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DEC 2 92?
STATE OF INDIANA
~"
DEPARTMENT OF Public INSTRUCTION
# 24//e7 7.
PLANS FOR OBTAINING HIGHER EFFICIENCY
AND LOWER COST OF MAINTENANCE
…— OF, SMALL HIGH SCHOOLS
k- w"
Prepared Under the Direction of
BENJAMIN J. BURRIS
State Superintendent of Public Instruction
by
E. B. WETHEROw
State School Inspector
BULLETIN No. 56, 1922


INTRODUCTION.
Nearly three-fifths of Indiana’s high schools enroll each not more
than 75 pupils, and approximately 600, or nearly three-fourths of all,
enroll each not more than 100 pupils.
The highest per capita cost is found in these small high schools.
Moreover, in many of them the standard of efficiency is relatively low.
One of the perplexing school problems in Indiana is that of maintaining
the Small high schools on an efficient and economical basis.
In an effort to find a correct solution for this problem the State
Department of Public Instruction invited Dr. Alexander Inglis of the
Graduate School of Education, Harvard University, who is an out-
standing figure in secondary education and is now associated with the
General Education Board in making a survey of the schools in Indiana,
to lay before the State Department of Public Instruction the results of
his study of the high schools in Indiana and to make such recommenda-
tions as he deemed advisable for the solution of this problem.
In this booklet is printed Dr. Inglis’ report in the hope that it may ,
be carefully considered and fully discussed by Indiana's school officers,
teachers and others preparatory to some definite action by the State
Board of Education.
Respectfully,
BENJAMIN J. BURRIS,
State Superintendent of Public Instruction.
A STAND ART) FOUR-YEAR CUIRRICULUM FOR HIGH SCHOOLS
OF 75 PUPILS OR LESS,
1. The outstanding problems of secondary education in Indiana are
those which center around the small high school of not more than 75
or 100 pupils. Of all four-year high schools in the State between 400
and 450 (nearly three-fifths of all) enrol each not more than 75 pupils,
and between 550 and 600 (nearly three-fourths of all) enrol each not
more than 100 pupils.
2. Almost universally such small high schools manifest one or
more of the following defects: (1) curricula unjustifiably limited; (2)
excessive teacher loads; (3) unnecessarily expensive programs; (4) a
faulty distribution of teacher assignments; (5) poorly arranged and
ill-balanced curricula; (6) unnecessary and undesirable subject require-
ments.
3. In addition faulty organization in the small high schools great':
complicates the problems of teacher preparation, teacher certification
and supervision. Improved organization can easily ameliorate present
difficulties.
4. Under present organization most of the small high schools of
Indiana (a) provide a curriculum seriously limited, (b) provide an
extended curriculum, but with an excessive quota of teachers at un-
necessary expense. Few small high schools escape both evils.
5. For effective instruction the maximum teaching load permissible
for one full-time high school teacher is thirty periods of classroom in-
struction per week (i. e., six classes per day five days a week). If we
use the common measure of the “unit” (five periods per week for a
subject throughout the school year) the maximum teaching load of one
teacher is six full units and the maximum teaching load of three teachers
is eighteen full units. Thus under the usual form of curriculum or-
ganization the maximum offering of the three-teacher four-year hig'
school is eighteen units. If, however, certain subjects are not offered
every year it becomes possible to expand the curriculum without in-
(2)
ſ
3
creasing the number of teachers, without increasing teacher loads and
Without curtailing (rather increasing) the pupils’ opportunities—pro-
Vided the proper care is exercised in organizing the teachers’ programs,
the pupils’ programs and the schedule of recitations.
6. The curriculum proposed below provides a program of twenty-
four full units of instruction (for the full four-year course), so arranged
that only fifteen full units of instruction are provided in any one school
year, and, so organized that no teacher's load exceeds six full units
(five in Plan 2) of instruction in any one school year.
7. In fine the proposed curriculum makes it possible for three full-
time teachers to provide a program of instruction which under the
present and ordinary form of organization would require four full-time
teachers. It means either (a) a curriculum adequate to meet the needs
of rural children—far broader and richer than at present, or (b)
less expensive curriculum, accordingly as the present organization has
meant (a) an inadequate curriculum with three teachers (or their
equivalent) or (b) adequate offerings with four or more full-time
teachers (or their equivalent). At present few small high schools in
Indiana (or elsewhere, for that matter) successfully escape the dilemma
of (a) inadequate curriculum with the legitimate number of teachers,
and (b) adequate curriculum with an excessive number of teachers and
at excessive cost.
8. The principle employed in the proposed curriculum is that of
alternating certain subjects. That is very far from being a new prin-
ciple. It has been used for years by capable principals. The complete
organization of the proposed curriculum on that principle is, however,
presented for the first time. In the proposed curriculum with one ex-
ception the only subjects offered every year are required subjects in
the first and second year. The exception is General Mathematics.
9. The curriculum proposed has the following advantages:
(a) It provides for twenty-four full units of instruction. Twenty-four
units is the smallest program which provides for the standard
of sixteen units for graduation, while permitting college
preparatory pupils to take algebra, geometry and two units of
foreign language, or non-academic pupils to take four or five
non-academic subjects in place of algebra, geometry and for-
eign language. No curriculum which cannot do this is satis-
factory. It can not be done with the usual organization. It
is not now done in most small high schools of Indiana or
elsewhere. -
(b) It provides a program permitting the pupil preparing for admis-
sion to college to secure training in all subjects required for
admission to most higher institutions (to all not requiring more
than two units of mathematics or more than two units of
foreign language).
(c) At the same time it permits the non-academic pupil to take non-
academic subjects in place of algebra, geometry and foreign
language. At present algebra is a required subject for all
pupils in 96 per cent or more of all high schools enrolling less
than 100 pupils in Indiana; geometry is a subject required of
all pupils in more than two-thirds of such schools, and foreign
language is a required subject for all pupils in more than
three-fourths of such schools.
(d) It provides for an adequate program with three teachers where
four teachers are required under the usual form of organization.
(e) It means either the saving of the full time of one teacher, or a
much broader education than is now provided.
(f) If the same amount of education were now being provided by the
four full-time teachers necessary (or their equivalent) the pro-
posed standard curriculum would mean a saving of the saiary
/ 4/4.
~P 4%
4
of at least one full-time teacher in each of about 450 high
Schools, or a total annual saving of more than $450,000.
(g) If any attempt were made to provide for an adequate curriculum
in each of the small high schools which at present do not so
provide the present organization would require an additional
teacher. With the proposed curriculum the curriculum may
be made adequate without the additional teacher.
(h) The proposed curriculum provides for a rational distribution of
teacher assignments, where at present a very irrational dis-
g tribution prevails in many small high schools.
(i) The proposed standardization of curricula in the small high schools
of Indiana would greatly simplify the problems of teacher
preparation, of teacher certification and of supervision.
10. For the establishment of the Standard Curriculum for high
Schools of 75 pupils or less the following Exhibits have been prepared
and are attached herewith:
Exhibit A–Program of Studies for a Three-Teacher Four-Year High
School. (With explanatory notes.)
Exhibit B–Teachers’ Programs in a Three-Teacher High School. Plan
1. º, he usual 45-minute periods. (With explanatory
notes.
Exhibit C–Pupils’ Programs in a Three-Teacher High School. (With
explanatory notes.)
Exhibit D–Schedule of Recitations. Plan 1–45-minute periods.
Exhibit E—Teachers’ Programs in a Three-Teacher High School. Plan
tº 2 for 60-minute periods. .
Exhibit F-Schedule of Recitations. Plan 2–60-minute periods.
These have been prepared carefully and may be put into operation
at any opening of School, except that care should be taken to graft tho
new curriculum on to the old. They make no demands on those re-
Sponsible for the organization of the school, except that changes must
not be made without careful study.
EXHIBIT A
THE PROGRAM OF STUDIES
For a Three-Teacher Four-Year High School
All Pupils
English 1
English 2
English 3
English 4
Civics
General History
American History
Economics and Government
General Science
Biology
hysics
Academic Pupils Non-Academic Pupils
Algebra General Mathematics
Geometry Home Economics 1 or Agri. 1
Foreign Language 1 Home Economics 2 or Agri. 2
Foreign Language 2 Home Economics 3 or Agri. 3
Home Econ. or Agri. 1 unit Home Economics 4 or Agri. 4
Total 16 units Total 16 units

It is not intended in the above necessarily to delimit the subjects
offered to the exact studies listed. Substitutions may be made: e. g.,
5
some other combination of social studies, or some other applied-arts
subjects for some of the Home Economics and Agriculture. It should
be noted, however, that there is danger in adding any other field of
study, since too large a range of different studies necessitates a wider
range of qualifications than teachers in the small high School usually
possess. There are limitations inherent in the three-teacher high School.
It is to be noted that pupils can secure adequate preparation for
most colleges or normal schools in the program offered, but at the same
time pupils not destined for college or normal school are not required
to take algebra, geometry and foreign language. A certain amount of
cross-cutting is possible, but care should be taken that the individual
pupil’s program is analysed properly before any attempt is made to
vary the standard program and curriculum.
NOTES ON EXHIBIT A.
1. This program is organized on the theory that in general two
groups of pupils must be provided for in any high School: (1) pupils
looking forward to college or other higher institution of education; (2)
pupils who are not destined to go to higher institutions. The door of
opportunity must not be closed to any child, but the provision for college
preparation also must not result in the neglect or disregard of those
not going to college.
2. Accordingly provision is made in this program for (1) the
academic subjects commonly required for college admission (algebi
geometry and two units of foreign language), and (2) for a correspond-
ing amount of non-academic subjects for those unsuited for or not inter-
ested in those “college-preparatory” studies. w
3. The Smallest program of studies which will provide for the
standard of sixteen units for graduation, and yet (a) provide for some
pupils the algebra, geometry and two units of foreign language required
for admission to most colleges, and (b) make it possible for other pupils
to take practical-arts subjects in place of those academic studies—the
smallest program permitted these things is twenty-four units for a
full four-years’ course. This minimum is provided in the proposed pro-
gram for a three-teacher four-year high School.
4. The minimum college admission requirement in mathematics
(where any mathematics is required, as is the case in almost all col-
leges) is one unit of algebra and one unit of geometry. These are pro-
vided for in the proposed program. More work in college-preparatory .
mathematics cannot profitably be offered in the three-teacher high school.
5. The minimum college admission requirement in foreign language
(where any requirement is found for that subject) is two units. That
requirement is provided for in the proposed program. In the three-
teacher high School only one foreign language should be offered and not
more than two units should be attempted. Any increase in foreign
language offerings (above the two years of one foreign language)
ºly interferes with other requirements of the three-teacher high
SCI1OOI.
6. The present regulation that no credit shall be given for less
than two units of a foreign language has no justification and works
great hardship. - -
7. Training for citizenship through the social studies has been
seriously neglected in the high schools. The required social studies pro-
posed are in accord with recommendations of the National Commission
on the Reorganization of Secondary Education and with the best practice.
8. It is possible to substitute other applied arts subjects for some
of the Home Economics and Agriculture subjects proposed.
6
EXHIBIT B
PLAN 1 TEACHERS’ PROGRAMS 45-Min. Le Periods
In a Three-Teacher High School
1922–23 | 1923–24
1924–25 | 1925–26
Teachers' Programs 1926 27 | 1927–28 Remarks
1928–29 || 1929–30
etc. etc.
Teacher A
Foreign Language 1. . . . . . . . . . . . . . . . . . . . 5 |. . . . . . . . . , || Every other year only
Foreign Language 2. . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 5 Every other year only
Algebra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ll. . . . . . . . . . 5 Every other year only
Geometry. . . . . . . . . : . . . . . . . . . . . . . . . . . . . . 5 (. . . . . . . . . . Every other year only
General Mathematics. . . . . . . . . . . . . . . . . . 5 5 Every year
General History. . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
Anerican History. . . . . . . . . . . . . . . . . . . . . . . 5 |. . . . . . . . . . Every other year only
Economics and Government. . . . . . . . . . . . ||. . . . . . . . . . 5 Every other year only
Civics... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
Teacher B
Home Economics 1. . . . . . . . . . . . . . . . . . . . 7 | . . . . . . . . . . Every other year only
Home Economics 2. . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 7 Every other year only
Home Economics 3. . . . . . . . . . . . . . . . . . . . 7 | . . . . . . . . ..., || Every other year only
Home Economics 4. . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 7 Every other year only
English 1...... . . . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
English 2...... . . . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
English 3..... . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1. . . . . . . . . . Every other year only
English 4...... . . . . . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 5 Every other year only
Teacher C
Agriculture 1... . . . . . . . . . . . . . . . . . . . . . . . . 7 l. . . . . . . . . . Every other year only
Agriculture 2. . . . . . . . . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 7 Every other year only
Agriculture 3. . . . . . . . . . . . . . . . . . . . . . . . . . . 7 |. . . . . . . . . . Every other year only
Agriculture 4. . . . . . . . . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 7 Every other year only
General Science. . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 l. . . . . . . . . . Every other year only
Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 7 Every other year only

Total number of teaching periods per week
TEACHER A–30
TEACHER B–29
TEACHER C–26
Pairs in alternation:
Foreign Language 1 and Foreign Language 2.
Algebra and Geometry.
American History and Economics and Government.
Home Economics 1 and Home Economics 2.
Home Economics 3 and Home Economics 4.
English 3 and English 4.
Agriculture 1 and Agriculture 2.
Agriculture 3 and Agriculture 4.
Biology and Physics.
NOTES ON EXHIBIT B.
1. Exhibit B is to be read as follows: Teacher A teaches beginners’
foreign language one year (e. g., in 1922–23) but does not teach that
7
subject (it is not offered at all) in 1923–24. In 1923–24 Teacher A
teaches second-year foreign language to those pupils who began it
the year before but does not teach that subject (it is not offered at all)
in 1922–23 or 1924-25. Thus with other alternating subjects. All this
means that a pupil may begin the study of a foreign language either
in his freshman year or in his sophomore year, according to the pro-
gram for the year. In whatever year he begins it he may continue its
advanced study in the following year. This alternating program is
complex in its description, but very simple in its operation.
2. It is to be noted that Teacher C teaches only two general fields
—agriculture and Science; that Teacher B teaches only two general fields
—agriculture and Science; that teacher B teaches only two general fields
—home economics and English; that Teacher A. teaches three general
fields—foreign language, mathematics and the social studies. One of the
serious difficulties at present found is a wide scattering of teachers' as-
signments. The proposed program remedies that as far as it can be
remedied in the small high school.
3. This standardization of teachers' assignments in the small school
is of great importance for teacher certification, for teacher licensing
and for teacher preparation, as well as for effective instruction.
4. It is to be noted also that no teacher has a teaching load of more
than 30 periods of instruction per week. For teachers’ loads this pro-
gram meets the standard requirements.
5. It is possible to redistribute the teacher assignments. How-
ever, if that is attempted the greatest care should be exercised in read-
justing the pupils’ programs and the recitation schedule, since they are
closely articulated and co-ordinated.
EXHIBIT C
PUPILS' PROGRAMS
In a Three-Teacher High School


Pupils entering the first year of Pupils entering the first year of
the high school in Sept., 1922, 1924, the high school in Sept., 1923, 1925,
1926, etc., have the following choice|| 1927, etc., have the following choice
of programs: of programs:
SUBJECTS
Course Academic Non-Academic Academic Non-Academic
Grade | I I II | III | IV | I II | III | IV || I I II | III | IV | I I II III | IV
English 1. . . . . . . . . . . . . . . | 5 |. . . . . . . . . . . . 5 |. . . . . . . . . . . . 5 1. . . . . . . . . . . . 5 | . . . . . .
English 2. . . . . . . . . . . . . . . . . . . 5 . . . . . . . . . . . . I 5 | . . . . . . . . . ||.... I 5 1. . . . . . . . . . . . 5 | . . . . . . . .
English 3. . . . . . . . . . . . . . . . . . . . . . . 5 |. . . . . . . . . . . . . . 5 | . . . . . . . . . . . . . . . . | 5 |. . . . . . . . . . . . . . . 5
English 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 . . . . . . . . . . . . . I 5 || . . . . . . . . 5 | . . . . . . . . . . . . . 5 | . . . .
Civics. . . . . . . . . . . . . . . . . . 5 1. . . . . . . . . . . . . | 5 | . . . . . . . . . . . . || 5 |. . . . . . . . . . . . . | 5 | . . . . . . . . . . . . . .
General History. . . . . . . . . . . . 5 | . . . . . . . . . . . . . 5 | . . . . . . . . . ||.... I 5 |. . . . . . . . . . . . 5 | . . . . . . . . .
American History. . . . . . i. . . . . . . . . 5 |. . . . . . . . . . . . . 5 | . . . . . . . . . . . . . . . . . . 5 . . . . . . . . . . . . . . . 5
Econ. and Gov't. . . . . . . . . . . . . . . . . . . . . . 5 | . . . . . . . . . . . . . . 5 || . . . . . . . . . 5 | . . . . . . . . . . . . . . 5 ! . . . .
General Science... . . . . . . 5 ! . . . . . . . . . . . . . . . . . 5 | . . . . . . . . || 5 | . . . . . . . . . . . . . . . . . 5 | . . . . . . . .
Biology. . . . . . . . . . . . . . . . . 7 7 7 | . . . . . . 7
Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . | 7 | . . . . . . . . . . . . . | 7 ||. . . . . . . . | 7 | . . . . . . . .l. 7
Foreign Language 1. . . . . 5 | . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 | . . . . . . . . . . . . . .
Foreign Language 2. . . . . . . . . . 5 - - - - 5 | . . . . . . . . . . .
Algebra... . . . . . . . . . . . . . . . . . . . I 5 |. . . . . . . . . . . . . . . . . . . . . . . . . . || 5 | . . . . . . . . . . . . . . . . .
Geometry. . . . . . . . . . . . . . . . . . . . . . . I 5 |. . . . . . . . . . . . . . . . . . . . . . . . . I 5 |. e = < * , º ſº e º &
General Mathematics. . . . . . . . . . . . . . . . . . 5 * : * * * * : * . . . . ] 5 !.
H. E. 1 or Agr. 1. . . . . . . . . . . . . . . . . . . . . . . . | 7 | . . . . . . . . . . . . ||. . . . . . . . . . . . 7 |. . . . | 7 |. . . .
H. E. 2 or Agr. 2. . . . . . . . . . . . . . . . . . . . . | 7 |.... 7 | . . . . . . . . . . . . . . . . . . . . . . . Or | 7 | . . . . . . . . . . . .
H. E. 3 or Agr. 3. . . . . . . . ... . . . . . . . . . . or 1. . . . . . . . 7 |.... ||... . . . . . . . . . 7 |... . . . . . . . . . . 7
H. E. 4 or Agr. 4. . . . . . . . . . . . . . . . . . . . 7 l. . . . . . . . . . . . | 7 ||. . . . . . . . . . . . . . . . . . . . . . . . 7 |. . . .
Total periods. . . . . . . 20 20 22 || 24 22 || 22 || 24 || 24 || 20 | 20 || 22 || 24 || 22 || 22 || 24 || 24
Total “points”. . . . . . 20 20 | 20 | 20 20 | 20 | 20 | 20 || 20 | 20 20 | 20 | 20 20 | 20 | 20
Total units”. . . . . . . . || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4

8
Third and fourth year pupils recite together in English 3, English
4, American History, Economics and Government, Home Economics 3,
Home Economics 4, Agriculture 3, Agriculture 4, Biology, Physics.
First and second year pupils recite together in Home Economics 1,
Home Economics 2, Agriculture 1, Agriculture 2, Foreign Language 1,
Algebra.
Second and third year pupils recite together in Foreign Language 2,
Geometry.
NOTES ON EXHIBIT C.
1. This Exhibit C is to be read as follows: A pupil who enters
the freshman grade of the four-year high School in September, 1922,
1924, 1926, etc., and plans to take the academic studies will in his fresh-
man year take English 1 (5 periods), Civics (5 periods), General Science
(5 periods) and Foreign Language 1 (5 periods). In his Sophomore year
he will take English 2 (5 periods), General History (5 periods), Foreign
Language 2 (5 periods), Algebra (5 periods), etc. If a pupil taking the
Academic Course enters the freshman grade in September, 1923, 1925,
1927, etc., he will take English 1 (5 periods), Civics (5 periods), General
Science (5 periods), Algebra (5 periods); in his sophomore year he
will take English 2 (5 periods), General History (5 periods), Foreign
Language 1 (5 periods), Geometry (5 periods), etc.
2. At the close of his four-year course the academic pupil will have
received an education which consists of the following: English—4 units,
Social Studies—4 units, Mathematics—2 units, Natural Science—3 units,
Foreign Language—2 units, Home Economics or Agriculture—1 unit,
a total of 16 units meeting the requirements for graduation and the re-
quirements for admission to most higher institutions—all higher insti-
tutions which do not require for admission more than two units of mathe-
matics and more than two units of foreign language.
3. At the close of his four-year course the non-academic pupil will
have received an education which consists of the following: English—4
units, Social Studies—4 units, Mathematics—1 unit, Natural Science—
3 units, Home Economics or Agriculture—4 units, a total of 16 units,
meeting the requirements for graduation and furnishing a well-rounded
education for life.
4. It will be noted that the pupil’s program is well balanced with
respect to the distribution of time—each year’s schedule having 20
“points” or 4 units.
9
EXHIBIT D
Plan 1 THE SCHEDULE OF RECITATIONS 45-Minute Periods
Period Teacher Monday Tuesday Wednesday Thursday Friday
A U. S. Hist. Or | U. S. Hist. or U. S. Hist, or | U. S. Hist. Or U. S. Hist. or
Econ. & Gov't | Econ. & Gov't | Econ. & Gov't Econ. & Gov't Econ. & Gov't
1 B H. E. 1 or 2 H. E. 1 or 2 H. E. 1 or 2 H. E. 1 or 2 H. E. 1 or 2
C Agr. 1 or 2 Agr. 1 or 2 Agr. 1 or 2 Agr. 1 or 2 Agr. 1 or 2
A. Alg. or Geom. || Alg. or Geom. || Alg. or Geom. || Alg. or Geom. || Alg. or Geom.
2 B . E. 3 or 4 H. E. 1 or 2 H. E. 3 or 4 . E. 1 or 2 | . . . . . . . . . . . . . . .
C Agr. 3 or 4 Agr. 1 or 2 Agr. 3 or 4 Agr. 1 or 2 | . . . . . . . . . . . . . . .
A. F. L. 1 or 2 | F. L. 1 or 2 | F. L. 1 or 2 | F. L. 1 or 2 | F. L. 1 or 2
3 B H. E. 3 or 4 H. E. 3 or 4 H. E. 3 or 4 H. E. 3 or 4 H. E. 3 or 4
C Agr. 3 or 4 . Agr. 3 or 4 Agr. 3 or 4 Agr. 3 or 4 Agr. 3 or 4
A Gen. Math Gen. Math. Gen. Math. Gen. Math. Gen. Math.
4 B Eng. 3 or 4 Eng. 3 or 4 Eng. 3 or 4 Eng. 3 or 4 Eng. 3 or 4
C Gen. Sci Gen. Sci. Gen. Sci. Gen. Sci. Gen. Sci.
A Civics Civics Civics Civics Civics
5 B Eng. 2 ng. 2 Eng. 2 Eng. 2 Eng. 2 g
C Phys. or Biol. Phys. or Biol. Phys. or Biol. Phys. or Biol. Phys. or Biol.
A Gen. Hist. Gen. Hist. Gen. Hist. Gen. Hist. Gen. Hist.
6 B Eng. 1 Eng. 1 Eng. 1 Eng. 1 Eng. 1
C ||. . . . . . . . . . . . . . . . Phys. or Biol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phys. or Biol.


are offered in alternate years only.
Where the word “or” is found it means that the subjects
thus paired
Double periods are provided twice a week for the following: Home
Economics 1, Home Economics 2, Home Economics 3, Home Economics 4,
Agriculture 1, Agriculture 2, Agriculture 3, Agriculture 4, Biology, Physics.
10
EXHIBIT E
T’lan 2 - TEACHERS! PROGRAMS 60-Minute Periods
In a Three-Teacher High School
1922–23 | 1923–24
- 1924–25 | 1925–26
Teachers' Programs 1926–27 | 1927–28 Remarks
- 1928–29 || 1929–30
etc. etc.
Teacher A
Foreign Language 1. . . . . . . . . . . . . . . . . . . . 5 |. . . . . .. . . . . . Every other year only
Foreign Language 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Every other year only
Algebra. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ||. . . . . . . ... º º q 5 Every other year only
Geometry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1. . . . . . . . . . Every other year only
General Mathematics. . . . . . . . . . . . . . . . . . 5 5 Every year
General History. . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
American History. . . . . . . . . . . . . . . . . . . . . . 5 1. . . . . . . . . . Every other year only
Economics and Government. . . . . . . . . . . . ||. . . . . . . . . . 5 Every other year only P
Teacher B
Home Economics 1. . . . . . . . . . . . . . . . . . . . 5 |. . . . . . . . . . Every other year only
Home Economics 2. . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 5 Every other year only
Home Economics 3. . . . . . . . . . . . . . . . . . . . 5 1. . . . . . . . . . Every other year only
Home Economics 4. . . . . . . . . . . . . . . . . . . . : . . . . . . . . . 5 Every other year only
English 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
English 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
English 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 . . . . . . . . . . Every other year only
English 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 5 Every other year only
Teacher C -
Agriculture 1. . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1. . . . . . . . . . Every other year only
Agriculture 2. . . . . . . . . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . 5 Every other year only
Agriculture 3. . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1. . . . . . . . . . Every other year only
Agriculture 4. . . . . . . . . . . . . . . . . . . . . . . . . . . ||. . . . . . . . . . . 5 Every other year only
General Science. . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year
Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1. . . . . . . . . . Every other year only
Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Every other year only
Civics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5 Every year

Total number of teaching periods per week
TEACHER A-25 TEACHER B–25 TEACHER C–25
Pairs in Alternation.
Foreign Language 1 and Foreign Language 2.
American History and Economics and Government.
Home Economics 1 and Home Economics 2.
Home Economics 3 and Home Economics 4.
Agriculture 1 and Agriculture 2.
Agriculture 3 and Agriculture 4.
Algebra and Geometry.
English 3 and English 4.
Biology and Physics.
CHIGAN
|
UNV iwi. W
11 ºiáš33
EXEIIBIT F
Plan 2 THE SCHEDULE OF RECITATIONS 60-Minute Periods
Periods Teachers Subjects—Recitations Daily
A Algebra or Geometry
1 B H. E. 1 or H. E. 2
C Agr. 1 or Agr. 2
A. U. S. Hist. or Econ. and Gov't.
2 B English 2
C Civics
A Foreign Language 1 or 2
3 B H . 3 or H. 4
C Agr. 3 or Agr. 4
A General Mathematics
4 B English 3 or 4
C General Science
A General History
5 B English 1
C Physics or Biology
Where the word “or” is found it means that the subjects thus
paired are offered in alternate years only.
This plan assumes a uniform sixty-minute period for all subjects,
combined recitation-study being provided for.
This plan is by far to be preferred to Plan 1 (see Exhibit D).