GIFT OF 
 
THE LOWER HIGH SCHOOL 
 
 BY 
 
 G. WALTER MONROE, Principal 
 
 WASHINGTON LOWER HIGH SCHOOL 
 
 / BERKELEY, CALIFORNIA 
 APRIL, 1912 
 
 Reprint from "The Oak" with 
 some alterations and additions 
 
L 
 
 
 
THE LOWER HIGH SCHOOL 
 
 UNDER THE BERKELEY PLAN WITH SPECIAL 
 REFERENCE TO THE WASHINGTON LOWER 
 HIGH SCHOOL. 
 
 282838 
 
THE LOWER HIGH SCHOOL. 
 
 The New System No Longer an Experiment. 
 
 After two years* successful experience it may now safely be said that 
 the "Berkeley plan" has passed beyond the experimental stage. While 
 there has not yet been time to determine the full value of the system, the 
 results already obtained are sufficient to give permanence to the present 
 organization, and another year will find it in full operation. 
 
 The natural division of the school work into three groups or cycles, 
 each of a distinctive character, has already had the effect of holding the 
 children in school for a longer period of time than maintained under the 
 old plan. According to Ayers, 60 pupils out of every 1 00 leave school 
 between the close of the fifth grade and the beginning ot the ninth grade. 
 Of the remaining 40 who enter high school, only 1 9 reach the second 
 year,- a loss of over 50% between the first and second high school years; 
 and just 1 complete the entire course. In California 2.6 on the average 
 enter normal schools, universities or schools of a grade beyond the high 
 school, and 1 .3 graduate. 
 
 A careful record has been kept of the pupils enrolled in the ninth 
 grade during the year 1910-11. Out of 453 who should normally be 
 found in the tenth grade this year, 1 1 8 are missing. Of this number 20 
 are repeating a part of the ninth grade work; 22 have entered schools in 
 other places; 17 have quit and gone to work; 3 are out on account of sick- 
 ness; 1 7 have entered business schools, convents or private schools; and 39 
 have left without giving any information as to their future intentions. 
 
 The pupils repeating work and those who have entered other schools, 
 cannot properly be charged against the local system. But the others, aggre- 
 gating 76 or 16.7 % of the total number enrolled, represent an actual loss 
 for which the system is responsible. There is no data available for com- 
 parison with previous years; and while it is quite probable the loss was less 
 than the average reported by Ayers, yet it is not likely that such a great 
 difference existed as obtains under the present plan. 
 
 It is the purpose of this paper to present a general view of the second 
 cycle or lower high school, but an examination of the records concerning 
 
^fhe attendance in the lower grades would doubtless show a decrease in the 
 /oss of pupils at the end of the fifth grade. The fact that pupils may finish 
 the first cycle in another year beyond the fifth grade, has induced many of 
 the unstable sort to remain in school, who otherwise would have dropped 
 out, for the eighth grade is too far removed to offer any inducement to such 
 pupils as a finishing point. 
 
 Pupils who thus are persuaded to remain until the end of the sixth 
 grade, may develop sufficient ability and interest to enter the next cycle of 
 only three years. A different character of work is offered and under new 
 conditions and methods of presentation. These changes have much to do 
 with holding the pupils in school during this period, which is perhaps the 
 most important time in the life of the child so far as his future career is con- 
 cerned. Thus it may naturally be expected that some pupils will be car- 
 ried through the whole system, step by step, who might otherwise become 
 discouraged and drop out somewhere along the line. 
 
 Recently, all the parents in the lower high schools were asked to vote 
 on this question: "Do you favor continuing the present school system?'* 
 Nearly all the parents responded, and practically all voted in the affirmative. 
 The few negative votes came mainly from parents whose children have 
 been in the lower high schools but a short time. Many of the students 
 who have gone on into the upper high school, have voluntarily expressed 
 their hearty approval of the opportunities offered by the new system. 
 
 Special Advantages of the New Plan. 
 
 Several important features characterize the work of the lower high 
 school. The pupils have learned how to study and to apply themselves 
 to their daily routine of work without the teacher's constant guidance. 
 They require less supervision and direction, and are beginning to assume 
 some responsibility concerning the school and its activities. The student 
 body organization has developed a number of substantial leaders, and these 
 in turn are exerting a marked influence in producing a splendid school 
 spirit, a condition quite different from that which exists in the ordinary 
 grammar school. 
 
 In the first cycle, including the first six grades, the school is of neces- 
 sity directed entirely by the teachers, but in the lower high school there 
 
should be student cooperation. The children have reached the age when 
 they naturally wish to assert themselves, and it is highly important that 
 they be allowed to exercise their own individuality under proper guidance. 
 Then there is a decided advantage in having together pupils of about the 
 same age and tendencies. 
 
 Since the ninth grade is the upper class in the school, there is oppor- 
 tunity for leadership among these pupils which would not be possible in 
 the ordinary high school where the ninth grade is the beginning class and 
 the members known as "Scrubs" or "Freshies." As a result of this student 
 responsibility, there has grown to be a feeling of friendly cooperation between 
 the teachers and the pupils. This close personal contact with the teacher 
 has produced a wholesome clas 3 attitude, and has enabled the teacher to 
 give individual attention where it is most needed. This has led to greater 
 uniformity of work, and has reduced the failures to a comparatively small 
 number. 
 
 Pupils are allowed to progress as rapidly as their ability will permit. 
 A pupil is not required to repeat a whole term's work because of failure in 
 one or more subjects, but he is given the privilege of continuing his course 
 in all subjects successfully completed. It is also possible for a student to skip 
 a whole term's work, if he gives evidence of being able to fulfill the re- 
 quirements of the grade above. In the case of some of the more mature pu- 
 pils, a special course is sometimes arranged to suit their individual needs. 
 
 Cause of Failure in the Ninth Grade. 
 
 The reason so many students drop out of high school at the end of 
 the ninth grade or during that year, is due largely to discouragement, and 
 not so much to lack of ability. Students entering high school from the 
 eighth grade of the grammar school find themselves in an entirely different 
 environment. In the grammar school they had a definite course outlined for 
 them, and they were under the care and direction of one teacher. When 
 they enter high school they must select some particular course of study, and 
 then go from room to room to recite to as many different teachers as they 
 have subjects. 
 
 The various courses selected may not be adopted at all to their indi- 
 vidual needs, but were taken because the differences in content were not 
 
clearly understood; and perhaps several decided to take the same course, 
 or it may be that some student friend in an upper class advised a particular 
 subject because of the personality of a certain teacher. 1 The number 
 enrolled in the ninth grade is apt to be large in comparison to the enrollment 
 in other classes, and consequently the class members receive but little atten- 
 tion in the beginning when help and sympathy are most needed. The stu- 
 dents comprising the upper classes are likely to absorb an undue amount of 
 the teachers' time and attention because of their familiarity with the school 
 and its customs. With these conditions it is not ai all surprising that so many 
 become discouraged aud fall by the wayside. 
 
 Under the new system these difficulties are not encountered. The 
 transition is gradual, and the main purpose always is to care for the indi- 
 vidual. The student is taken gradually from grammar school methods to 
 high school methods. In the beginning he has one regular teacher and a 
 few special teachers for manual and domestic arts, drawing, and music. In 
 the ninth grade he may have several teachers, but in all grades he is under 
 the special care of a class teacher. The student body organization gives 
 him self control and teaches him to assume responsibility. 
 
 While the courses in the lower high school are complete in themselves 
 the subjects are so arranged that the students may continue the same line of 
 work in the upper high school without any br^ak whatever. In fact those 
 who are ready to go on have their courses and programs arranged before 
 they enter. This condition accounts in a very large measure for the con- 
 tinuance in the upper high school of nearly all the class members who com- 
 plete the lower high school course, and remain in the city. 
 
 Pupils Taught How to Study. 
 
 Experience has shown that pupils as a rule do not know how to study, 
 and consequently a good part of the so called study periods is wasted. It is 
 true that a good many spend considerable time over their books, but 
 very few concentrate their attention on a subject until it is learned. Les- 
 sons could be mastered in half the time by proper methods of study. 
 
 For this reason the class periods for the seventh and eighth grades are 
 used for study as well as for recitation. During a portion of the time the 
 
 6 
 
pupils are taught how to study, and when they become ninth grade pupils 
 they are expected to know how to employ their study periods to the best ad- 
 vantage. Sometimes the whole period is given to study and individual 
 instruction; but in general the first part of the period is given to lively 
 intensive class drill, and the latter part to study under the direction of 
 the teacher. 
 
 A few statements will show clearly the wisdom of the plai. The 
 students represent only one class, and they are engaged in the study of 
 the same subject. The work is fresh in their minds, and they are interested 
 in it. Individual difficulties are readily and quickly cleared up, thereby 
 saving the students time and discouragement. 
 
 If the period closes before the next assignment is prepared, the stu- 
 dent has one or two regular periods in which to finish. These study 
 periods, or time at home, are apt to be used to advantage, for the student 
 knows what he has to complete and the work is already under way. 
 Furthermore, the seventh grades have their own study rooms and definite 
 periods for study by classes. 
 
 This plan tends to produce uniformity of work and does away to a 
 considerable extent with the practice of keeping students after school to 
 get lessons. The teacher has a splendid opportunity to look out for the 
 weaker pupils, to determine their difficulties, and to give assistance at the 
 right time. Too much time is usually given to merely "hearing" recita- 
 tions. We need more of the laboratory method. 
 
 The schedule of exercises provides for four regular periods in the 
 morning, and three in the afternoon with time between each period for 
 class changes and relaxation. A short recess is also given about the mid- 
 dle of each session. The first period in the afternoon is set aside for chorus 
 work and for other student exercises. Every Friday at this time the whole 
 school assembles for student exercises. Occasionally speakers and mus- 
 icians from the outside are secured for thi? period, but the students them- 
 selves give most of the programs. These are varied, consisting of music, 
 reading, character sketches, current events, debates, etc. * 
 
 The course of lectures on vocational information is given at this period 
 also, usually on Thursdays. The Glee Club meets once a week at this hour, 
 and class meetings are generally held each week in the respective class 
 
rooms. The class teachers have supervision over the class meetings. Various 
 topics of benefit to the class are discussed, among them being morals and 
 manners, school and street etiquette, dress and personal appearance. Occa- 
 sionally time is given to parliamentary practice and to reports of ccrrmittees 
 concerning school activities. 
 
 A Gradual Development Provided. 
 
 The purpose of the whole scheme in this transition period is to 
 produce a gradual development. The course of study is practically pre- 
 scribed for the seventh grade. The pupils have the privilege of electing a 
 foreign language at the beginning of the seventh grade if they care to do 
 so. They have their own class teachers for their regular work, and go to 
 other teachers for special subjects. 
 
 In the eighth grade there is more freedom of election of subjects, and 
 consequently the pupils may have more teachers during the day. Their 
 general study periods may be spent in part at least under other teachers 
 than their own class teachers, and with ninth grade pupils. However, 
 class rooms are used for study purposes so as to avoid having too many 
 pupils together at study time. This hour is one of the most valuable to 
 the student and every effort is employed to prevent his getting into careltss 
 habits of work. 
 
 The ninth grade students may elect practically all the subjects of their 
 courses with the exception of English, which is prescribed in all grades, and 
 they do not have any class time given over to study. It is expected that by 
 the end of the ninth year, the pupils will have their work fairly well defined, 
 and their habits of conduct and study so established as to conform to the 
 usual routine of the upper high school. It is this feature of the system 
 which makes it so easy for our ninth grade to take up advanced subjects 
 in the tenth grade, and to enter into the life and spirit of the school from 
 the very beginning. 
 
 Another important provision of the system makes it possible for a pupil 
 entering the seventh grade to complete his course and enter the University 
 in five years instead of six, if he arranges his work properly. This is due to 
 the fact that pupils may begin to earn some University credits in the seventh 
 
 8 
 
UNIVERSITY 
 
 grade. The seventh and eighth grade work in a foreign language will give 
 the pupil three of the forty five required entrance credits, and the subject 
 continued through the ninth grade will add three more credits. Likewise, 
 the eighth and ninth grade courses in drawing will satisfy the requirement 
 in this subject and give three units credit. Other credits may be partially 
 earned by seventh and eighth grade pupils in the departments of manual 
 and domestic arts. 
 
 A further saving of time in the system is accomplished in the first divi- 
 sion. The work formerly done during the first seven years is now concen- 
 trated into the six years composing the first cycle. The results are fully as 
 satisfactory as before and requires no greater effort on the part of the pu- 
 pils, since much time has been lost in the past in dealing with non-essentials. 
 
 The Course of Study. 
 
 All subjects are of value, but they are not of equal value to every 
 person. Since the aim of the lower high school is to give special 
 attention to the individual, it is necessary that the courses offered in 
 the upper grades be very largely elective. 
 
 The student, however, does not use his own judgment entirely in 
 making the selection of his elective work. He is given very definite 
 information concerning the different courses and is shown their relation to 
 other lines of work. His past record and tendencies are taken into account. 
 Whenever possible the parents are consulted as to the opportunities and 
 needs of the child. The pupil is not allowed in any case to select his 
 work definitely until after he has had an opportunity to talk the subject 
 over with his parents. 
 
 It does not follow that a course once selected must be completed. 
 This is the formative age of the pupil, a time when he is discovering his 
 capabilities. If, after due trial and conscientious effort, a student is not gain- 
 ing what he should from a certain subject, he may be allowed to drop it 
 and confine his attention to other things of more vital interest to him. It is 
 better to permit a pupil to change to something he can really do satisfac- 
 torily, than to make him continue to the end of the term a subject from which 
 
 9' 
 
he is deriving little or no benefit, and then fail him. Failures are discourag- 
 ing. Every time a pupil fails he is lowering his confidence in himself. 
 
 Promotions are also based upon individual capabilities and not upcn 
 some class standard. In fact a student may be promoted at any time if he 
 has the ability to do the work of a higher class, even though he does not 
 take all of his former course. A pupil who does not have a chance to work 
 somewhere near the limits of his ability, will get into bad habits of study 
 and of conduct. 
 
 A sort of "follow up" system is in use by which every weak or irreg- 
 ular pupil is looked after and advised by the principal, or by the teachers 
 who are closest in touch with his work. The parents are also kept informed 
 as to his conduct, and thus their co-operation is secured. 
 
 Content of Special Subjects. 
 
 It is not within the limits of this discussion to go into details concerning 
 the content of the subjects offered. In fact the subject matter of several 
 of the courses is in the making. It is undoubtedly true that much 
 time is wasted in teaching non-essentials, and for this reason the whole 
 course of study is being reorganized and adapted to the needs of the indi- 
 vidual in his life work. 
 
 A few statements will serve to give a better understanding of certain 
 special features of the courses of instruction. Students in the seventh grade 
 who do not elect a foreign language, take a course known as Extra English. 
 This is in addition to the regular English work, which is required of all. 
 This course consists of the reading both in and out of school of a well 
 selected list of books. Considerable attention is given in class to oral expres- 
 sion and to the interpretation of selected passages. Some time is spent in 
 writing short essays as supplementary to the regular composition work. 
 This course may be continued in the eighth grade. 
 
 There are many children who have acquired the habit of reading 
 sensational books and papers. The thoughts resulting from this reading so 
 occupies their minds that th^y become "dreamers" and scarcely fit for the 
 regular duties of home or school. They neglect their work, and seem to 
 have lititle or no interest in the things which all normal children enjoy. 
 
 '10 
 
The course in Extra English is intended for such persons, as well as 
 for those who wish to become familiar with our best literature. The out- 
 side reading is selected according to the ability and temperament of the 
 individual; and much practice is given the pupil by requiring him to tell in his 
 own words the story he has read, or to describe some character represented 
 in the book. The course provides for considerable reading from memovy 
 as well as from the printed page. 
 
 Perhaps no subject needs revision more than mathematics. All will 
 agree that there is much waste material and too much work in the abstract. 
 This course is being completely reorganized and simplified. The material 
 for each grade has been divided into essentials and non-essentials. The 
 minimum of essential work provided is less than the average class will accom- 
 plish. This gives opportunity to strengthen the foundation work of the 
 preceding term. 
 
 The course in arithmetic for the seventh grade deals with measure- 
 ments. "Children entering this grade have the ability to compute, but 
 lack the power to readapt their knowledge to a new content involving 
 measurement. It is the aim, therefore, to have the children of this grade 
 compute, from field work, maps, buildings, plans, etc., so nearly akin to 
 their personal experience that they are obliged to exert independence and 
 self reliance to attain a purpose whose worth they appreciate." 
 
 The material for the eighth grade arithmetic is furnished by conditions 
 of home or business life. For example, the problem for a whole term may sup- 
 pose a man and his wife starting out in life with a small reserve and an in- 
 come of say $ 1 500 per year. They propose to rent for a time, but event- 
 ually expect to buy a lot and build and furnish a house. The pupils them- 
 selves determine, as far as possible, the living expenses and how much the 
 man ought to lay by each month for their new home. They ascer- 
 tain the price of a suitable lot, the cost of the house, draw the 
 floor plans, and select the furniture. The members of the class go to various 
 business houses to get prices and to make selections, keeping in mind 
 always the man's income. They determine when it would be advisable to 
 build, and how much indebtedness, if any, should be carried on the install- 
 ment plan. 
 
 Other problems of similar nature are taken up in the class and many 
 related problems are considered. 
 
There is real value to a course of this character and there is much 
 interest in the work. It is a concrete problem, and the children take 
 hold of it with enthusiasm. 
 
 "In the ninth grade is given such work in arithmetic, algebra, and 
 geometry as can be developed from and expressed in terms of the things 
 entering into the life of the pupil. Those who do not continue mathe- 
 matics will be familiar with its simplest elements. Those who continue will 
 have a general introduction to the work in which they will specialize later." 
 
 A school savings bank has been established mainly for the purpose of 
 encouraging the habit of saving. Children have small amounts given them 
 which they spend thoughtlessly without deriving any real benefit therefrom. 
 They should be taught the value of money and that it should not be spent 
 foolishly. It is estimated that the students in some of our largest schools 
 spend from five to ten dollars a day on nicknacks. The usual form of 
 deposit slips, pass books, checks, etc. are provided. The money received 
 is deposited in one of the regular savings banks, and interest is allowed at the 
 usual rate. 
 
 One of the most important departments in the school is the printing 
 office. It has become more valuable than was at first anticipated. About 
 forty students are connected with the department at the present time, and 
 they print the school paper and various announcements and circulars. Some- 
 times this department provides supplementary lessens in some of the regular 
 subjects. This work is a part of the manual training course and students 
 get the usual credit. 
 
 The best articles by the members of the English classes are printed 
 in the paper, and this furnishes an incentive to students to put forth their 
 best efforts. Likewise those who do well in scholarship or in some depart- 
 ment of school activities receive recognition through the columns of the pa- 
 per. But one of the most valuable uses of the printing press is the practical 
 work provided the classes in English. Proof sheets are distributed for cor- 
 rection by the students, and by this means much practice is given in spell- 
 ing, punctuation, construction, and general arrangement of paragraphs. Close 
 observation is demanded because of the competition in detecting eirors. 
 
 The course in World's Work and Pacific Coast Problems is being 
 developed this year. It deals with those things in which the world is 
 
 12 
 
vitally interested, the activities that go to advance civilization. Such 
 topics as the following are considered: Conservation of natural resources, 
 irrigation problems, feeding and clothing the people, pure food laws, 
 advancement of learning, international peace movement, etc. 
 
 The opening of the Panama Canal will make the West an important 
 commercial section, and numerous international problems will arise. The 
 condition and development of the Pacific Coast countries are of particular 
 interest to California. The course calls for a considerable knowledge of 
 geography. 
 
 Foreign languages are taught almost wholly by the conversational 
 method. The objects in the rooms furnish subjects of conversation. Some- 
 times the recjtation period is turned into a social gathering, or an afternoon 
 tea-party to bring into use a larger vocabulary. The children are taught 
 to sing songs in the language, and occasionally a little play is given before 
 the school. As the work progresses more time is given to grammatical 
 construction and translation. 
 
 A course in General Science is given in the ninth grade. A study 
 is made of those natural phenomena that affect human life and property. 
 The relation of energy and matter is clearly shone by concrete examples. 
 Household utensils are employed to illustrate in a practical way some of 
 the common scientific truths. It is the purpose of the course to include 
 many outdoor observations, and to study the conditions affecting the 
 growth of plants. 
 
 The work in Personal Hygiene and Community Hygiene is under 
 the direction of the medical department of the school. Talks are given 
 before the children on various subjects of personal hygiene and sanitation, 
 and of public health and safety. The boys and girls are taken sepa- 
 rately for instruction in matters pertaining to sex. This is a very impor- 
 tant work, though usually neglected in the courses of instruction. How- 
 ever, to be effective, it is a subject which must be presented with great 
 care. The lower high school is certainly the place where sex instruc- 
 tion should begin, although sex information should begin much earlier in 
 the home* 
 
 The science instruction in the seventh and eighth grades consists of 
 home gardening and field excursions in small squads. School gardening is 
 
 13 
 
carried on quite extensively by the lower grades. Scrre cf the children have 
 their gardens on the university grounds and work under the direction of the 
 university inctructors. The pupils of the Washington school are conducting 
 a model farm, representing a ten acre Califcrnia ranch. 
 
 The value of this training comes not so much from the gardens the 
 children produce as from the knowledge they acquire concerning nature. 
 They are taught to observe, and there is created within them a love for 
 the flowers and plants of the field. One important result noted co far in 
 this movement is the interest the children take in their own homes. Instead 
 of the mother or the father caring for the yard, or perhaps letting the, place 
 go neglected, in many instances the children have taken the initiative in 
 making an attractive yard and vegetable garden. Schcol exhibits of seme 
 of the products demonstrate what may be done. 
 
 It is a good thing for children to have some r.cme c'ulier, erd it is 
 all the better if the work is agreeable. Besides, child en are better off at 
 home than on the streets. Usually the work done around the home is of 
 considerable help to the hard working father and mother. Children who 
 have some responsibility about the home are sure to have a greater love 
 and consideration for the horre and family life. 
 
 A suggestion has been rr.cde that the children be taught the love and 
 care of animal life by raising a few chickens in the back yard. Consider- 
 ing the high cost of eggs, this might prove desire ble frcm an eccncmic 
 point of view. A proposition worth considering is to hatch the chickens on 
 the school premises by means of an incubator. The plant could be estab- 
 lished at one end of the school garden, and the ycung chicks taken care 
 of until a few weeks old. In this way the children could be taught how to 
 do the work. This undoubtedly will be an important part of the instruction 
 given by the teacher of agriculture. 
 
 In the ninth year the course in Vocational Information provides for an 
 intelligent discussion of the various occupations of man. Many persons drift 
 into a vocation almost by accident and thus their whole life work is deter- 
 mined. Failures often result because of the un fitness of the persons for the 
 occupations into which they drift. 
 
 This course gives a general acquaintance with the more ccmmon vo- 
 cations, and in a measure prepares the student for an intelligent selecficn of 
 
 14 
 
a life woik, and at a period when there is still ample time for special prepa- 
 ration for the work. A course of lectures by persons experienced in the affairs 
 of life is provided each term. These lectures furnish the basis of further discus- 
 sion in the classes. 
 
 There are many pupils attending high schccl who vsish to devote 
 considerable ti ns to voice cjlture or instrumental music. This they are un- 
 able to do and carry a full course in school. Some make the attempt, but 
 only the very strong are able to do justice to ail subjects. To accommodate 
 this class of students, work of this character may be counted as one of the 
 subjects in the course. Credit toward graduaticn is given for approved train- 
 ing. 
 
 The Board of Education has under advisement the introducticn of 
 motion pictures as a factor in our educational system. Pupils of the lower 
 high schools especially ar^ of the age to be deeply impressed by picture?. 
 They demand amusement, and there is opportunity to use the motion pict- 
 ures as a means of instruction as well as of entertainment. 
 
 The motion picture has come to stay and is wielding a mighty in- 
 fluence over the people, particularly over the children of school age. This 
 influence is not always the best, in fact it is frequently a menace to the well 
 being of our boys and girls. Besides, the pupils of our schools spend a good 
 many dollars daily in visiting motion picture shows. 
 
 If the school authorities establish morion picture apparatus for the 
 use of our schools, and for entertainment in the evening in the school build- 
 ings as social centers, it will not be long until a higher grade of pictures 
 will be demanded of those who operate motion picture shows. 
 
 Time to Call a Halt. 
 
 Life in the modern high school of our larger cities has become so stren- 
 uous that students are grown old by the time the course is completed. In 
 fact only a small per cent finish; and many parents ask this question: "Is it 
 worth while?" Many claim that the cause of the nervous condition with 
 which children are often afflicted, is due to an over crowded curriculum, and 
 that children are overwcrked. However, those who are familiar with the 
 real facts, know that this is seldom the case. School studies are not 
 often responsible for nervous breakdown. 
 
 15 
 
The cause of nervous strain is due to the numerous school activities 
 almost wholly. Now, no one would wish to eliminate entirely the social 
 side of school life, for it must be admitted that the social instincts need to be 
 develoed. But it is an easy matter to go to extremes, especially in this 
 direction. 
 
 Dances, class parties, receprions, entertainments, school plays, picnics, 
 etc, have became so numerous as to almost exclude the real purpose of 
 school. In fact some students have come to regard a school course as a 
 necessary evil to retain membership in the social life of the school. If these 
 students are allowed, as they often are, to run the affairs in which they 
 are particularly interested, it is small wonder that school work must take a 
 secondary place. 
 
 Athletics which should be for the benefit of all, have become so highly 
 specialized as to exclude all save the very robust. Those who should really 
 receive the training are not allowed to participate in the exercises; while those 
 who are naturally well developed, are over trained and finally left physical 
 wrecks. This condition is recognized by most principals but not many have 
 the courage of their convictions. 
 
 Then there comes the rallies for the teams, and excursions to witness 
 the games. At such times students usually are left to do as they please 
 without the slightest supervision. As a result, in the excitement of the 
 contest and after it is over, many unpleasant things may occur. It all ends 
 by the visitors returning to their homes at a late hour so exhausted that 
 most of Sunday is spent in bed gaining strength for the activities of the com- 
 ing week. This program is repeated every week or two during certain 
 seasons of the year. 
 
 All this activity during the year, and then at the close a continual round 
 of a week or two at commencement, is apt to leave most everyone including 
 parents, faculty and children in a state of nervous collapse. But no one can 
 truthfully lay the blame to hard and long lessons. The fact is we need 
 more of the simple life in the school as well as out of the school. 
 
 And this is not all. The expense of a four years' course in high school 
 is so great as to exclude from the social activities practically all except the 
 well to do. Fortunately many attend even though they are obliged to deny 
 themselves all forms of social enjoyment. But it is embarassing for a student 
 
 16 
 
to have to refuse to pay school assessments, to have a class picture taken, or 
 to purchase a class pin. Besides all this, students are urged to buy tickets 
 for all sorts of entertainments, for yachting trips and the like. 
 
 One of the worst evils which has crept into school life is the extrava- 
 gance permitted in the matter of clothes. Girls, who should dress simply as 
 girls, go to school in fashionable gowns with their hair done up in the latest 
 style; and boys appear in the latest cuts of tailor made suits. This custom 
 leads not only to habits of extravagance, but it brings humiliation to the 
 poorer children and often lays a heavy burden upon the parents. The 
 burden becomes so great at commencement time that some children are 
 forced to withdraw before the close because of the competition of clothes. 
 This general condition in our schools is un-American. Is it not time to 
 call a halt and to insist upon a more sensible standard? The schools are 
 supported by general taxation and conditions should not be allowed that 
 would in any way debar or humiliate the children of the humblest families. 
 
 School Life and Activities. 
 
 Under the reorganized plan, the social side of the pupil's life is not neg- 
 lected, but it is very carefully supervised. The moral development of the 
 child is considered of prime importance; for the making of intelligent men 
 and women of strong character who shall become worthy citizens, is our 
 ultimate aim. The social instincts are very pronounced at this period of 
 the child's growth, and great care is exercised to see that every influence of 
 the school is of the right sort. 
 
 Our most successful teaches are those who interest themselves in the 
 social affairs of the children, and who seek through their influence and per- 
 sonal conduct to inspire a high moral standard in all student activities. To 
 foster this spirit, it is the aim to make the school the center of student life, 
 a place where pupils and teachers, as well as parents, may meet for an 
 evening of well directed pleasure and entertainment. Too much emphasis 
 cannot be placed on this plan as a means of promoting a healthful moral 
 growth, and of maintaining a proper attidude toward the school. 
 
 All pupils are encouraged to take part in some school activity. Men- 
 tion has already been made of the associated student body. The officers of 
 this organization and the managers of the athletic departments are elected 
 
 17 
 
from the members of the scholarship roll, which is represented by those 
 whose conduct and class record stand highest in the school. The executive 
 board and student body meetings furnish excellent opportunities for parlia- 
 mentary drill and practice in extemporaneous speaking. 
 
 An effort is made to interest as many students as possible in athletic 
 exercises of some kind. Well directed games and contests produce strong 
 physical bodies and enable the students to exercise greater mental activity. 
 The weak rather than the strong should take part in school play. All ath- 
 letics are under the personal supervision of the teachers. The practice in 
 most schools of attempting to develop a few of the strongest students into 
 winning teams defeats ihe very purpose of athletics. 
 
 The school paper is especially valuable in making school life attractive, 
 and its influence goes far towards moulding a good wholesome school atti- 
 tude. The fact that the whole paper from type setting to contents is a 
 product of the school, makes it all the more important. It is a matter of 
 considerable pride that the paper is printed on a press belonging to the 
 department, which makes it possible to have a neat publication free from 
 advertisements. 
 
 A good many students come quite a distance to school; and for these 
 the noon hour, under proper conditions, furnishes a period of sociable en- 
 joyment. To provide for those who are thus unable to go home at noon, 
 a cafateria has been established in a large, well lighted room. Unlike 
 most school lunch rooms, the place is kept clean and attractive. The fur- 
 nishings and equipment are similar to those found in a first class cafateria, 
 and good wholesome food of home cooking is served. For ten cents a 
 pupil may get quite a substantial lunch. Some spend only five cents and 
 bring a portion of their lunch. 
 
 Best of all, this provision tends to preserve the health of the children. 
 There is no longer any necessity of bolting down a cold lunch in a cold 
 place, an J then perhaps running out in the street to buy a piece of pie or 
 a cornucopia from a street vender. On the other hand, the lunch room 
 is comfortable, and the conduct is just as orderly as in a well appointed res- 
 taurant. It is a delightful place for both teachers and pupils, and the hour 
 seems all too short for those who remain for enjoyable conversation. 
 
 The orchestra, dramatic and debating societies, and the glee clubs are 
 
 18 
 
other departments which go to make school days attractive and worth while 
 to the student. In it all the personality of the teacher is of prime importance. 
 The teacher is the guiding influence, and must always be ?o during this criti- 
 cal period of child growth and activity. 
 
 The lower high school is destined to fill a long felt want in that it 
 proposes to care for the individual just at the time when he needs most at- 
 tention, and to give him that training which will best fit him for the active 
 duties of life. 
 
 19 
 
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