and participating in a varied program of classroom and
out-of-class activities.
6. Extending and enriching the pupil's experiences which will encour-
age voluntary independent thinking and research leading to such creative
action as participating in debates, forums, assemblies, or writing for school
publications.
7. Training pupils in classes and by field trips to know how to get the
most out of museums, theatres, concerts, radio programs and public
libraries.
8. Informing pupils regarding the character and the value of evening
and part-time courses, and of State correspondence courses.
9. Nurturing high ideals of conduct and of work which will strengthen
the character of the pupils.
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CHAPTER III
THE SCHOOL PLANT
The large financial investment which you and your community have made,
and will continue to make, in your high school plant justifies the belief that the
school should be a vital part of the community it is intended to serve. The site
which the building occupies and the appeal of its outward appearance can be
controlling influences in developing the attitudes and desires of young people who
constitute the school population.
But your larger judgment of a good school plant is determined by the
manner in which your high school functions to insure the maximum returns to
the educational purposes for which the school was organized. Unless the usable
space within your high school is planned to meet the needs of youth and the
requirements of a modern program of education, you should not expect to re-
ceive the kind of profit an adequately designed and flexible building would other-
wise give to all who daily make up the school community. Pride in the knowl-
edge that your children are housed in a building which appeals to them and
satisfaction in the quality of the education which is theirs are basic values in
your final judgment regarding the goodness of your high school.
THE SCHOOL PLANT
A good school plant is designed specifically to enable the educational pro-
gram outlined above to function efficiently and effectively. If the school plant is
modern and flexible, the educational program can be modern and flexible.
Furniture, machines, text-books, lighting units, and other educational equipment
have been modernized and are being constantly improved. A good school plant
is kept up to date.
The Building Site and Grounds
1. The site is away from busy traffic and commercial areas. It is a rela-
tively quiet section. It is a place which pupils can reach safely. The
site should be located within reasonable travel distance.
2. The site is large enough for recreational athletic fields, tennis courts,
and other out-of-door recreational facilities.
3. The grounds are attractively landscaped and are clean and well kept.
The Building Itself
1. The building is a pleasant, healthful, and safe place in which to work.
It is well lighted, well heated, and well ventilated. It is attractively
decorated, and is colorful and cheerful. Interiors are tinted to reflect
light, and have no glare. Activity rooms, office, corridors, auditorium,
cafeteria are acoustically treated or soundproofed. Every precaution is
taken for the health and safety of the pupils.
2. Classrooms have been designed for specific types of instruction: learn-
ing-teaching activities. There are the more formal classrooms for the
more formal types of instruction; gymnasiums and auditoriums for large
group activities; laboratories and shops for sciences, household arts and
industrial courses, and other specialized fields, as music and art. Rooms
are designed to permit flexibility in serving different types of learning
activities.
3. There are adequate library and exhibition facilities for all pupils.
4. The building is so built that certain rooms and areas such as the audito-
rium, locker rooms, and cafeteria may be used in after school hours with-
out requiring the entire building to be opened and heated.
HOLD SHELF
APR 3 0 1991
Angus
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5. Rooms are designed for the many activities associated with the classroom
program; guidance conference rooms, health inspection, a social room,
adequate convenient office space, rooms for files and supplies.
The Equipment
1. The furniture is clean, practical, and up to date. In some rooms, it is
movable so as to permit a flexibility in room usage.
2. Textbooks are clean, attractive, and up to date.
3. Teaching aids other than textbooks are provided: motion picture units,
maps, globes, victrolas, radios, magazines, projectors, film strips, display
cabinets.
4. Cafeterias, gymnasiums, commercial and industrial shops, laboratories
and special activity rooms have adequate, up-to-date equipment.
20
CHAPTER IV
PERSONNEL
Today one in four persons in the United States is actively engaged in edu-
cation as a learner or a teacher. The latter, however, is but one of the many
persons engaged in the growth and development of education. One may con-
clude, therefore, that the human factor is of supreme importance in all our
educational relationships. Nowhere is this truth more evident than in the
influence of the teacher upon youth. The school exists primarily for the boys
and girls of your community. They, with their teachers, should be partners in
learning and teaching. Hence, you should be concerned with the selection and
the maintenance of the men and women who staff your secondary school and
who are to be major forces in influencing the thinking, the behavior, and the
attitudes of young people in that school. Student welfare and student progress
should be constant objectives together with a warm and sympathetic understand-
ing of the problems and needs of youth and devotion to the highest standards of
service. Artificial sympathy, insincere criticism, and lack of vision are not
characteristics in the personality of the good teacher. Rather should you look
for love for youth; dedication to the great task of teaching, skill in organizing
activities and experiences which will interpret subject knowledge in terms of the
practical aspects of the actual life which is youth's heritage.
THE PERSONNEL OF THE SECONDARY SCHOOL
The teachers in the Secondary School working directly as they do with
youth can have the greatest influence in helping youth to meet the eight needs
here discussed. Today greater recognition is given to the teacher who is broad
in sympathy, understanding, and professional zeal in working with the "whole"
child, and is not solely trained as a specialist in one or two subject fields.
The teacher is concerned with the development of the pupil's capacity to
learn as well as in the pupil's proficiency in one or more subjects. He guides
learning and trains in habits and attitudes as well as teaches the subject matter.
With this criterion in mind, altert communities select the best teachers and
other school personnel which they can afford. Communities having selected these
will then insist that a strong inservice program be established to supplement the
formal training of the personnel and to weld all the staff into a cohesive whole
for operation in the local system.
The Administrative Staff: The principal and others associated with the
administration are professionally trained for administration or have many years
of successful administration and experience. Since supervision is the major func-
tion of administration, the principal plans and carries out an effective program
of supervision. The principal makes and maintains an active program of public
relations giving information to the public concerning the school and its services.
Criteria which may be used for selection and training are listed as follows:
1. Criteria for selection and training of personnel.
(1) The personnel of the secondary school thoroughly knows and under-
stands:
a. The stages of the physical and mental growth of boys and girls
at different levels of the secondary school.
b. Those factors which influence the physical, emotional and mental
growth of boys and girls of the secondary school.
c. The processes or procedure that contribute to the development
of good character traits of boys and girls.
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(2) Each administrator, supervisor, teacher, and school employee works
toward the maintenance of safe and healthful conditions in the school.
(3) The professional personnel understand and support the purposes
of the guidance program.
(4) All members of the staff have an understanding of how their areas
of specialization are related to other subjects and to the various
aspects of the environment.
(5) Each teacher, after employment, continues his self-improvement,
and thus sets a pattern for the youth of the school.
(6) All eight needs of youth have been discussed and understood by
teachers as a result of each system's in-service program.
(7) A definite program has been established within the local faculty to
determine the best ways and means of meeting the needs of youth.
(8) Various techniques are used in carrying on the in-service training
program. These may be:
a. Entire faculty discussion.
b. Committee study and report.
c. Lectures by experts.
d. Workshop programs.
e. Guidance in active participation in general school activity to help
youth meet their needs, i.e., pupil guidance, health, growing up,
etc.
f. Cooperative participation to achieve objectives-pupils, teachers,
supervisors, administrators.
g. Out-of-class and out-of-school activities to help to broaden teach-
ers in their knowledge, understandings, and appreciations.
(9) Opportunity is given for evaluation by parent and pupil of the rela-
tive services rendered by the personnel.
CHAPTER V
CHECKLIST
Now that you know many of the factors which go into the making of a good
secondary school, you will wish to learn the degree to which your school meas-
ures up to the standards of evaluation described in this document. By check-
ing your knowledge against each item, you will learn the extent to which your
school is meeting its obligations adequately to serve the best interests of its boys
and girls. You will discover its strength, and you can offer your constructive
and friendly cooperation to the administrative leaders in the school, thus aid-
ing with their problems and assuring them of your interest in helping to initiate
and complete plans to advance the many services which a good secondary school
must provide for youth.
We invite your active assistance in this program.
(Massachusetts-there she stands-for her youth!)
?"
(The following is in outline form, but if preferred, each item may be made
into a question by preceding the topic with "Is (are) there (a)
Parentheses () precede each topic in which may be placed a check mark.
() I. Philosophy of school well established in keeping with The Needs of
Secondary Education in Massachusetts.
( ) Program.
(1) Growing Up.
Counselling program.
Testing program.
Pupil participation in some administrative matters.
(2) Guidance.
•
Pupil participation in classroom procedures.
) Pupil participation in development of school activities.
) Program of guidance including testing.
Educational and vocational information.
222
() Exploratory courses.
()Counselling conferences.
(3) Health and Fitness.
(
Placement and employment services.
Follow-up.
8
Comprehensive physical examination.
Environment conducive for physical, mental, and emotional
health.
Health Classes.
Physical Education classes.
Promotion of all-round fitness.
Provision for nutritional needs.
Provision for a post-school and adult physical fitness program.
(4) Making the Most of Environment-Natural, Technological and Social.
a.
Class activities in general.
(´) Subject-matter fields, inter-related and integrated.
Analysis of each course to reveal objectives and learning experi-
ences related to
1. Pupils' understanding and appreciation.
2. Concepts, skills, attitudes, and ideals.
Practice in each course in
1. Cooperation.
2. Respect for the individual, the minority, and the majority.
3. Leadership and followership.
4. Traits of character in worthy group membership.
5. Fair play in competition.
6. Exercising rights and responsibilities.
7. Using expert advice.
8. Independent thought
Use of community resources.
b. Classroom subjects available to all pupils.
1. The Social Studies.
Adequate provision for teaching fundamentals.
Learning experiences based on problems of living in
the American democracy.
() Learning experiences in history to better understand our
own form of democracy, other types of government and
current problems.
2. Science.
) Adequate provision for teaching fundamentals.
General science.
) Biology.
Physics and Chemistry.
3. English.
Adequate provision for teaching fundamentals.
) Learning experiences in oral and written English.
Speed and comprehension in reading.
) Encouragement of legible handwriting.
4. Mathematics.
( ) Adequate provision for teaching the fundamentals.
() Learning experiences to develop an appreciation of mathe-
matics in daily living.
( ) Courses appropriate to students needs.
5. Home and Family Living.
() Organized courses in clothing, grooming, etiquette, and
food preparation.
23
() Industrial arts, household arts, home management, con-
sumer information, family relationships.
6. General Business.
( ) Course in general business.
c. The out-of-class activities.
) Broad offering.
(Activities pupil-centered, not subject-centered.
Encouragement of participation by every pupil.
Use of community resources.
(
() Regular school budget for such activities.
Well-supervised program.
(Same educational objectives as control class activities, in
general.
( ) Some time provided in regular school day.
(5) Learning to recognize, appreciate, and contribute to beauty and good
taste.
( ) A stress on the good and beautiful in life in all subjects.
Emphasis on personal appearance, manners.
Elective courses in art, drama, literature, and music.
Encouragement of dramatics, orchestra, band, dances, clubs to
supplement regular courses.
(
Provision for lectures and exhibits.
Encouragement of attractive school and home environment.
(6) Leisure time.
( ) Encouragement of opportunities in literature, music, drama, and
art.
( ) Class and extra classroom activities to develop worthy use of
leisure.
( ) Development of attitudes and skills for both spectator and par-
ticipant.
( ) Interest and guidance in the selection of club activities.
() Bringing in outside talent.
() Pupil participation, for example, student council.
() Opportunities for social growth.
(7) Preparation for further education or vocation.
( ) Courses well organized to prepare for admission to institutions
of higher learning.
Provision for vocational terminal courses-
Rural vocational courses.
) Agriculture.
Homemaking.
() Industrial.
Business.
Urban vocational courses.
( ) Agriculture.
() Homemaking.
() Industrial.
( ) Business.
() General vocational.
(8) Self-education.
( ) Remedial classes in reading and writing.
() Teaching in how to study, and the intelligent selection of books,
etc.
( ) Recognition of individual differences.
() Review of material for mastery.
() Stimulation of the desire for exploration and planning.
"
24
Encouragement of independent thinking.
) Stimulation for deriving value from museums, concerts, and
libraries.
Information as to the value of evening and part-time courses.
Nurturing high ideals of conduct and work, and an appreciation
of spiritual values.
The School Plant.
(1) Site and Grounds.
Safe location away from traffic and commercial areas.
Reasonable travel distance from center.
Sufficiently large site.
Attractive landscaping.
(2) The Building.
() Good lighting.
Adequate heating.
Proper ventilation.
Soundproofing.
Interiors attractively decorated.
Precautions for health and safety which are adequate and con-
tinuous.
Provision for all learning-teaching activities.
Gymnasium of proper size and description.
Auditorium of proper size and description.
Laboratories-science, household arts.
Shops.
Rooms for art and music.
Library facilities.
Cafeteria.
Flexibility in the arrangement of certain rooms to permit their
use without opening entire building.
() Rooms designed for:
Guidance.
Conferences.
Health Inspection.
Office space.
Storage space.
Supply room.
(3) The Equipment.
Selection of furniture that is up to date.
Modern textbooks.
Arrangement by which teachers help in selection of texts.
Extensive use of teaching aids.
Selection of adequate equipment for
() Gymnasium.
Cafeteria.
Commercial rooms.
Laboratories.
) Shops.
Selection of buses with due consideration for health and
safety.
() Special room equipment.
The Personnel.
( ) An established policy by which the best possible teachers and other per-
sonnel can be selected.
() Effective supervisory program of classroom procedures.
Effective supervisory program of special activities.
Strong public relations program.
In-service training program.
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