Lfl 367 .R6 Copy 2 FUNGTION OF SECONDARY EDUCATION The Services Rendered the State of Tennessee by Its FirstnGlass County High Schools BY JOSEPH ROEMER, Ph. D. PROFESSOR OF EDUCATION SAM HOUSTON NORMAL INSTITUTE HUNTSVILLE, TEXAS GEORGE PEABODY COLLEGE FOR TEACHERS CONTRIBUTIONS TO EDUCATION NUMBER ONE PUBLISHED UNDER THE DIRECTION OF GEORGE PEABODY COLLEGE FOR TEACHERS NASHVILLE. TENNESSEE ijjyU^Jik"'^^ Submitted in partial fulfillment of the requirements for the DEGREE OF Doctor of Philosophy in the Graduate School of Education of George Peabody College for Teachers. ii FUNCTION OF SECONDARY EDUCATION The Services Rendered the State of Tennessee by Its First-Glass County High Schools BY JOSEPH ROEMER, Ph. D. PROrESSOR OF EDUCATION SAM HOUSTON NORMAL INSTITUTE HUNTSVILLE, TEXAS GEORGE PEABODY COLLEGE FOR TEACHERS CONTRIBUTIONS TO EDUCATION NUMBER ONE PUBLISHED UNDER THE DIRECTION OF GEORGE PEABODY COLLEGE FOR TEACHERS NASHVILLE. TENNESSEE fO QUxkuj CO ipy ^ ConrEiGHT, 1920, by Josbph &09UHK to X o h CONTENTS Chaptor Paga I. The Function of Secondary Education _„ 1 D. The Present Status of the American High School , 6 ni. The Present Status of the Southern High School „ 13 IV. The Method of This Investigation „ 22 V. Vocational Opportunities of Pupils in Tennessee County High Schools 35 VI. Probable Vocations of Pupils Enrolled in Tennessee County High Schools „ _ _ 50 VII. Training Needed by Pupils in Tennessee County High Schools 75 VHI. Program of Studies of Tennessee County High Schools 81 IX. Causes of Elimination in Tennessee County High Schools 117 X. Pupils Estimate of the Value of High School Education 139 XL Conclusions and Recommendations 153 i I ACKNOiWLEiDaMENTS. The author desires to express grateful appreciation for the co-operation of individuals and groups of individuals wlio have made possible this study of the high school. He wishes to thank the principals of the first class county high schools of Tennessee for their courtesy and true professional spirit in assisting with the collection of the data, and the great numiber of pupils for aiding so materially by filling and returning the questionnaires. Special mention is due President William R. Bourne, at the time State High School Inspector of Tennessee, for his kindness in extending to the author free access to the high schools of the State and to all his files in the State Departnuent of Secondary Education. The author acknowledges his indebtedness to Dean William; F. Russell for suggesting the subject and for his in- valuable guidance and advice in the early stages of the work ; to President Bruce R. Payne, Dr. Charles A. MeMhirry, D^. Thomas Alexander, and Dir. Charles E. Little for their valuable sugges- tions and criticismis. Mention is also due Ducy Jane Dabney, Sami Houston Nbrmal Institute, Huntsville, Texas, for reading manuscript. Especially is the author indebted to Pirofessor J. J. Didcoct whose untiring patience and sympathetic assistance and counsel throughout the work have been of inestimable value. But the author owes most to his wife, Louise Beasley Boemter, for inspiring the thought and expression of this study, for check- ing the tables, for reading the proofs, and for rendering pos- sible whatever mterit the work may possess. i CHAPTER I THE PtTNICTION OF SECONDARY EDDCA!TIO(N. The Services Bendered the State of Tennessee by its First-Class County High Schools. THE PROBLEM STATED INTRODUCTION. The demand for efficiency made upon all public and private iustitutioBs during the last decade is beginning to have a decided effect upon the public high school. More and more is the effi- eiency of high school education being questioned when looked at fey the trained educator from a business standpoint. He con- ehide&thus: If the majority of the pupils v?ho graduate from, the elemtentary school regard a secondary education of enough im,partance to enter the high school, is the high school, then, to be considered an efficient institution v^^hen over one-third of all those who enter drop out by the end of the first year, with the result that less than one-third of the freshmian class remain to graduate? This conclusion is further substantiated, and rightfully so, by the facts that between 1900 and 1910 the number of pupils in public high schools in the United States increased over 76 per cent ; that the number of teachers increased in the same pe- riod over 100 per cent ; that the number and value of high school properties, including improvemtent in the quality and quantity of facilities for work in libraries, laboratories, gymnasiiuns, in- creased proportionately during the samie period. On the other hand, for twenty years there has been no increase of import- ance in the percentage of pupils who are being graduated. Tak- ing the country over, we find that far less than half of those who enter, graduate. In the raiajority of the Southern states, the number of graduates falls as low as ten or eleven per cent of- those who enter. Bait the fact that approximately eighty-six per cent do not comiplete the course indicates that most of those who' thought it worth while to enter the high school, for various reasons do not find it possible, or perhaps worth while, to com- plete the coulee. 1 2 The Function of When the search light of inquiry is turned on this high school situation, the problem of elimination is recognized as one of the great numiber of outstanding problems. The modem trained educators together with the practical business men are demiand- ing that the modern high school be so reorganized as to meet the needs of modern times ; and that community needs, to a large degree, color the activities of the high school. They realize that the Amierican high school was organized and was developed be- fore our present complex industrial and social civilization had evolved. They know that during its early development the cur- riculum of the high school, its methods, ideals, and values were worked out and its aims and purposes were in mbst part deter- mined with reference to social conditions and educational concep- tions which no longer obtain. The function of the high school came to be the offering of certain fixed courses of study, and the preparing of pupils to pass certain examinations demlanded for admission to college, to which the high school was tributary. C^ertain traditional offerings in required subject matter were made, but the utilitarian value of the offerings in terms of so- cial service, was in no way emphasized. This condition, although it is gradually changing, is yet the predominating element in high school administration. In the meantimie, we as a people have experienced vast and far- reaching social and industrial changes which have profoundly miodified almost all phases of life among us, and the end of this change is not yet in sight. From a small and isolated nation, with simple social, industrial, and political problems, we have evolved into a world-power with world-problems facing us. From a rural and agricultural nation we have changed in many centers into an urban and mianufacturing people. Large cities with con- gested populations have developed amiong us new social and in- dustrial classes with new^ social and industrial needs. Many new trades and professions have been developed, each in turn calling for special, and often, extended training. Since the burden of preparing the future citizens to meet these new social, industrial, and political conditions is bcjng thrown more and more on the schools, the demand is growing miore urgent that the spirit and the oi-t^'ouization of the high school be changed to meet these conditions. As a result c* these new de- I Secondary Education 3 mands, there has developed in same centers a modem high school which has a diversified curriculum with free eleetives, and which is dominated by the democratic spirit of giving, the greatest ser- vice to the greatest number. Tihe college of the past prepared almost exclusively for the four "learned professions." It was fitting, therefore, that the curriculumis of both college and high school should be narrow and prescribed. Under that system the high school retained for grad- uation a sm]all minority of its students, while the vast ma-jority of boys and girls of that day never entered such an institution. Many who did enter soon left for more congenial emiploymient in business or industrial life. They left school because of their! inability to do the ''bookish" kind of work denuanded. Those who survived the systems of training imposed, but who were not able to go to college, found themselves poorly prepared for ac- tive participation in the busy comanercial and industrial world outside the walls of the school-room. To train pupils for college entrance is still one of the func- tions of the high school; yet it is only one. The modem high school mentioned above, with its diversified curriculuml, lar^e range of eleetives, and inclusive social activities, prepares more pupils for college than the rigid, prescribed system of the past used to prepare. The modem high school also recognizes that its prime function is to prepare the vastly larger group to enter business and industrial life upon the completion of the high school course. The difference between the traditional and the modern high school is that the former is aristocratic in its ten- dencies and looks to the interests of the smlaller and more select group; the latter, while not neglecting the college preparatory work, places mnich of its emphasis upon such subjects as will fit the great majority of its pupils who may never hope to go to college, for the commercial or industrial pursuits which they will enter immediately upon leaving the high school. The ideal of the modern high school is that individual needs, interests, and aptitudes of the pupils be studied with the view of becoming the basis of the entire school organization. Then, a diversified cur- riculum is planned with practical and utilitarian ends in view along with the so-called cultural ones. Since college entrance is only one of a numiber of its functions, 4 Th€ Function of the modem high school, instead of being mterely a preparatory school for college, becomes "The People's College," a school en- tirely democratic in its tendencies. If we are to consider the modern point of view in adjusting the high school to the needs of the time, the question as to whttt are the needs, becomles eminent. Herbert Spencer says that no ra- tional curriculum can be worked out until we decide what thingsr are of miost worth to the people whom the school is to serve. The great numtoer of surveys of various kinds which have been m^de in the last few years is but one expression of earnest educators of this country in their endeavor to find the answer to this question. To answer it thoroughly the solutions of numerous problems would have to be known, many of which at present baffle the best intellects. To illustrate this, we mtight mention a few of the many pressing ones, such as : " Is the cur- riculum of the rural high school of such a nature as to drive the boys from the farm to the city '? " "To what extent do the sub- jects now taught function in the lives of the pupils ? " " Why do pupils select the various vocations they do select?" These are but a few of the long list of problems which challenge the abil- ity of the educators of the day, the solution of which will add very miaterially to the fund of knowledge of secondary educa- tion. Although there are mmiy big problems which seemi at present extremely difficult of solution, yet a great deal has been done, and miore can be done in this field. Several profitable studies have appeared during the past few years which have miade valu- able scientific contributions. Van Den burg's study, Elimi- nation of Students in Public Secondary Schools, which has thrown a new light on why boys and girls leave high school be- fore graduation, ha? given educators some very tangible helps and suggestions. King's High School Age is another contri- bution welcomed by students of secondary education. The sam© is true of Inglis' Principles of Secondary Education. Othei' special studies and surveys, too numerous to mention, have given new light and inspiration to interested students. This study will try to determine in a mieasure to what extent the high school functions in the lives of its pupils. In planning this work, the writer thought it worth while to approach the Secondary Education 5 problemi from, the viewpoint of the pupils. With a very few ex- ceptions, the studies and investigations that have been made along this line, have been miade from; the point of view of the teacher or the administrator. In arranging the investigation, however, an endeavor was miade to secure data both of a general and of a particular nature. The problemi was attacked from several angles so as to get as m'any avenues of approach as possible, and to secure as many different reactions from the pupils as could be had. Collateral material bearing on the subject was made use of also. In this endeavor to ascertain whether the high school is meet- ing modern conditions by giving its pupils that training which they are going to need in life, the writer sought, as indicated above, to learn from high school pupils themselves and from those who were formerly in high school, what is the type of com- mjunity from w^hich they comc; what their plans and prospects are ; what their estiniation of the value of their high school edu- cation is; what additional training they need and plan to take, ajid where they plan to take it ; why they left high school before graduation; and what estiisiate they place on the various sub- jects of the couiRie of study. In this last division they were a&ked which studies they liked best ; which studies they thjnk are the miost UEfef ul and least useful ; which studies they should like to see added to their high school course of study ; aiid which studies, if added to the course, would cause somic of those who left hi^h school without graduating to w^nt to return. Somie light on these and nuin«rou|i sintfilar questions, considered from the standpoint of the pupils themselves, would help us to Imow bet- ter the raw matenal with which we have to deal, and aid ip materially in solving this all important question in the field of higl? school education. It is not the purpose of this study to do nxore than open up a field of inquiry concerning the rural high school problem of Ten- necBsee. The conclusions drawn in no sense ejchaust the infor- mlation contained in the tables presented. They are open for fur- ther study on the part of any one interested in the great prob- lemB of secondary education as they relate to the rural high school. CHAPTER II THE PRESENT STATUS OF THE AMIERICAIN HiaH SCHOOL At this point it was thought advisable to present some data concerning high school conditions the country over. The purpose of this chapter therefore is twofold: first, to reinforce S'OmIe statemients mjade in the introductory chapter regarding the prevalence of high school conditions in general; and sec- ond, to present th© general background of the study which fol- lows. "When one tries, for examiple, to ascertain the current practices regarding the principles underlying the building of our pro- grams of study, one is confronted with the fact that the prac- tices are as varied as the civilization which the high schools are serving. The practices are varied primarily because they are not founded on some common underlying philosophy. In fact, there are nearly as many different ideas concerning the pur- pose and function of our high schools as there are schools. As a result of this all types of schools are to be found in our country. Somie are rigid beyond m^easure, and the prevailing philosophy underlying the organization and administration of their pro- grams of study hearken back to pre-revolutionary days. Others have swung to the other extreme. Between these extremes will be found numerous types.* All this merely shows that we of Aimierica are yet in the experimental stage as regards second- ary education. The hopeful side of this is, however, that miany of our promdnent educational leaders are awake to the situa- tion and are endeavoring, through numerous methods of study, investigation, and experimentation, to arrive at somie common, scientific basis of procedure which will result in greater effi- ciency for the future. Suffice it to say that the result of such conditions is just what one would expect to find — inefficiency. To illustrate the above statements concerning current prac- tices in building programs of study, the writer has selected at random! somie high schools over the coimtry a«d reproduced be- ♦ Monroe, Principles of Secondary Education. 6 low their programs of study. They will serve to illustrate the point in hand. The programs of study follow. ILLUSTRATION A. "We have adopted the Latin course for High Schools of first class. This course is coextensive with that offered by the lead- ing preparatory schools throughout the South. It furnishes the best basis we have yet found for the training of pupils who have finished the primary course of study. It is chosen with a con- viction tha.t it is better to learn a few things well than to acquire a superficial knowledge of many. To the young people of the county who expect toi teach it is of inestimable value. It em- braces four years of Mathematics, English, History, and Latin, and three years of G-reek, ' ' This course is the strongest allowed to be taught in high schools. We call especial attention to the courses in English, Mathematics and the foreign languages. Too m(uch stress can hardly be laid on any one of these." FIRST YEAR First Term _ Secomd Term Higher Arithmletic High School Algebra Elnglish English Beginner's Latin Beginner's Latin History-English History-English Spelling Spelling SECOND YEAR First Term Second Term High School Algebra High School Algebra English . English Oaesar Caesar Grreek Greek Spelling Spelling ; THIRD YEAR First Term Second Term Plane Geomietry Plane Geometry English English Cicero Cicero Greek Greek Spelling Spelling The Present Satus of FOUETH YEAR First Term Solid Greometry Physics English Virgil Gireek Second Term Physics English Vlirgil Greek Spelling ILLUSTRATION B. "Ample provisions have been made to meet the varied needs of those who come to school here whether they expect to attend college or go into business pursuits. The courses of study are flexible enough to meet the requirements of the state and the needs of pupils, affording sufficient opportunity for them to get a practical high school education or a well-grounded preparation for college entrance. It articulates satisfactorily with the ele- mtentary school, the two-year high school, the normal school, and standard colleges and universities. Pupils are permitted on entrance to elect the course which seems best suited to their needs. ' ' Courses Year First Year Second Year Third Year Fourth Year Scientific Arithmetic Algebra English Biology English Hist. Spelling English Algebra Physiography Ancient Hist. Spelling Elnglish G«)metry French Physics Spelling English Geometry French Chemistry American Hist Spelling Classical English Arithmetic Algebra Biology Latin English Algebra Caesar Ancient Hist Spelling ^English Geometry French Cicero Spelling Efnglish Geometry PYench Virgil American Hist Spelling Agriculture, Home Economics and Mlanual Training are elec- tive subjects. the American High School ILLUSTRATION C. **The work of the school has been arranged to meet the re- quireniients of three groups of pupils: (1) Those preparing for college entrance, (2) those preparing for business, (3) those desiring a general education designed to give a broader outlook, when higher education is impossible and comtoiercial work not desired. ' ' Courses Year First Second Third Fourth College Prepara- tory English Algebra Latin Ancient Hist. English Plane Geom. Latin One elective Elnglish Alg. Adv. Solid Geom. Two electives English Three electives Commer- cial English Algebra Com. Arith. Penmanship Spelling Commercial Correspond- ence English Bookkeeping Two electives English Com. Geog. Com. Law Stenog. and Typewriting One elective English Economics Office Dictation Stenog. Typewriting One elective General Ejnglish Algebra Two electives English Three electives English Three electives English Three electives ELBCfnVB SUBJECTS: First Year Phys. Geog. Botany Agriculture Household Arts Second Year Zoology Physiology Agriculture Household Arts Med. and Mod. History Third Year Chemistry Agriculture Household Arts Cicero or Virgil Fourth Year Physics Civics American History Reviews Household Arts Agriculture Cicero or Virgil 10 The Present Satus of ILLUSTKATION D. Courses Classical Scientific Year First Year I Second Year I Third Year English |English Algebra | Plane Geom. Latin | Latin One elective I One elective English |English Algebra |Plane Geom. Gen. Science |Biology Physiography One elective One elective English Solid Geom. Adv. Algebra Latin One elective English Solid Geom. Adv. Algeora Chemistry One elective Fourth Year English Latin Two electivea English Trigonometry Physics Two electives English English English English Sewing Cooking Adv. Sewing Household Home Household Biology Adv. Cooking Manage- Economics Accounts One elective Chemistry ment Gen. Science One elective Home Decora- One elective tion and Costume De- signing Physics One elective English English English English Three elec- Thtee elec- Three elec- Three elec- General tives ap- tives ap- tives ap- tives ap- proved by proved by proved by proved by Adviser Adviser Adviser Adviser English English English English Commercial Penmanship Bookkeeping Stenography Stenography Two electives Business Eng. Typewriting Typewriting Spelling One elective Arithmetic One elective Algebra Plane Geom. Solid Geom. Trigonometry Latin Latin Adv. Algebra Arithmetic Ancient Hist. Modern Hist, Latin Latin IVCedieval Hist. Biology American Civics Electfves Gen. Science Cooking History Economics Physiography Shop work Chemistry Physics Mechanical Business Eng. Adv. Cooking Household Drawing Spelling Adv. Sewing Manage- Penmanship German MJusic ment German French German Home Decora- French French tion Costume Designing Music German French i the American High School 11 ILLUSTRATION E. "A pupil graduates when he has earned sixteen units. Of these sixteen units, three must be in English. The other sub- jects are chosen in consultation with the parent and the adviser." When we turn from a study of the existing practices; and con- ditions to a consideration of the results achieved, we are not at all surprised, since in the final analysis the results achieved are the best test of efficiency. This lack of definiteness of purpose and of elearness of ideas as to the best means by which to accomplish the desired ends result in gross inefficiency in the life and hold- ing-power of the high school. Tables I and II below tell the story of the ineffectiveness of the high school in the lives of its pupils. Tabla I gives the elimdnation in our schools from the first grade through the high school, and table II gives the distribution of the pupils! by grades in high school over a stretch of years. The tables follow: TABLE I PERCENTAGES IN THE DIFFERENT GRADES OF THOSE BEGIN- NING THE FIRST GRADE OF THE ELEMENTARY SCHOOL..* Per Cent Remaining il II Per II Cent Eliminated Gradej Thorn- Ayers Strayer Aver- IIThorn- 1 Ayers | Stray- Aver- dike . age II dike er age 1 100 100 100 100 2 100 100 100 100 1 0^ 3 100 100 100 100 1 ^ 0' 4 90 100 100 97 II 10 3 5 81 100 95 93 II 19 5 7 6 68 90 74 77 II ^2 10 26 23 7 54 70 63 62 11 46 1 30 37 38 8 40 5C 51 47 !l 60 II 73 1 50 49 53 I 27 ' 40 39 35 1 60 61 65 II 17 20 22 20 |! 83 1 80 78 80 III 12 12 18 14 |l 88 88 82 86 IV 8 10 14 11 li 92 90 86 89 *Inglis, Principles of Secondary Education, Quoted by permission of Houghton Mifflin Co, TABLE II PERCENTAGES OP ALL PUPILS IN THE PUBLIC SECONDARE SCHOOLS IN THE VARIOUS GRADES.* Grades 1907-81 1908-9|19O9-lO|1910-llil911-12|1912-13| 1913-14|1914-15 I 43.26 I 43.28 | 42.JB9 | 42.79 I 41.73 | 40.94 | 40.79 I 40.86 II 27.16 I 26.88 | 27.10 | 26.73 f 27.08 I 26.94 | 26.74 I 26.69 III 17.85 \ 17.83 17.83 I 17.97 | 18.21 ISjoi \ 18.63 I 18.46 IV 11.73 I 12.01 I 12.18 \ 12.51 \ 12.98 | 13.49 [ 13.84 1 13.99 *Inglis, Principles of Secondary Education. Quoted by permission of Houghton Mifflin Co. Each of the above tables tells the same story of inefficiency. When only 47 per cent of our children finish the elementary, and 11 per cent the high school, it is time to begin an inquiry as to the cause. This problem; becomes still more alarming when we recognize the fact that conditions in the past have made but little improvement. With these facts in mind to serve as a general background, let us now turn to our particular problem which has to do with conditions in the first-claes county high schools of the State of Tennessee. 1 [ 12 CHAPTER III THE PRESEiN'T STATUS OF THE SOUTHERN HIGH SCHOOL In beginning a detailed analysis of the problem of this study, it is best to set out the conditions in Tennessee as regards elimi- nation by comparing them; with those of the other twelve South- em states. In most respects the states of the South confront similar conditions and are consequently struggling with comlmon problemis. Table III below shows: (a) elimination for the 13 Southern states; (b) elimiination for Tennessee as compared, with the other twelve Southern states; (c) elimination in Tennessee as comipared with the entire United States; and (d) elimination for the sixty first-class county high schools of Tennessee as comipared with Tennessee and oth,er Southern states and the country as a whole. From this table it is seen that for the country as a whole practically three-fourths of the students in the high schools are in the freshman and sophomore years. It is further seen that conditions are much worse than that, if only the Southern states are considered, for here 10.61 per cent of the pupils enrolled in the high schools are in the senior year. Tennessee, in this re- spect, is in a still worse condition, since 9.59 per cent reach the senior year. However, the first-class county high schools of Tennessee, as a group, rank much higher in point of attendance. They show 13.98 per cent in the senior year. We can safely say th^t if we consider elimination from the point of view of the per cent of the total enrolment that is in the senior year, the Southern states as a group stand much below the United States as a whole ; that Tennessee stands below the median for the Southern group; and that the first-class county high schools of Tennessee are on a par with the high schools of the country as a whole. Since we have a general view of elimination for the State of Tennessee as compared with the other Southern States, and also with the country at large, the next questions that naturally arise are the following: Have conditions within the state im- 13 14 The Present Satus of Eh e r5 a o S M o - '^ocoe>oot-coiaiHTrc4a>u3co0k e9< t^ r-! e o e<3 iHNt-ooe^osrHo ooiaeqo^ojeo »h ■^ t-OO 1H Ol CO OOrH 05 MOCJ^eq to k/5 C^ CD 03 O^ CO rH C^ (7) C0 ^ C0 0> 9) t> ^ CO as(Mt- oMUJusosoiocDooMO eo O «0 t- tH t- M* lA lA C^ *-( 00 t- O «0 S ^oo 3 |1 4 cart 09 oj'«f<'>ju5a»iOi-<'»( eoe.ooe^i-(t-ioe«<' r-r-ooust-eoooooeOr-(eooo rHe0 t-ia* «0 »> IH O 0> eo r-l CO US (M •«< iH ff« 00 •«»> 00 «•> CO o CO C4 o a> CO th eo o> 00 -« OS eq 9> o> JOir oocO'^kOeoooor-Teoio'T-roo" lo «< t- CO O O O 00 •* CO :9. 9>lH^'T»'c005lHt— COTHCOOlOOCOt- lO •4N.HM N rH rl rt 1-1 •» r-l CD CO ton hfitfi"*-*-*-' fnTtl-QW"-* w CD C o+J-Ija) /^ the Southern High School 15 proved during the past few years? Do the first-class county hiigh schools show up any better as regards the problem of elim- ination than the high schools of the second* and third classes? To answer these and other similar questions, table IV, is pre- sented. This table also shows conditions of elimination for the state as a whole beginning with the passage of the county High School Law in 1909 and continuing through the scholastic year 19^15-16 ; it further shows the elimination of the sixty first-class county high schools for the scholastic year 1915-16, TABLK IV ENROLMENT OF SECONDAKY STUDENTS, BY YEARS, IN ALLi THE HIGH SCHOOLS OF TENNESSEE AND PERCENTAGE OP TOTAL IN EACH YEAR FROM 1909 TO 1916.* Ninth Tenth Eleventh | Twelfth Grade Grade Grade | Grade , % II % % % Year No. of 1 total 1 No. of total No. of total No. Of total 1909-ia .... 2794 54.4 1 1412 27.5 641 12.7 281 5.4 1910-11 3552 53.5 1674 25.1 960 14.5 448 6.9 1911-12 .... 38^00 50.4 1979 26.2 1138 15.1 629 8.3 1912-13 .... 4330 j 52.1 1 2078 25.0 1 1187 14.3 715 8.6 1913-14 .... 4659 46.9 1 2666 26.8 1678 16.9 930 9.4 1914-15 .... 5449 1 46.4 1 44.6 t 1 3057 3366 26.0 26.8 ; 2070 2188 117.6 17.4/ 1160 1430 10.0 1915-16 5617 11.2 1915-16— 60t first class county high 1 schools of Ten- nessee 2335 39.3 1567 26.4 1213 20.4 831 13 9 *This table was derived from the biennial reports of State Depart- ment of Education of Tennessee from 1909 to 1916. tOnly 56 schools included in these figures. After studying the above table carefully, we can m,ake a few general statemfents regarding elimanation in Tennessee high schools. One is that the problem is miuch worse and much more *The biennial reports of the State Department of Education of Ten- nessee do not give the elimination figures for each class of high schools, but for all the high schools of the state together, and for that reason a separate study can not be made of elimination in these first-class county high schools. It would be a profitable study if we could make a comparison of the holding power of the first, second and third classes of county high schools of the state. Since the mate- rial for that study is not available, the writer used a blank to get the elimination for the first class county high schools, for one year, for comparative purposes. 16 The Present Status of serious for the high schools of the second and third classes than it is for those of the first-class. Another one is that conditions for the state as a whole have improved since 1909. This state- ment, however, has to be considered in the light of the fact that this stretch of seven years covers a transitional period, or rather a formative period in the life of the high schools of the state. Although table IV shows a very great increase in the six years, in many cases whole schools were taken over bodily and con- verted into high schools. Hence, the table does not represent the steady growth in high school attendance. After having determined the relation these sixty first-class county high schools of Tennessee bear to the other high schools of the state, to the other Southern states, and to the country as a whole, we are now ready to ascertain a few details regarding these particular high schools. To understand fully the prob- lem of elimtination in these high schools, it is necessary to know first, in what month during the year the pupils left high school ; second, how many months they attended before leaving; and third, what grade they finislied. This information is essential, for it m;akes' a big difference whether pupils leave high school at stated intervals when certain units of work have been completed, or whether they drop out promiscuously all along through the school year. To ascertain these facts, tables V, VI and VII are presented. Let us now turn to a consideration of these tables. the Southern High School 17 TABLE V MONTH DURING WHICH THE QUITTERS LEFT HIGH SCHOOL,.' Boys 285 Girls 155 Total 440 Boys Girls 1 Total Month No. 1 % No. % No. % Blank 49 1 17.2 7 2.5 14 4.9 30 : 10.5 30 1 10.5 19 1 B.7 21 9 7 13 17 8 5 7 16 48 4 13.7 5.9 4.6 8.5 11.1 5.2 3.2 4.6 10.4 31.2 2.6 70 16 21 43 47 27 28 33 43 105 7 17.0 September 3.7 October 4.8 November 9.9 December 10.8 January 6.2 February 23 26 27 57 3 8.1 9.1 9.5 20.0 1.1 6.4 March 7.6 April 9.9 May 24.2 June 1.6 *The data for this table were derived from the questionnaires filled by the quitters. 18 The Present Satus of TABLE VI THE NUMBER OF MONTHS THE QUITTERS ATTENDED HIGH SCHOOL.* Boys 285 Girls 155 Total 440 Number of Months Boys No. % Girls No. I % Total No. Blank 1 ... 2 ... 3 ... 4 ... 5 ... 6 ... 7 ... 8 ... 9 ... 10 ... 11 ... 12 ... 13 ... 14 ... 15 ... 16 ... 17 ... 18 ... 19 ... 20 ... 21 ... 22 ... 23 ... 24 ... 25 ... 26 ... 27 ... 28 ... 29 ... 30 ... 31 ... 32 ... 33 ... 34 ... 35 ... 36 ... 17 11 14 14 7 9 3 6 7 28 5 4 7 7 1 13 5 2 33 4 3 6 9 5 4 5 1 22 1 8 4 1 5 1 5 5.9 3.8 4.9 4.9 2.5 3.1 1.0 2.2 2.4 9.8 1.7 1.4 2.4 2.4 .4 4.5 1.7 .7 11.5 1.4 1.0 2.1 3.1 1.7 1.4 1.7 .4 7.7 .4 2.8 1.4 .4 1.7 .4 1.7 2.8 13 2 1 2 6 1 5 2 7 17 1 4 2 3 5 1 20 3 8 5 3 3 3 1 4 18 4 2 3 1 1 4 8.5 1.3 .7 1.3 3.9 .7 3.2 1.3 4.5 11.1 .7 2.6 1.3 1.9 3.2 .7 13.0 1.9 5.2 3.2 1.9 1.9 1.9 .7 2.6 11.7 2.6 1.3 1.9 .7 .7 2.6 30 13 15 16 13 10 8 8 14 45 5 5 11 8 4 18 6 2 53 7 11 11 12 8 7 6 5 40 1 4 10 7 1 6 1 6 12 6.9 2.9 3.5 3.7 2.9 2.3 1.8 1.8 3.2 10.4 1.2 1.2 2.5 1.8 .9 4.1 1.4 .5 12.2 1.6 2.5 2.5 2.8 1.8 1.6 1.4 1.2 9.2 .2 .9 2.3 1.6 .2 1.4 .2 11.4 2.8 *The data for this table were derived from the questionnaires filled by the quitters. the Southern High School 19 TABDE VII GRADES COMPLETED IN THE HIGH SCHOOL. BY THE QUITTERS. • Boys 285 Girls 155 Total 440 I Boys II Girls || Total Grade | No. | % || No. | % || No. | % Blank | 35 | 12.3 || 13 I 8.5 || 48 | 11.0 Not any | 73 | 25.6 |I 22 14.3 || 95 \ 21.9 Ninth 74 j 25.9 || 49 \ 31.9 || 123 | 28.3 Tenth 67 I 23.5 |j 51 | 33.1 || 118 | 27.1 Eleventh { 36 | 12.7 || 20 | 13.0 || 56 j 12.9 ♦The data for this table were derived from the questionnaires filled by the quitters. If we combine the totals for those who left these first-class comity high schools in December, Miay, and June, we have 36.6 pier cent of th« total quitters leaving at either the middle or the end of the school year. The other 63.4 per cent leave at irreg- ular intervals during the year. Again, if we combine the totals of those who left at the end of the year (those who attended nine, eighteen, twenty-seven, oB thirty-six mionths) and thus rounded out one or m»re full school years of work, we have only 34.6 per cent of the entire group. These two facts show the great need of some form of the cycle system as it is found in m'any of the secondary schools of Eu- rope. Some provision should be made whereby a high school pupil could do one or two or three years of work and leave school with a definite, complete, rounded out unit of work done. If this were instituted and properly emphasized, it should be a means of holding more pupils in high school until they will have reached somie certain arranged breaks which would allow them to leave with the greatest amount of good accomplished. However, a close study of tables V and Yl will show that the pupils imder the present system with no special inducemients to comi.»lete any cycle of work actually approximate in a way the very thing desired. That is to say, miore pupils leave during the months of Dfecember and Allay than during any other months of the year, and m'ore pupils attend nine, eighteen, and twenty- 20 The Present Status of seven months (one, two and three yeare) than any other numc ber of months. This condition then furnishes the basis for the adjustment of the high school as suggested. Before passing to the next chapter, which outlines in detail the method employed in investigating the services rendered the State of Tennessee by its first-class county high schools, let us summarize chapters II and III. This will enable us to simplify the problem in hand. We conclude as follows : 1. Out of every 100 children who enter the first grade of our public schools only 11 finish the senior year of high school. 2. Practically three-fourths of all high school students are in the freshman and sophomore years. 3. Elimination for the South is much heavier than for tbe states of the other sections of the country. 4r. Ais regards elimlination Tennessee stands in the lower half of the states composing the Southern group. 5. Elimination is mtich heavier in Tennessee for the county high schools of the second and third classes than it is for those of the first-class. 6. Ab regards elimination the first-class county high schools of Tennessee stand on a par with the high schools of the country as a whole. 7. Elimination the country over has made but little im^ provement during the past decade or so. 8. As regards elimination for the sixty first-class county high schools of Tennessee we can say a. That the pupils do not leave high sch^ool at any regular stated intervals (in other words, that pbru+ two-thirds of those who quit, drop out at odd times through the school year) ; b. That the largest groups leave during the uiionths December and May; c. That about two-thirds of those who leave do not attend any regular number of months or com- plete any definite unit of work ; d. That about one-third do not finish even the freshman year in the high school; e. That over one-half of all the pupils who enter are gone by the end of the second year, and practically three-fourths are gone by the end of the third year. the Southern High School 21 9, That as regards the building of programs of study for high schools we of America are yet in the experimental stage. We are now ready to begin an intensive study of our prob- lem). Let us turn next to a consideration of the method of ap- proach. CHAPTER IV THE METHOD OF THIS INVESTIGATION This dissertation on the Function of Secondary Education is a part of the secondary section of the State Educational Survey of Tennessee which the Bureau of Education is carrying on at the request of the State Departm'ent. As was stated in the first chapter most of the data for this study were secured fromi the pupils themselves by the aid of the high school principals. In casting about for representative groups, the writer finally de- cided that pupils from the first-class county high schools would be the miost representative group on which to base a study. At the time (February, 1916), there were 61 standardized first-class county high schools in Tennessee, scattered pretty well over the state. In selecting this group to study it was the thought also that the facts gathered would be representative of the best phase of the rural high schools throughout the South as well as throughout the State of Tennessee. The locations of the schools and the nature of the material desired each necessitated the use of the questionnaire method. To that end, three questionnaires were prepared: one for the seniors in these 6] first-class county high schools ; one for the pre- vious year graduates ; and one for the pupils who had dropped out within the last three years without graduating. In order to secure the names of the graduates and those who had left before graduation, two blanks were prepared and sent to the principals to be filled and returned. On February 15, 1916, a letter was sent to each of the principals of these sixty-one first-class countj^ high schools containing the two blanks just mentioned, an enrolment blank, one questionnaire blank to be filled by each senior in high school, and a letter of instructions. In order that the reader may have a clear- conception as to ex- actly how these data were secured, the letter to be the principals together with all blanks sent are here reproduced. 22 DEPARTMENT OF THE INTERIOR Bureau of Education AVashington Peabody College Sub-Station, February 15, 1916. Principal Co. High School, , Tenn. My Dear M!r : P!rofessor Harry Clark, Inspector Wm: R. Bourne, and I have charge of the investigation of the secondary schools of Tennes- see, which is a part of the survey of the state undertaken by the Uhited States Bureau of Education at the request of the State IXepartmlent. We ar6 inviting your cooperation in this study. One of the miost ini5)ortant problems which confronts high school mien and wom'en all over the United States is whether or not we are giving our pupils that which they are going to need. Does the high school, in other words, nijeet m\odern conditions? To this end, we are trying to learn from' high school students themselves and from' those who were formerly in high school, what their plans and prospects are, what their estimate of thie value of their high school education is, and what additional training they had to get. The answers received will help us to know the raw material, with which we have to deal. Your Senior Class is the easiest group to find. Will you please have them: answer the enclosed questionnaire? The other blanks (enclosed) are to help us find with your aid, the nanies and addresses of your graduates of last June and of other boys and girls who have dropped out within the last three years, that we may mail them, questionnaires and secure informiation from them,. This is an expensive investigation. It takes your time and ours. Printing and postage are expensive. Will you not give us your heartiest cooperation ? Without it the whole investiga- tion mtust fail. We need your help right away. We cannot send out the other letters until we hear from each progresmve school. The govern- mJent envelope (enclosed) will carry the material to us without postage. Just paste it on the package. May we hear from' you this week ? I'aithfully yours, WMl F. RUSSELIi, Professor of Secondary Education. 23 24 The Method of INSTRUCTIONS The Principal We want your assistance in the following ways : (1) On the first blank will you please give us your en- rolmjent in each class for last September? (2) On the second blank will you please give us the namjes of as many pupils as you can remember who have dropped out of your high school within the last three years, about Avhom you also know the present address and occupation. If you do not know their occupation, and why they quit school, be sure to give the name and address (or parent's address) as it is very essential that we get them for further use? (3) On the third blank will you please give us the naiae, present address, and present occupation of the grad- uates of last June from your school? (4) Will you see that each senior in high school answers as honestly and frankly as possible the enclosed ques- tionnaire? It would be better if you would gather them all together in one room and have them answer it, imipressing them with the fact that it is Governmient business. (5) Place all the material together under one cover and return it in the enclosed addressed envelope. If the envelope is not large enough to enclose the miaterial just paste it on the outside of the bundle and send it on without any extra stamp. The Government stamp will carry the bundle regardless of its size. To the Principal: Please fill this blank concerning the pupil enrolment for the month of September, 1915 : By Classes Freshmen (Or 9th. Grade) Sophomores (Or 10th. Grade) Juniors (Or 11th. Grade) Seniors (Or 12th. Grade) N)ame of School Town County Date Principal This Investigation 25 United States Bureau of Education. Peabody College Sub-station. FOR SENIORS IN HIGH SCHOOL. Jlnstructijons. Please fill this blaink as completely as possible, stating plain facts. The information will be used as a part of the government survey of the high schools of Tennessee. Your name will appear nowhere in this study and your answer will be confi- dential. Remember that this is government business. 1. What is your father's occupation? 2. What do you plan to do for a living when you graduate? 3. What further training beyond high school will you need for this chosen occupation? (Check) (Check) Where do ( University Business school you plan < College Correspondence school to get it? ( Normal school Any other way What 4. Name in the order of importance the three courses in your high school that will be of the greatest value to you in this chosen occupation; likewise the three of least value to you. Courses Most Valuable. Courses Least Valuable, (1) (1) (2) (2) (3) (3) 5. What subjects would you like to see added to your high school course? Subjects. Subjects. (1) (3) (2) (4) 6. If you have any brothers or sisters who at least entered high school, will you please answer the following questions concern- ing them: (a) Older brother Why did he or she quit school? or First occupation after leaving high school?. . Older sister Present occupation? (Check which) (b) Older brother Why did he or she quit school? or First occupation after leaving high school?. . Older sister Present occupation? (Check which) (c) Older brothers Why did he or she quit school? or First occupation after leaving high school?. Older sisters Present occupation? (Check which) Name Sex 26 The Method of UNITED STATES DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION PEABODY COLLEGE SUB-STATION NASHiVILLE, TENNESSEE. To the Principal: The following blank is to be used for last year's graduates. Please fill it out as accurately as possible and return to the writer at your earliest convenience. No. 1 Name | Present Address | Occupation 1 1 Name of School Town. State Date , . County. Principal... UNITED STATES DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION PEABODY COLLEGE SUB-STATION NASHiVILLE, TENNESSEE. To the Principal: Please give us the information called for in the following blank. If you cannot say why the student quit high school, or what his oc- cupation is, be sure to give his name and address. However, the other information is of great importance, and we trust that you will en- deavor to secure a complete report of each pupil. Not, Name ] Address | Occupation Why Quit School 1 i 1 1 1 i Name of School Town . State Date County. Principal... This Investigation 27 RESPONISES OP FRINCIPALS Sixty of the sixty-one principals gave their hearty co-opera- tion in the study and responded immediately. Only in a few instance was a second letter necessary to get som'e of the desired informfeition omitted in the first reply. The blanks containing the names and addresses of the gradu- ates and quitters having been received, the writer's next move was to send a questionnaire to each graduate and each quitter whose name had been furnished by the principals. After about twenty days a follow-up letter was sent to those of each group who had not responded. Then, after about another twenty days a second follow-up letter was sent to those of both groups who had not yet responded to either of the two other letters. Below are the questionnaires and follow-up letters sent to the gradu- ates and quitters individually. UNITED STATES DEPARTMiENT OF THE INTERIOR BUREAU OF EDUCATION PEABODY COLLEGE SUB-STATION NASHVILLE, TENN. April 15, 1916. To the 1915 High School Graduates of Tennessee: At the request of State Superintendent Sherriil, the United States Bureau of Education is gathering some facts concerning the schools of Tennessee. Since you are a recent graduate of high school, we feel that your opinion of the work done there will be of great help to us in the study of the high school section. We would like very much, if pos- sible, to see the situation from your point of view and feel sure that, as a former graduate and one interested in better schools for Ten- nessee, you will gladly help us. To this end we want you to answer some questions for us. From the answers to these questions, coming from all the graduates of last June, we hope to know more about the high school and how to better adapt it to the needs of the Tennessee boys and girls. Take a pen, sit down, and ansvyer these questions right away. If you put it off, you will forget it, and we want very much to hear from you. According to Government regulations, your name will appear nqwhere in public and your answers will be treated strictly confi- dentially. Fold this sheet, put it in the enclosed addressed envelope, and mall it to-day. It is National Government business, and you do not need to use a stamp. This is expensive business. We are writing to every high school 28 The Method of graduate of last June in the State. Please DO IT NOW! We want to hear from every one. Very truly yours, Wm. F. Russell, Special Collaborator. (1) What is your father's occupation? (2) What are you doing at present? Is this to be your life work? If not, what do you plan to do ultimately? (3) What further training do you need as preparation for your life work? Where do you plan to take this? (4) Are you any better off, in any way, than a person who never went to high school? As a result of your high school education do you get: (Check) (Check) (a) A better salary? (d) Better social standing? (b) Shorter hours of work?... (e) Better prospects? (c) A higher class of work'. . . (f) Better chances of promotion? Explain at length any other way you are better off (5) Name in the order of their importance the three studies you took while in the high school that have been of the most use to you since leaving school; the three that have been of the least use to you. Studies Most Useful Studies Least Useful (a) (a) (b) (b) (c) (c) (6) If you had your way, what subjects would you like to see added to your high school course? (a) (b) (c) (d) (7) Name in the order of their importance the three subjects you took while in the high school that you liked the best (a) (b) (c) (8) If you had any older brothers or sisters who at least entered high school, will you please answer the following questions concern- ing them? (For one person) i Why did he or she quit school? ^ First occupation after leaving school? (a) Sex I Present occupation? (For one person) ( Why did he or she quit school? } First occupation after leaving school?, (b) Sex \ Present occupation? (For one person) ( Why did he or she quit school? < First occupation after leaving school?, (c) Sex ( Present occupation? Name Sex. Address This Investigation 29 UNITED STATES DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION PEABODY COLLEGE SUB^STATION NASHVILLE, TENNESSEE May 8, 1916. Dear Friend:* On the fifteenth of April I mailed you a letter asking you some questions concerning your work while in the High School. A simi- lar letter was sent to every High School Graduate of last June in the State of Tennessee. So far I have not heard from you. I am sure you do not realize the importance that is attached to your reply. The success of the undertaking depends upon you. The many prompt replies that I have received evidence the keen interest that the High School Graduates have in making the High Schools of Tennessee more efficient. To show you that I am still depending on you, I am enclosing you another copy of the blank sent you before, for you to fill and return to me. You will attend to this at once I am sure. Take a pen or a pencil and do it right now, for if you lay It aside you will forget about it, as you did before, and wc are anxious to hear from you. May we have an answer by return mail? Respectfully yours, WiM. F. RUSSELL, Special Collaborator. *Follow-up letter to graduates. UNITED STATES DEPARTMENT OF THE INTERIOR BUREAU OP EDUCATION PEABODY COLLEGE SUB-STATION NASHVILLE, TENN. April 15, 1916. Dear Friend:* At the request of State Superintendent Sherrill, the United States Btireau of Education is gathering some facts concerning the schools of Tennessee. In looking over the enrolment of students in the high schools of the State we find that a large per cent of the students quit school before they graduate. Since you are one of this number, we feel that you can be of great assistance to us in finding out why this is. To that end we want you to answer some questions for us. From your answer we hope to find out why it is that Tennessee boys and girls quit school before graduation and how we can improve the schools in the future better to suit needs such as yours. We trust you will give us your hearty co-operation in this work, as it is being done at a very great cost of labor, time, and printing. Take a pen or pencil, sit down, and answer these questions right away. If you put it off, you will forget about it, and we want to hear from you. After answering the questions fold this sheet, put in the enclosed ♦Questionnaire sent each quitter. 30 The Method of addressed envelope, and mail it to-day. It is National Government business, and you do not need to use a stamp. Thanking you for an immediate response by return mail, I beg to remain Yours very truly, PLEASE DO IT NOW. Wm. F. Russell, Special Collaborator. (1) What is your father's occupation?. . / (2) What do you do for a living? (3) Hpw much do you make per week? In case you receive no salary, how much would it cost a week to hire some one to do your work? Does this include room and board? (4) Why did you quit school? (5) At what date did you quit? Day Month Year. (6) How long did you attend high school? Years Months. (7) What grade did you complete in the high school? Grade. (8) Name in the order of their importance the three subjects that you took while in the high school that you liked the best, (a) (b) (c) (9) What subjects added to your high school course, other than those you had a chance to take, would cause you to want to go back? Name them, (a) (b) (c) (d) (10) Under what other conditions would you go back to high school?. . (11) Are you worse off in any way than one who has graduated from the high school? As a result of not being a high school gradu- ate do you get: (Check) (Check) (a) A lower salary? (d) Lower social standing? (b) Longer work hours? (e) Poorer prospects? (c) A lower class of work? (f) Poorer chances of promotion? Explain at length any other way you are worse off (12) In what ways are you better off than if you had graduated?. .... (13) Name in the order of their importance the three studies you took while in the high school that have been of most use to you since leaving school; the three least useful. Studies Most Useful Studies Least Useful (a) (a) (b) (b) (c) (c) . — . (14) If you had any older brothers or sisters who at least entered high school, will you please answer the following questions con- cerning them? (For one person) f Why did he or she quit school?. First occupation after leaving school?, (a) Sex L Present occupation? r Wl ■{ Fii L Pr( { (For one person) f Why did he or she quit school? B^rst occupation after leaving school?, (b) Sex L Present occupation? (For one person) r Why did he or she quit school? •I First occupation after leaving school?, (c) Sex L Present occupation? Name Sex . Address This Investigation 31- UNITED STATES DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION PEABODY COLLEGE SUB-STATION NASHVILLE, TBNNESSEIB IMay 8, 1916. Dear Friend:* On the fifteenth of April I mailed you a letter asking you why you quit school before you graduated. I mailed out over a thousand of these letters and have had many prompt replies, but I have not heard from you. We need your answer too; it will add greatly to the value of the study we are making. You who have quit are the only ones who can help us work out why only one in six, who enter High School, ever graduate. We are depending on you. You will help us we are sure. Even though it will never effect your school career you are willing to do it, I am sure, for the good of the thousands of boys and girls who are yet to enter Hjigh School. Consequently we are again asking you to do so by filling the enclosed blank and returning It to us at the earliest moment. May we have an answer by return mail? Respectfully yours, WM. F. RUSSELL, Special Collaborator. ♦Follow-up letter to quitters. UNITED STATES DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION PEABODY COLLEGE SUB-STATION NASHVILIiB, TENNESSEE Dear Friend:* We have sent you two addressed government envelopes which are valuable. If for any reason you do not intend to answer please return the envelopes for further use in the work. However, an answer would be greatly appreciated. Respectfully yours, WILLIAM F. RUSSELL, Special Collaborator. ♦This same follow-:up letter was sent to both graduates and quitters. 32 Th€ Method of I Groups Studied In order to understand the implications drawn from this study and also the statistical treatmient used, it i& necessary to set forth the details of each group studied. Seniors (815) Although Table XXXI shows that there were 899 seniors in these sixty first-class county high schools who graduated, only 815 answered questionnaires. The difference is due to the fact that on the day this questionnaire was answered, these 84 pupils were either absent fromi school or failed to answer one. The absentees were scattered pretty evenly over the schools studied. Graduates (575) The term "Graduate" is iised in this study to miean the 575 pupils who were graduated in these first-class county high schools the year previous. 388 of these graduates (67.48 per cent) responded to the letters sent to them: by filling a question- naire and returning it. This high per cent of answers and the fact that they are all well distributed over all the sixty schools make the answers, on the Avhole, satisfactory, and it is the writ- er's belief that a larger per cent of returns would not have very luiaterially influenced the present results. Quitters (972) The word *'qu::tter" is used to designate those pupils who left high school without graduating. The principals reported a total of 972 names and addresses, but when individual letters were sent to these quitters containing questionnaires, 63 were returned stamped "uncalled for." Omitting the 63 whom w^e could not reach by mail, we have 909 remtiining. Of these 909 comlmiuni- cated with, 440 (48.4 per cent) responded by filling a question- naire and returning it. Again it seems to the writer that re- sponses from approximately half of the group commtunicated with, scattered pretty evenly over all the schools, m^ake a satis- factory basis for study, and that a higher per cent of returns / f This Investigation 33 wionldi nol have influenced very much the results herein pre- sented. Older Brothers and Sisters (903) In all, 903 older brothers and sisters were reported. These data were gathered from three sources; namiely, seniors, grad- uates, and quitters, Att the bottom of each of the questionnaires, provision was made to ascertain data concerning the older broth- ers and sisters who, at least, had entered high school. For obvious reasons these older brothers and sisters were class- ified and tabulated in two groups; namely, Older Brothers and Sisters Who Graduated (346) ; Older Brothers and Sisters Who Did Not Graduate (557). Three GMtvs of Fathers (1643) A. Seniors' Fathers 815. B. Graduates' Fathers 388. C. Quitters' Fathers 440. In each instance these data, too, were given directly by the pu- pils themiselves. Arrangement of Tahles The writer's intention throughout was to use the government classification of occupations, but this for many reasons seemed imipossible, and consequently, a special schemie has been devised which adapts itself better to the material in hand. However, whien it was possible, the government classification was used as a basis in devising the scheme used. Per Cents Used in Tables In most instances, the per cents used in the tables were not carried further than one decimial place and in eaeh instance the decimal of the nearest tenth was used. Possibility of Errors The writer is conscious of the fact that there are possibilities of sonue overlapping in the groups studied. For example, some of the older brothers or sisters who did not graduate may repre- sent some of the quitters ; or somie of the fathers reported by th« quitters may, in a few instances, be the samie fathers reported by Sonne of the older brothers or sisters who did not graduate. Again, there is a possibility of duplication as regards the grad- uates and older brothers and sisters who graduated. The writer foresaw this trouble of duplication, but was unable to avoid it and felt that the trouble was not of sufficient import to change the study m)aterially. Olf course, the most scientific and accurate way to have done would have been to follow one class or group in high school closely through a numlber of years rather than take a cross sec- tion of a numher of groups, but such a procedure would have been impossible. As a miatter of expediency, the writer, though conscious of its shortcomings, chose the latter course. Again, the writer is conscious of the fact that there is always a danger of getting some frivolous or evasive answers when dealing with people of the high school age, but the returns for this study were as free from this trouble as could possibly be expected. In fact, only one questionnaire (filled by a quitter) camie back with nonsensical answers. This paper was tha*own aside. Finally, the writer is conscious of the fact that there is a great deal of criticism concerning the reliability of this method of securing data. This criticism may hold in many instances, but since there is such a unity of opinion among the various groups of pupils concerning high school conditions, as this study has shown, the writer is willing to submit it as a fair means of obtaining these facts concerning the high school. 34 CHAPTER V VIOCATIOiNAL OiPPOItTXJNITIES OOB^ PUPILS IN! TEN- NESSEE COUKTY HIGH SCHOOLS. Perhaps there is no better way of determining the vocational opportunities of the high school population of the first-class county liigh schools of Tennessee than by mlaking a study of the vocations of the patrons who are its supporters, together with a study of the occupations of the various groups who have at one time or other attended these high schools. The necessity for knowing the vocational opportunities is very apparent, for, in order that a high school mjay function to the best advantage in the lives of its pupils, it is necessary for those who administer the school to find out the controlling activities of that comlmoinity. It goes without saying that the controlling activities of a community are evolved from the natural resources of the commtinity, and should become the organizing principle around which the course of study of the high school is built. When viewed from this angle, the matter seems to be conupar- atively simple. For example, if all the fathers of a commtmity were farmers, and if we knew that all the sons were to be farmers too, then the problem, of a high school education would be a sim^ple matter. It is not likely, however, that such a condition exists in the entire United States or in any part of it, on account of our com|plex civilization. Tables Villl-XII are presenited below for the express purpose of ascertaining the dominant vocations of the conimjunities which support these high schools. Let us turn now to a consideration of these tables. 35 36 VocKitiotial Opportunities of Pupils in TABLE VIII PRESENT OCCTJPATIONS OF GRADUATES* Boys 256 Girls 319 Total 575 1 Boys 1 Girls Total 1 No. 1 % 1 No. 1 % No. 1 % Blank 1 5 2.1 55 1 17.1 60 1 10.2 Dead 1 1 1 .3 1 .2 5 1 2.0 56 1 17.6 61 10.4 Federal or City Elmployee 1 1 Ass't county official 1 j .4 1 1 .2 Ass't iwstmaster 1 i 1 ; .3 1 .* Mail carrier ^LjI 1 1 1 1 .2 J 2 1 .8 1 1 .3 3 .6 Artisans t Blacksmith 1 1 A 1 1 1 .2 Brlckmason 1 A 1 1 1 .2 Electrician 1 .4 1 1 1 ' 1 .2 1 3 1.2 1 3 .5 Transportation 1 Telegrapher 1 1 .4 0- 1 .2 Transfer man 1 1 .4 1 .2 1 1 1 2 .8 2 .3 Clerical Assistants Bookkeeper 10 1 4.0 1 .3 11 1.8 Clerk 14 1 5.6 6 1.8 20 3.5 Stenographer 1 3 .9 3 .5 i 24 1 9.6 10 3.1 1 ' 1 34 5.8 Manufacture and Trade I Cotton business 1 1 1 .4 1 .2 Merchant 3 ! 1.2 1 1 3 .5 Salesman 2 .8 2 .3 6 2.4 1 ! 6 1.1 Teaching 1 Teaching 26 10.4 i 76 23.6 102 17.3 Consolidated school 1 .4 |i 1 .2 Graded school 4 1.2 4 .7 High School 1 .3 1 .2 Rural school 5 2.0 7 2.2 12 2.0 Tutoring 1 .3 1 .2 Music 1 3 .9 3 .5 32 i 12.8 ^ 92 28.5 124 21.(5 *The data for this table were secured from the principals of these sixty first-class county high schools. Tennessee County High Schools 37 TABLE VIII (Continued) Boys II Girls Total No. % No. % No. % Unclassified Ball pitcher Reporter In school Business college College Conservatory of music. Naval academy Polytechnic Post graduate State normal Music at home Private teacher at home University At home At home Keeping house Married Farmer Day laborer Working in .-, Factory Machine shop Mill Orange orchard 7 35 2 2 14 9 44 113 4 47 1 2 3 1 15 .4 1.2 2.8 14.0 5.6 3.6 17.6 45.1 1.6 1.6 18.8 3.2 .4 .8 1.2 .4 6.0 2 35 1 13 25 6 4 18 104 13 38 4 55 .6 10.6 .3 4.1 7.6 1.8 1.2 5.6 32.2 4.0 11.7 1.2 16.9 9 70 1 2 2 27 34 6 4 62 217 17 38 4 59 47 1 2 3 1 4 15 1.5 12.0 .2 .3 .3 4.6 5.8 1.1 .7 10.5 38.8 2.7 6.6 .7 10.3 6.6 1.4 .2 .4 .5 ,2 2.7 38 Vocational Opportunities of Pupils in TABLE IX PRESENT OCCUPATIONS OF OLDER BROTHERS AND SISTERS' Boys 508 Girls 395 Total 903 1 Boys Girls 1 Total No. % No. % 1 No. % Blank 26 5.2 77 1 19.3 .3 1 103 1 11.4 Dead .1 Professional Civil engineer 26 2 2 9 8 2 5.2 .4 .4 1.8 1.6 .4 78 5 19.6 1.3 1 104 2 2 9 8 2 5 11.5 .2 Dentist .2 Doctor 1.0 Lawyer .9 Minister .2 Trained nurse .6 1 Semi-professional Chemist 23 1 4.6 1 I j .2 II .2 1 5 0' 1.3 . 1 28 i 1 1 1 3 1 3 3.1 ,1 Commercial artist .1 Draftsman 1 3 1 3 .2 1 .6 1 .2 .6 .1 Druggist .3 Surveyor .1 Journalist I -^ Federal and City Employee Assistant Postmaster 10 2 9 3 5 5 5 2.0 1 .4 1.8 1 .6 1.0 1.0 1.0 ' ' 1 1 1 10 2 9 3 1.1 .2 Civil service 0- 1.0 County official .3 Mail service 5 .5 U. S. army 5 5 .5 U. S. navy .5 Artisans Carpenter 29 4 5.8 8 1 1 29 4 2 2 3 3 4 3.2 .4 Plasterer Plumber Tinner Decorator Electrician | 2 .4 1 2 .4 1 3 .6 3 .6 4 .8 1 .2 .2 .3 .3 .4 i 18 3.6 \ 1 1 18 2.0 *Tlie data for this table were secured from the seniors, graduates and quitters. Tennessee County High Schools 39 TABLE IX (Continued) Boys Girls 1 Total No. % No. % No. % Transportation Chauffeur 1 .2 1 .1 ^Expressman 4 .8 1 2 .5 6 .6 Garage owner 1 .2 1 .1 Railroader 20 5 4,0 1.0 1 .3 21 5 2.1 Street railway employee .5 Telegrapher 4 .8 1 1 .3 5 ft 35 7.0 4 1.1 39 4.3 Clerical Assistants Bookkeeper 38 7.6 9.8 1.4 8 2.0 46 4.9 Clerk .' 49 7 5 14 1.3 3.5 54 21 5.8 Stenographer 2.1 Timekeeper 3 .6 1 3 .3 J 97 19.4 27 7.0 124 13.6 Personal Service Barber 1 .2 1 .1 Hotel proprietor 1 .2 1 .1 Waiter J 1 1 -2 1 .1 3 .6 3 .3 Middlemen (office workers) Cotton broker 2 .4 0' 2 .2 Insurance agent 3 .6 0' 3 .3 Real estate 3 .6 3 .3 8 1.6 ■ 8 .9 Manufacture and Trade Amateur vender 1 I -2 1 .1 Business 2 1 .4 .2 2 1 .2 Butcher .1 Contractor 4 .8 4 .4 Engineer o .6 0' 3 .3 Florist 1 .2 1 .1 Foreman 4 3 .8 .6 1 0' 1 4 3 .4 .3 Merchant 20 4.0 1 20 2.2 Mgr. Cement Co 1 .2 1 1 .1 Marble works 1 .2 1 .1 Mech'anic 11 2.2 11 1.2 Miller 1 .2 1 .1 Milliner J 3 .8 3 .3 Oil 1 .2 1 .1 Produce business 1 .2 1 .1 Seamstress , 1 .3 1 .1 Shipping clerk 7 1.4 7 .8 Tobacconist 2 .4 2 .2 1 .2 1 1 1 .1 1 65 13.1 ■ 1 1 4- 1.0 1 69 7.6 40 Vocational Opportun^ies of Pupils in TABLE IX (Continued) Boys No. Girls Total No. % No. % Teaching Teaching Domestic science . . . . Music In high school Principal high school. Librarian Athletic coach Unclassified In orphans home. Linotype man . . , . Reporter Traveling Undertaker County agent . . . . In school Business college . . . College In school Medical college . . . . Normal school Private school Studying art Studying expression Studying in Italy. . . Studying law Studying music . . . . Training for nurse. . University Veterinary college . At home Housekeeper Married .... Ill at home. Farmer Farmer Poultry fanner Day laborer Day laborer In laundry In coal mines In printing office On government dredge. 14 2 3 1 20 1 1 2 1 1 1 2 6 2 3 3 1 1 6 19 1 44 1 106 2 108 5 1 4 3 1 2.8 .4 .6 .2 4.0 .2 .2 .4 .2 .2 .2 1.4 .4 1.2 .4 .6 .6 .2 .2 1.2 3.8 .2 21.4 .4 21.8 1.2 .2 .6 .2_ 14 I 2.8 97 3 6 1 2 1 1 24.5 .8 1.5 .3 .5 .3 .3 111 I 28.2 I 3 18 2 2 1 1 1 2 3 4.5 .5 .5 .3 .3 .3 .5 .8 33 1 8.5 78 51 19.8 12.8 129 I 32.6 I 1.0 111 3 6 8 5 1 2 131 1 1 2 1 1 1 5 24 4 3 5 1 1 1 1 6 1 2 22 1 77 78 51 1 130 106 2 108 9 1 4 3 1 4 I 1.0 |i 18 2.0 Tennessee County High Schools 41 TABLE X PRESENT OOCUPATIONS OF QUITTERS* Boys 588 Girls 384 Total 972 Boys Girls II Total 1 No. [ % 1 No. % No. % Blank 84 14.3 , 1 123 32.0 .3 207 21.3 Dead .1 Professional Minister Trained nurse 84 1 14.3 1 1 .2 1 124 4 32.3 1.0 208 1 4 21.4 .1 .4 Semi-professional Photographer Federal or City Employee Ass't county official R. F. D. carrier ^ 1 1 .2 1 .2 1 1 .2 4 .7 1 .2 4 1.0 1 5 1 1 4 1 .5 .1 .1 .4 Postmaster •1 Artisans Blacksmith 6 1 1.0 1 1 .2 1 .2 4 .7 4 .7 2 .3 1 .2 1 .2 6 1 1 4 4 2 1 1 .6 .1 Bricklayer .1 Carpenter ,4 Electrician .4 Mechanic .2 Painter Plumber .1 .1 Transportation Chauffeur Drayman Expressman 14 1 2.4 4 .7 2 .3 5 .8 5 I .8 4 .7 3 .5 5 .8 3 .8 14 4 2 5 5 4 3 8 1.4 .4 .2 .5 LiverjTuan Railroader Telegrapher Tel. employee .5 .4 .3 .8 Clerical Assistants Clerk Bookkeeper Stenographer 28 4.8 48 8.2 2 .3 1 1 .2 3 1 9 1 2 .8 2.7 .3 .5 31 57 3 3 3.1 5.7 .3 .3 I 51 \ 8.7 12 3.5 63 6.3 *The data for this table were secured from the principals of these sixty first-class county high schools. 42 Vocational Opportunities of Pilpils in TABLE X (Continued) Boys I No. % Girls No. % Total No. I % Personal Service Running skating rink. Middlemen (office workers) Insurance agent 2 ! .3 Manufacture and Trade Banker Grain business Grocer Livestock dealer Lumberman Merchant Milliner Oil Salesman 2 I 1 I l\ 1 iii Teaching Unclassified Ass't in laboratory. Fluctuating Governess Loafing Logging -. Nothing Printer Reporter Society 1 2 6 1 28 4 1 In school A. and M. college . . Business college . . College Military school . . . Private school . . . . "School" School for nurses. State normal School of music... University 43 3 4 2 27 2 4 At home Keeping house , Married Helping mother 111 at home .5 .1 .3 .2 .2 .3 .2 1.9 I 22 ] 4.1 7.3 1.4 .5 .7 .3 4.6 .3 .7 I 50 I 8.5 I I ,1 I ,| I I i I 2 1 .3 1.4 .2 .3 1.0 .2 4.8 .7 .2 2 I 2 23 1 36 2 39 1 3 2 10 24 2 4 1 47 96 27 1 124" .6 6.0 .3 9.4 .5 10.2 .3 .8 .5 2.6 6.2 .5 1.0 .3 12.2 25.1 6.2 .3 1 2 3 1 2 1 1 2 1 1 12 24 31 1 2 1 6 1 64 4 1 2 82 1 11 5 4 12 51 2 2 4 5 97 96 27 1 2 126" Tennessee County High Schools 43 TABLE X (Continued) 1 Boys 1 Girls 1 Total 1 No. % 1 No. % No. % Farmer 1 Farmer i 214 36.4 214 22.1 Dairy farmer 1 2 .3 2 .2 Stock farmer 1 1 1. 1 .2 ■ 1 .1 1 ' 1 217 36.9 217 22.4 Day laborer 1 Working in — i Butcher shop 1 5 .8 5 .5 Factory 1 3 .5 1 .3 4 .4 Father's shop i 1 .2 1 .1 Florist establishment 1 1 .2 0' 1 .1 Flour mills 1 1 .2 1 .1 Home 4 .7 4 .4 Hosiery mills 3 1 .8 3 .3 Hotel 1 1 .2 ■ 1 .1 Iron works 2 .3 2 .2 Laundry 4 ,7 0' 2 .5 1 4 6 .4 Mills 4 .7 .6 Mines 3 .5 1 3 .3 Picture show 4 1 .7 1 0' 4 .4 Restaurant 1 .2 1 1 .1 Sawmill 1 1 .2 2 .3 1 .1 Soda foimtain 2 .2 Transfer business 2 .3 2 .2 Working 19 3.2 19 2.0 58 9.9 6 1.8 64 6.5 44 Vocational Opportwrnties of Pupils in TABLE XI OCCUPATIONS OF THE FATHERS OF SENIORS, GRADUATES AND QUITTERS.* Seniors' || Graduates' Fathers' |j Fathers' O'ccupat'ns |10ccupat'ns (815) II (388) Quitters' Fathers' Occupat'ns (440) Total Fathers' Occupat'ns (1643) No. % No. % 1 No^ I %' No. % Blank Cripple Dead Gone for six years Invalid Nothing . . : Retired Too feeble to work Professional Architect Dentist Doctor Engineer, civil . Engineer, electrical Engineer, mechani'l Lawyer Minister Semi-professional Abstractor Druggist Journalist Photographer . . . Vocalist Federal or City Em ployee City official Civil service County official , . . Officer , Postmaster Public works R. F. D. carrier. . . Road overseer .... State official State senator .... Supt. of courthouse 24 57 81 2 4 21 2 12 16 57 1 4 1 1 7 1 11 17 2 1 2.9 6.7 9.7 .2 .5 2.5 .2 1.4 1.9 6.8 |l .1 II .5 II •1 II •1 II li .1 1.3 2.0 .2 .1 10 32 1 43 1 10 1 1 2 6 9 2.1 8.8 .3 11.2 .3 2.6 .3 .3 .6 1.5 2.3 7.9 1.6 43 1 56 1 1 1 1 104 1 5 3 12 21 1 39' 4.7 II 7 I 1.9 I 14 I 3.2 9.9 .2 12.9 .2 .2 ,2 .2 23.8 .2 1.2 .7 2.8 4.9 .2 1.1 .2 .2 .9 .2 .2 77 1 145 1 1 1 1 1 228 2 6 36 3 1 2 21 37 108 1 7 2 3 1 14 11 1 18 1 18 4 1 3 1 1 60 4.6 .06 8.8 .06 .06 .06 .06 .06 13.96 .1 .3 2.2 .2 .06 .1 1.2 2.3 6.6 .06 .4 ,1 .2 .06 .8 .7 .06 1.1 .06 1.1 .06 .3 .06 .2 .06 .06 3.6 *The data for this table were secured from the seniors, graduates and quitters. Tennessee County High Schools TABLE XI (Continued) 45 Seniors' || Graduates' || Quitters' I Total Fathers' \\ Fathers' |j Fathers' | Fathers' jOccupat'ns JlOccupat'ns | Occupat'ns | Occupat'ns (815) il (388) II (440) | (1643) No. % No. I % W Nov % No. % Artisans Blacksmith Bricklayer Carpenter Carriage trimmer Decorator Gunsmith Harnessmaker . . Mechanic Moulder Painter Patternmaker . . . Plumber Shoemaker Stonemason Tinner Tanner Well digger Transportation E^jpressman Railroader Telegrapher Telephone employee Transfer business . 6 11 1 1 ,0 1 3 5 2 1 31 2 20 3 1 Personal Service Barber Hotel proprietor. Middlemen (office workers) Insurance agent Land agent Real estate 30 2 2 .7 1.3 .1 .1 .1 .3 .6 .2 .1 3.7 1 1 4 2 4 1 1 1 1 1 17 I 26 3.1 Clerical Ass'ts | Bartender [ 1 .1 Bookkeeper 8 .9 Clerk I 21 2.5 Collector | j Mail-order man . . . . | .2 II 4 2.4 I 13 il 1 n .3 11 .1 11 il- 18 3 2 3.6 II II .2 I •2 !1 5 .6 I 10 11 8 .9 2 13 1.6 12 .3 .3 1.0 .5 1.0 .3 .3 .3 .3 .3 4.6 I i 1.1 I 3.4 I .3 I I I 4.8 .8 .5 2.6 .5 3.1 -nl 14 4 1 1 11 4 3.2 .9 .2 .2 1.3 2.1 .2 .2 2.5 .9 .9 2 19 1 2 1 2 4 1 3 2 2 5 6 2 1 1 62 6 37 2 4 1 50 1 11 32 1 1 46 2 6 15 1 11 .5 .1 1.2 .06 .1 .06 .1 .2 .06 .2 .1 .1 .3 .4 .1 .06 .06 »- 3.8 .4 2.3 .1 .2 .06 3.0 .06 .06 2.0 .06 .06 2.8 .1 .4 .9 .06 .7 27 I 1.6 46 Vooatio7ial Opportunities of PupUs in TABLE XI (Continued) Seniors' Fathers' Occupat'ns (815) [Graduates' Fathers' Occupat'ns 1 (388) 1 Quitters' Fathers' Occupat'ns | (440) j Total Fathers' Occupat'ns (1643) No, % 1 No. % f Na % 1 No. 1 % Manufacture & Trade Banker 5 1 1 2 1 14 1 1 4 9 1 10 16 3 15 80 6 11 1 8 1 6 2 .6 .1 .1 .2 .2 1.6 .2 .1 .5 1.0 .1 1.2 1.9 .3 1.8 9.6 .7 1.3 .1 .9 .1 .7 .2 1 ^ 1 1 1 1 1 5 1 2 Si I 32 1 2 1 1 1 1 1 1 1 3 1 1.0 .3 .3 1.3 .3 .5 1.5 1.8 8.0 .8 .3 .5 .3 .3 .3 .8 i 1 1 1 4 1 8 3 4 1 3 5 1 17 2 2 4 2 1 1 •2 1 1 .2 .9 1 .2 1 0-^ .7 .9 .2 .7 1.0 .2 3.9 .4 .4 .9 .4 .2 1 1 10 1 .6 Brick 1 2 7 1 2 22 1 1 4 13 1 16 1 3 22 5 11 15 129 11 12 1 2 8 1 2 1 1 1 4 11 3 .06 Business .1 Butcher .4 Ppment . , , - . r , t - - - .06 Goal .1 Contractor Cotton 1.3 .06 Engineer (unclassi- fied) .06 Florist .2 Foreman .8 Foundryman Grocer .06 1.0 Ice .06 Jeweler .2 Lumberman Machinist Mjanufacturer M/Bchanic 1.3 .3 .7 .9 Merchant 7.9 Miller .7 Miner .7 Oil .06 Produce .1 Salesman .5 Shipping clerk Supt. Mfg. Co Supt. mills Supt. mines Tie Inspector Timber inspector. . Tobacconist Trader .06 .1 .06 .06 .06 .2 .7 .2 201 ' 24.5 71 18.3 i 58 1 13.2 .330 20.1 Teaching 17 2.0 6 1.6 1 2 .4 25 1.5 Unclassified Floor walker Laborer ( 1 : 3 2 .1 .1 .4 .2 1 1 1 1 1 1 1 .3 .3 1 1 3 2 1 .2 .2 .7 .4 •2 1 1 .06 2 .1 Laundryman Miner 1 .06 3 .2 Pool room employee Printer Undertaker 1 .06 5 .3 4 .2 1 7 .8 i 2 1 .6 1 8 1 1.7 1 17 1 1.0 Tennessee County High Schools 47 TABLE XI (Continued) Seniors' Fathers' Qccupat'ns (815) 1 Graduates' Bothers' Qccupat'ns 1 (388) Quitters' Fathers' Qccupat'ns (440) Total Fathers' Occupat'ns (1643) No. % 1 No. % 1 NOj. % No. % Farmer "Farmer" 295 35.4 160 42.0 180 41.4 635 38.7 Dairy farmer PVuit farmer Poultry farmer Stock farmer Truck farmer Agricul'al field Agt. 1 4 2 .1 .4 .2 2 .6 7 1.8 ] 1 .3 1 1 .3 r II 2 1 12 .4 .2 2.7 .0 3 2 1 23 3 1 .2 .1 M 1.4 .2 .06 302 36.8 li 171 1 45.0 195 44.3 668 40.8 48 Vocational Oppotiumties of Pupils in o o g tr) ♦ 3 5^ (8601^) suonBdnoDo ire JO (8^9X) SjamBj .sjoiuas JO suoi^^dnooo (22,6) JO uoij-Ednooo (g06) SJ9JSIS pUB SJaqiojq Japio JO uoni3dnooo (SiS) sa^isnp^jO JO uopxdnooo ^: ^eo 'nn'msc • ■ o' t> OS t^ ui ei „■ OOCC rH >-< "5 ^ «^ t~ Cfl t- ^ '"' '""'5 ■=> t- <^ OT o ■* »^ 0» <» «^ » r-H CO M '-< «» "-I -<»" OS 2 ^ ^ Oj«O00tO00O00u5^r-;i0 00 c .-ieo 00 u5>-j>-jeMOPO«Oc<505'''-«»" iH «oeot~-coorH »H tHi-I lAusrooo 1-1 to 00 CO to r- 1- ooo ' ' ' uioo »H»-4 ooo toesj G ^^ c >? so cc:s o'd .2-2 t^o, fUmfa CO 3 P< o o gy- I % % II % % % % Blank | Doctor I Engineer, civil 1 Engineer, electrical! Lawyer | Minister | Bookkeeper | Stenographer | Business | Engineer (unclassi-| fied) I Insurance agent. . . . | Merchant | Teacher \ Farmer | Electrician | Mechanic | Banker | Railroader Clerk (unclassified) Civil service Shipping clerk Day laborer | In school I Scattered (%) | No. scattered oc-| cupations | Total number of oc-| cupations chosen| or engaged in by the different! groups of boys . . . | 9.6 7.3 3.2 5.5 10.4 2.0 2.0 2.0 5.5 2.6 2.6 11.7 16.8 18.8 29 41 24.6 5.4 2.4 6.6 3.0 3.0 4.2 11.4 10.6 5.4 3.0 3.0 2.4 15.0 20 I 31 5.4 7.8 27.6 2.4 8.4 31.3 16.8 18 23 6.7 4.6 2.0 12.2 2.1 2.1 6.0 21.1 5.3 21.1 17.0 20 28 4.5 5.6 4.8 3.1 21.3 3.1 5.6 11.5 2.2 2.0 3.3 33.0 56 65 5.6 2.9 49.3 2.2 4.6 2.0 5.0 28.4 52 57 *This table was derived from table XIV-XXI. Tennessee County High Schools 73 TABLE XXIV COMBINATION OP TABLES SHOWING PRESENT OR ANTICIPATED OCCUPATIONS OP ALL, THE BOYS STUDIED.* Boys Anticipatory S OtMco O o o-^ o d v ad ?^ 0 102 1911-1912 27 111 1912-1913 37 117 1913-1914 53 143 1914-1915 64 176 1915-1916 68 184 *The data for this table were derived from the Biennial Reports o£ the State Superintendent of Public Instruction of Tennessee. TABLE' XXIX NUMBER OF PUPILS ENROLLED IN EACH GRADE OF COUNTY HIGH SCHOOLS OF TENNESSEE SHOWING ANNUAL INCREASE, FROM 1909 TO 1916. • Ninth 1 Tenth 1 Eleventh 1 Twelfth 1 Year Grade Grade 1 Grade 1 Grade | Total No. 1 % 1 No. 1 % 1 No. 1 % 1 No. 1 % 11 No. 1 % 1909-1910 2794 1412 651 1 281 5138 1910-1911 .... 3552 27.1 1674 18.6 960 47.5 1 448 59.4 6634 29.1 1911-1912 .... 3800 i 36.0 1979 40.2 1138 74.8 629 124.2 7546 46.9 1912-1913 4330 1 55.0 2078 47.2 11S7 82.3 715 154.4 8310 61.7 1913-1914 .... 4659 1 66.7 2666 88.8 1678 157.7 930 230.9 9933 93. S 1914-1915 5449 1 95.0 3057 116.5 2070 217.9 1160 312.8 11736 128.4 1915-1916 ... . 5617 1101.0 3366 138.4 2188 236.1 1 1430 1408.9 1 12601 14b.2 ♦The data for this table were derived from the biennial reports of the State Superintendent of Public Instruction of Tennessee. 3. What the general atmosphere of the high school was in 1909, and to what extent it has changed, if it be juidged by the content of the course of study. 4. What the general tendencies of the course of study are at present. Table XXX has been prepared with these points in mind. It shows tbie development of each subject or group of subjects in the course of study, and also gives a comtparison between the in- crease in the enrolmient each year of all the high schools and the percentage of growth each subject or group of subjects/ un- dergoes. In both instances, the scholastic year 1909-10 is taken as a basis on which the percentage of increase is figured. The figures giving the annual increase in the enrolment based on the scholastic year 1909-10 are taken from table XXIX. The 84 Program of Studies of ^ ^ '«cqcocooo-*coi-(-**^co'*c^OiOt-»?5(M-rfCpoa5C^irtiCOMnt>OL£:).T -COrH^Ot^COeOiMOOi-lTHt- HC^l^- rH i-H-rH COOiOiOO^COC»COt:-*CDrHeOCOlJtiCO?OT-IC5i--(t--t-COt>'t>-C^COt-'-l'^C^ y:i •><** CD ^ in lo MCiOlOiHlftiHOCOt-OO Cv) tH -^ IJ^ CO lA 00 -(ji Tt» Tj< W OCJ CO t- ?D "^ tH 'NtHrH CON iH-^ OOCOlOCOOb-t-COCOt-O ■rHTHt~-T-loTt*o6eoaic< OOOC^OOC£>C<1COOOO(? cooooooe07HOO-*C5 000'*oiOCC>cCD-olOr-leot-lOomt-lOl-leou5a3U5y^ooo«o■*M«5l>•<»a5CDr-ioM CO C- O «0 tC CO Ml «C 00 00 00 N O t- •«" 00 as 00 00 CO t~ HlM T-l McocoooMooeoocoiiS 1H I eO Tf OO O M 00 Mt- ^ C5CSCCOCJ00CDC»'«t*-*CDt-W^C'X>c^colAcot-^:lI:^lOl^^=J^^-^CDoo Irt rr^ t^ CO Oi Lft ■* "<*' CO OO S^ ■<** tH US <:£) CO to 00 -^ C^ 1-1 "^ 00 -^ r-( OO OO rH T-t CO lO CC** CO CO N -*** -^ '^ GO cq '^ iH CO r-1 i-i r-J iH LO rH ca rH t^ccoi" t^C^iH THr-(I>-in>rHU5CO ^ iHC^aosCOrHOC^CO'^OOCOOiiMasCslCDT-tCqCOTHOCOC^OcOCOlOCq'^OasOO cit-'*i^o6'^t>^coc4iA-^coi/:Jt^ONiAo6coo6cot>io<:oo6coio C^ "^ lO -^ -^ C^ 00 ""f CO iCOoO'^Cq -^COUiCOC^a "^Ci IC0»HC^i-t ICQ -'"^'^OOOCOC'»-*00000 3t--L:^irSCOt*(Mr-"'^~ — -*<'-^— . — r< t- '**• i>- oo 1-) o 1 ^COiH-^ ^ MCOt-",>rs ^ as fiATH * StfrAyj HlsroFTiK S thiols 1^ Quj(^ And P0^E<5VC Crodi/ales Q i/ittsf.s GS/fmu F/^e^'CH' 6r its \ 'Seniors 1^ Sen' era {^ f f' \ Seniors I Qvitters {( S /o /s 20 zr JO 3S fo ^s SO ^cf cttrt Tennessee C'onnty High Schools 99 Ai study of the preceding graph suggests several interesting comparisons of the per cents recorded in tables XXXIII- XXXVIII. It will be noticed that there is for Einglish, agri- culture, mianual training, and domestic science an inverse re- lationship between the length of the lines which represent the most useful and of tlicse which represent the most useless. Thus, in the case of these the continuous lines are very long while the dotted lines are very short. In the case of history, Latin, biol- ogy, physics, German, and French the reverse condition is shown. In the case of these the clotted lines are very long while the continuous lines are very short. That this inver-se relation- sihip does not exist in case of all subjects is made clear by a study of the graphs of miathem'atics, chemistry, and comim.erce. In these, both lines are of approximiately the same length., indi- cating that the opinions of the pupils concerning them; are about equally divided. If all the other subjects in the six tables were graphed, it would be seen that both the continuous and dotted lines would be very short, indicating that the subjects are appar- ently regarded as neither highest nor lowest in utility. For this reason it wasi not thought necessary to graph themi at all. This graph enables one to compare readily the rating given the thirteen various subjects on the basis of utility and useless- ness, whether he wishes to compare the ratings given by the boys or by the girls of different groups, or by the boys and girls of the sam€ group. In order to mlake a strictly, scientific, statistical study of this mtaterial, it would be necessary in each instance to know how mlany people taking a subject named it as most useful or least useful, but since it was practically impossible to obtain that in- formiation these tables and graphs are presented for the purpose of showing where the stress is being laid in the course of study. The fact that the majority of all the pupils confine their opin- ions to either English, mathematics, history, or Latin as miost useful or least useful but corroborates the statement made on piage 91 that the majority of the time of all the students is spent on the formal subjects. Their opinions are confined largely to these because their time is nearly all taken up with subjects which have to do mainly with college entrance. As a result little time or opportunity is left for anything else. 100 Program of Studies of We miay be safe in sajang that the shortness of the lines as in the ease of manual training, commerce, domestic science, etc., is not due to the fact that the students do not consider these subjects as important but rather to the small per cent of students having opportunity of taking them, and the question here is confined to subjects that the pupils have taken. In this study of the graph of these subjects we should note the relation between dotted and continuous lines for each subject rather than the length of these lines as compared to those of other sub- jects. This being the case, we judge from! the graph that the miajority of the students taking agriculture, homie economics, and mianual training consider them as most useful. This is strikingly true in the case of the quitters and graduates. In conclusion, we can say that the opinions of the students are confined, in the main, to the four subjects of English, math- em]atics, history and Latin; that in the case of English there seem$ to be little doubt in the minds of the pupils as to its use- fulness; that in the ease of mathematics the opinion seems about equally divided with the exception of the quitter boys who per- haps feel the necessity of practical arithmetic in their daily work (it will be remembered that 18.2 per cent of them are clerking) ; that in the case of history and Latin the numjber who consider these subjects as most useless far exceeds the number considering it most useful; and that the great majority of the pupils who have an opportunity to take the practical and utili- tarian subjects name them: as most useful. The tables having to do with the subjects liked best are closely related to the topic of usefulness and follow next in this discus- sion. In this instance it was thought best to obtain responses only from the two extreme groups, the graduates who finished the high school, and the quitters who left without finishing. As in the case of the subjects considered miost useful and least useful, graphs are employed here also to make the facts in the case mlore evident. However, in graph II the continuous and dotted lines do not represent opposite conditions as in graph I, but, on the contrary, they both represent per cents of students naming subjects liked best, the continuous lines showing the per cent of boys, the dotted lines the per cent of girls. B indicates boys and G indicates girls. The tables and graph follow. Tennessee County High Schools 101 TABLE NO. XXXIX SUBJECTS LIKED BEST BY GRADUATES IN ORDER OF IMPORT- ANCE.* Boys 166 Girls 222 Total .'388 Subjects Boys II Girls 1st % 2nd I 3d II 1st | 2nd | 3d | I 1st % I % II % I % I % I II Sum Boys and Girls 1 1 of corrtbined || ranks % 2nd r 3d 1| % I %' II Blank English Mathmetics History Biology Latin Physics Chemistry German Agriculture French Commerce Manual Training . . Civics Teacher Training . . Spanish Greek E}conomics Zoology Physical Geography. Geology 5.2 21.6 34.2 10.2 1.8 3.6 3.6 6.0 .6 10.8 1.8 1.8 1.8 .6 1.2 .6 1.0 I 2.2 22.8 116.2 23.4 117.4 12.0 116.2 6.6 I 4.2 3.0 i 7.2 9.0 I 9.6 4.2 4.2 4.8 1.2 4.8 1.2 1.2 .6 6.0 2.4 3.6 1.8 4.2 3.0 1.8 0. .6 1.2 .6 .6 1.2 I 3.2 146.8 113.0 I 5.8 111.7 II 8.2 II .9 |1 3.2 II 1.4 II .5 II 1.8 II .5 II II II .5 II -5 II .9 II .5 II II II I 5.5 119.3 116.4 113.0 113.5 9.9 2.7 1.8 6.3 .9 4.5 .5 .9 1.8 .5 .5 .5 .5 .5 .5 11.5 10.4 10.8 13.0 19.8 10.4 4.1 4.1 6.3 1.4 2.3 1.8 .9 1.3 .5 .9 .5 4.1 36.4 22.4 8.1 7.5 6.2 2.1 4.4 1.0 4.9 1.8 1.0 1.0 .3 .3 .8 .5 .3 .6 21.1 19.5 12.7 10.7 7.0 5.5 2.9 5.2 4.5 3.1 2.3 .9 1.0 I 5.3 113.0 113.8 113.9 113.3 I 9.1 I 6.5 I 4.9 I 4.6 I 2.3 I 2.1 I 4.5 I 1.8 j 1.3 I .8 I il ^il 11 23.3 18.4 11.6 10.4 7.4 4.7 4.1 3.6 3.3 2.3 2.0 .8 .7 .7 .6 .5 .5 .3 .3 .3 *The data for this table were compiled from the questionnaires filled by the graduates. TABIiE XL SUBJECTS LIKED BEST BY THE QUITTERS IN ORDER OF IMPORT- ANCE.* Boys 285 Girls 155 Total .140 Subjects Boys 1st. I 2nd i 3d | % I % I % Girls 1st I 2nd I 3d | % I % I % li Sum Boys and Girls| j of combined hranks 1st I 2nd 1 3d || % % 1 11.0 9.0 1 23.0 31.3 33.1 23.0 9.2 11.3 6.7 3.2 5.0 5.7 3.5 4.1 2.8 2.8 1.6 1.6 1.3 2.5 2.0 1.3 1.3 .7 1.1 .7 .7 .2 .5 .9 1 • 5 1 .2 1 .2 1 %■ II Blank English Mathematics History Agriculture Latin Biolog.v Domestic Science . . Commerce Physics Physical Geography. Chemistry German French Manual Training . . . Zoology Botany Music Civics 9.5 16.8 37.8 11.6 10.1 3.9 3.2 2.1 2.1 .7 1.4 2.7 .4 1 9.0 14.3 131.9 31.2 26.3 9.5 10.1 11.2 4.6 10.1 3.5 4.6 3.2 6.7 2.1 3.7 3.7 1.4 1.4 2.1 .7 1.4 .4 .4 1 .4 1.3 1 .7 1.7 t 1.3 1 -7 .4 .4 16.1 33.8 23.4 4.5 7.1 3.9 7.8 .7 .7 1.3 2.0 .7 10.2 29.2 16.2 14.2 .7 9.8 5.9 7.8 .7 1.3 I .7 I 1.3 I 1.3 I I .7 1 I I .2 21.5 32.5 12.4 7.8 9.8 8.5 1.3 1.3 2.0 2.0 .7 9.2 II 28.1 ll 17.7 II 11.3 II 6.7 ll 5.7 ll 7.4 II 3.0 II 2.5 II 1.4 1 1 1.8 II .9 II .9 |l 1.3 1 1 1.1 ll •2 ll .2 11 ll II 26.9 24.1 10.7 5.4 5.4 4.9 2.8 1.9 1.7 1.2 1.0 .9 .7 .6 .4 .2 .1 .1 *The data for this table were compiled from the questionnaires filled by the quitters. (prapfy/c compor/sofi of per ce/^s cf Srdcfuafes and Quitters fioming the subjects liked best (O/r/y iitst c h oice. cotrsidered) MATHmtlCS INGUSH Hl2TCf?i LATIN CYPLO&y Qv'itetS \( Croc/fc'fes (e ^GRlCl/L'Tl/RF ^ ^ 'O /-5 20 iS 30 2S fO ^s SO Per Cent. CRAPHirkoniini/ed) trophic cctnpanson of per ce/jts of^raduaies oird Quitters n om inq the 5u)?j ects M^d test (0/1 fj f/rst ch ofte zo/r5'idered). C/^£n/ST/fY ^urs/cs COfi}^£/fC£ [Oi/l-tte/'S I 8~ end s 1 7i 7s~~» ZS J» 35 fO f$ " Jp /'er Cefrts. 1Q2 Program of Studies of The niiost prominent feature of graph II is the fact that the four leading subjects mentioned as liked best are the same as the four leading subjects in graph I, mentioned as the most use- ful or least useful. A scientific correlation might be well worked out here, but, as has been indicated throughout, the pur- pose of this study is to show the large tendencies which have to do with the problem) of rural high school education in Tennessee. The fact that these samie four subjects head the list in this graph, as in the previous graph, may be explained in the same way as the other graph was explained; naraiely, that the mia- jority of the students' time is spent on these four subjects. The course of study which was prescribed by the State High School Inspector of Tennessee at the time fixed ten of the sixteen units required for graduation. They were as follows : English four ; miathematics three ; science two ; and history one. That is to say, one-half of the time of all the students had to be spent on English, miathematics, and history. Table XXXII, which gives the high school units completed by the graduates, showsi that on an average each student com5)leted 3.71 units of English, 3.09 units of mathematics, 3.04 units of foreign languages, and 2.36 units of social science, making a total of 12.2 units or over three- fourtJis of their entire work. Table XXXI, which gives the high school imits completed by the seniors, shows a total of 12.47 units of work done m. these same four subjects. Although foreign language is not among the ten units re- quired by the state course, yet we find it ranking high in both tables showing high school units completed by graduates and sieniors. This is probably due to the fact that the majority of the higher institutions! of learning in the state have a foreign language entrance requirement. Especially is this true of Van- derbilt University, which has played a very prominent role in high school development in Tennessee. Olie other thing should be considered in this connection in determining the basis on which the students express opinions regarding the course of study. The statera'ent was made in the historical sketch at the begiuDing of this chapter that many of these country high schools were at one timje private academies, and in a sense preparatory schools for higher institutions of Tennessee Gounty High Schools 103 learning. In fact, many of them were Vanderbilt Training Schools serving as feeders for the university proper. Conse- quently, when they were converted into county high schools the classical and traditional spirit which dominated them continued to exist. The change really was little more than one of name. It is not hard for one to see the strong hold which traditional education has upon the Tennessee high schools. The students are judging the course of study in terms of the subjects which they have taken in high schools. We have shown that these sub- jects, for more reasons than one, are mainly classical. It is an unquestionable fact that, for the great mlajority of the students, the question of a high-school education, as a direct and specific preparation for participation in the vocational activities of the comtmtinities in which they live, has scarcely entered into their thinking. This section of the chapter is concluded with a study of the subjects the pupils want added to their liigh school programi of studies. In the study of the subjects thought miost useful, least useful, and liked the best the pupils' opinions were confined to the subjects which they had taken in the high school; while in thiis section they were not limited in their choice. One way of testing, in a measure, the functioning of these high schools is- to ascertain from the pupils themlselves which subjects they want added to their school course. If they feel that they are getting what they want and need in the high school, it should find ex- pression here. If, on the other hand, they feel the need of sub- jects not found in their high school course, this too should find expression here. The answers to the question might be of help to the admjinistrator in planning the program of studies since it should offer suggestions concerning the type of work the pupils feel should be offered in their high schools. Several graphs are used in this section. After each table, giv- ing the subjects which a group want added, a graph is presented. Two graphs are employed to express the facts contained in that table a little more vividly. For comparative purposes the boys and girls are graphed separately. At the conclusion of the three tables with their graphs another graph is employed which combines all thxee of the groups, yet retaining the boys ' and 104 Program of Studies of girls separately for comparative purposes. Only fourteen sub- jects are considered here as they are the ones of chief import- ance. The continuous lines represent the boys and the dotted lines represent the girls. B indicates boys and Gr indicates^ girls. The tables containing the subjects the various groups want added together with the graphs follow. TABLE XLI SUBJECTS THE GRADUATES WANT ADDED TO THElK HIGH SCHOOL COURSE.* Boys 166 Girls 222 Total 388 Boys Subjects % Commerce Manual Training . . French Teacher Training . . Agriculture Domestic Science . . Spanish German Chemistry English (more) Physical Education Music Art Expression Theology History (more) Astronomy Physics Military Training . . Spelling Practical Arithmetic Latin (more) Hygiene , Botany Geology Greek Mechanical Drawing Biology Phys. Geography . . . . Trigonometry 37.2 22.2 6.0 7.2 18.0 1.2 7.8 6.0 13.2 8.4 4.2 3.6 3.6 4.8 2.4 2.4 4.2 7.8 4.8 2.4 3.6 3.0 3.0 1.8 1.2 4.8 1.8 2.4 3.0 Girls % 13.5 21.6 23.9 20.7 8.1 17.5 11.7 11.3 5.0 8.6 8.6 9.0 13.1 8.5 4.1 5.0 4.5 2.7 1.8 3.1 2.3 2.3 2.3 2.7 3.1 .5 2.2 1.8 .9 Total % 23.9 22.1 16.4 15.0 12.5 10.7 10.1 8.6 8.6 8.6 6.9 6.9 7.5 6.5 4.4 3.9 3.6 3.4 3.4 3.0 3.0 2.8 2.6 2.6 2.3 2.3 2.3 2.0 2.0 1.8 *The data for this table were compiled from the questionnaires filled by the graduates. Tennessee O'ounty High Schools 105 TABLE XLI (Continued) Subjects Economics Civics Current Events Sociology Engineeiing Algebra (more) Logic Chemical Laboratory . Phys. Laboratory Mtental Arithmetic . . . . Nature Study American Literature . . Millinery Nursing Mythology Library Training Debating School Sanitation Basketry Vocational Training . . . Surveying Ancient Literature . . . . Road Building Modern Drama Etiquette Solid Geometry Architect Blacksmithing Hebrew Ethics Sacred History Camp Cookery Analytical Geometry . Spherical Trigonometry Descriptive Geometry Differential Calculus . . Landscape Gardening . Biography Anthropology Boys j Girls Total % 2.4 1.8 1.8 .6 2.4 .6 1.8 1.8 1.8 .6 .6 .6 1.2 .6 .6 .6 .6 .6 .6 .6 .6 .6 .6 .6 .6 %■ .9 .9 .9 1.3 .9 .9 1.3 .9 .9 .9 .5 .5 .5 .5 .5 0' .5 0' .5 .5 .5 .5 .5 .5 1.5 1.3 l.d 1.0 1.0 .8 Grcphfc co/nf>Qr/\son shoyjinj per cents cf^rodt/ate Beys v^aaf/nQ varrcus 3(/bj£cfs adckedto the tfi^h School Coutse ofStvdf -^ CHemstny piS (nMU eeffmAH ntcH (nr/iM weoLOar MUSIC t.^ri/f(n"ony - ff/YS/cLoey ■" '"^ 5 r^l 26* zo 5S G^apfifc ccmpor /so^ of per cents of ^/f/s, w/zo qi/)t Hi^h School Yt anting var/oi^s sobjecfs added to the CoVKSeciStvdy. oaiesric SCI i.A.ri/¥(f»»/rCII) SClSfiCB nunc fUStO/ty MOCBUMMint) txf/iess'*'' fi6fiicynv/ie ^V/tb/)'- Tf). JiPA/ulSH JOIID crttn finicAi (ctif. FkiSiCAl fO CI Assies iC 25 30 3S ^ ^ ^ vo 'a ^! > %>k 9 « Q<* s;s >53 ^ »tJ 5 %t I r^ fr3 OS I V6 ^^o ^ «> ^ ^ <» 4} ^6 < Q gpNa ■if ^ S ^ i ^§ ^ ^ si %V> IQ^ 4) vi 353 ^ Qr I sbj ai S;^ ^ ^ vol I 9 Si * ^3 S^ I «o O'. ^ i B «> •«)v>. 4 1 4 5 1 ,? ^; ;i 5- i^ s v& ^ o \a vi ffr. ^ > *< cvi to i-i lo ^-< -.^iTjl-^-^COlOi-ILOiH'^Cq-^ M CQ_ "3 o TjKCOOOLar-[WOOOOOOO'^_ p 2 ^ ■*' t-^ 00 t-' -^ 00 ■ CO I-I t-^ ' irt e 1-1 iH T-i (rq I-I 1-1 aj I-; CO t- lO CD iH ic o o o en CO ^ LOt-LOCOOOOt-^COt-^OOt-OS LOCO-^ csj c^j oi co' (cg co' i>^ CO -rH 00 CO coTtHiocot-cooicgoi-^oo-* §.2 a rk k ing ng romoti 'romot 3 M CO 4-1 o s w 0) tter Salary wer Salary orter Work Hours nger Work Houri gher Class of Wo wer Class of Wor tter Social Stand wer Social Standi tter Prospects orer Prospects tter Chances of P orer Chances of F a)O^OvHoa>oaioaio mi-]a3K:iIi!jm|_5cqa,pqcL, uoi;s8n5 cSoS.Q^oo'O'OCDa)'"'" JO "OM CO i-H ft p PL^ <)-{ O tc O) 0) Q) QJ QJ _c +J +J +J +J +J 4J rt^Hrtl^rtSHrt^^rtt-cdS- -3 a rt '^ c^ *^ o3 '^ c^ ""' c3 '^ nS '^ u Vi u ::i u ::i t- ^ i-, :^ -^ I w oaoaoaoaoaoa! Vialue of High School Edn,caUon 141 TABLE LVI WAYS THAT THE GKAD GATES ARE BETTER OFF THAN ONE WHO NEVER WENT TO HIGH SCHOOL.* Boys 166 Girls 222 Total 388 Boys Girls No. % No. % Total No. I % Blank None Mentally I Advanced in reasoning power..] Better judge of human nature. | Better off from a cultural stand- point Better off spiritually Can have deeper thoughts and study deeper things Firm foundation for either book or practical work Grasp a new subject quicker. . . Greater mental development. . . Greater personal resources Have a broader mind My mind has been strengthened and improved Stronger character Understand an intelligent lec- ture More independent in my thinking Better prepared academically j Gave me the desire to go to the] university j Got better standing at college..] Prepared to go to the university! Took business course quicker. . Better prepared for teaching | Capable of training children... | Enabled me to teach to get the| money to go to China as a| missionary | Prepared to teach I 1 1 13 1 1 1 2 10 4.8 .6 5.4 I .6 I .6 j I 0' I I .6 .6 7.8 .6 .6 .6 1.2 22 I 13.2 2.4 .3 .6 6.0 ! 101 0' 11 1 1 16 10 1 45.5 101 [ 45.5 4.9 0' .5 .5 .9 .5 3.1 4.5 .5 .5 2.7 3.7 109 1 110 1 24 1 1 1 2 1 1 38 20 1 28.3 .3 28.6 .3 .3 .3 .3 .3 6.2 .3 .3 .3 .6 .3 .3 10.3 6 I 1.5 1 I .3 12 I 3.1 1 I .3 5.2 .2 .3 1.6 2.1 *Th6 data for this table were filled by the graduates. secured from the questionnaires 142 Pupils Esiimate of the TABLE LYl (Continued) Boys No. % Girls No. % Total No. % Better social standing | Am more respected | 1 Better companion for myself andi others ! Better social standing | 2 Can talk with people without | embarrassment | Capable of entering society.... | Increased number of friends andj acquaintances there I 3 Better prepared for a successful j career in life | Am a business man instead of a| clod-hopper | 1 At least support myself j Better chances of success ] Better conversationalist | 1 Better off for any position | 2 Better political pull in landingj a good job i 1 Better prepared to cope with thel problems of home and social | life i 1 Can do higher class of work... | 2 Can help my parents more and| better f Can keep house better | Can make more money I 1 Can do more efficient work j Enabled me to hear the great | call for trained men I 1 Get better position more easilyj 3 Got promotion over two men] who had not been to high| school I 1 Have shorter work hours | ] If my husband should die ij could secure a position for my-| self I Know business world better....] Learn business easier j Look on cooking now as a] pleasure i Made me a better farmer I 1 Many advantages over an un-| educated man | 5 More capable of taking care ofl the house and helping mother] More influence | My own boss I 1 1.2 3.6 .6 .6 1.2 .6 1.2 3.0 .5 i .5 I .5 I .5 I .5 I I 2.5 i .5 1.0 3.6 .5 1 .5 ) 1 1 1 .5 1 1 .5 J 1 1 .5 1 1 .5 1 1 .5 1 .5 1 .5 1 .5 3 1.3 2 .9 2 .9 i 1.2 11 5^ 2 I 1 I 1 I 1 I 1 1 I 4 3.2 .3 .3 .6 2.3 .5 .5 .3 .3 .3 .3 .3 1.0 .3 .3 .3 .3 .3 2.1 .5 .5 .3 Value of High School Education 143 TABLE LVI (Continued) 1 Boys 1 Girls II Total 1 No. 1 % 1 No. % II No. % Prepared better for the legal 1 profession 1 .6 1 1 3 Better salary I 6 3.6 1 6 1.6 1 29 16.8 I 28 14.3 57 14.6 Broader appreciation of life II Appreciate my surroundings 1 1 more 1 .6 0' 1 1 .3 Better citizen 1 .6 1 1 '^ Better fitted for higher living 2 1.2 1 .5 1 3 .8 Better morally 6 3.6 1 .5 1 1 7 1.8 Better physically 6 3.6 1 .5 7 1.8 Better qualified for a happier 1 and more useful life 1 .5 1 1 .3 Better utilizer of time 1 .6 0' 1 .3' Broader outlook for a life of 1 1 usefulness and service 1 .5 1 1 .3 Broader view of life 9 5.4 11 1 4.9 1 1 20 5.2 Can better appreciate the learn- ing of past generations 1 1 .5 1 1 .3 Can enjoy life better by reading 1 1 and thinking 1 .6 1 1 1 .3 Enjoy Art 1.2 I 1 .5 i 2 1 Cultured people .3 Good pictures , 1 ' .6 U 1 .3 Leisure moments 2 2 3 1.2 1.2 3.0 1.8 5 1 2.2 .5 2 2 10 4 .5 Life better 5 Literature 2.6 Music LO Nature 2 .9 1 2 .5 Fuller appreciation of my fel- 1 low men 1 .6 1 1 1 1 .5 .5 1 2 .3 Get more joy out of life .5 Get more out of life 2 1.2 .5 1 3 .8 Great pleasure to be educated 1 .6 1 1 .3 Greater self-respect 2 1.2 1 2 .5 Have higher ideals 3 1.8 1 .5 4 1.0 Higher conception of life 3 1.8 2 .9 j 5 1.3 Know people better ^ 1 .5 1 1 .3 Learned to like good books 1 .6 1 .3 Life is richer 1 .6 1 1 .3 Life means much more to me . . 1 .6 1 1 .3 Little higher up in life 1 .6 1 .3 Made life worth while 1 3 1.3 1 3 .8 More ambition 4 2.4 1 1 .5 1 5 1.3 More contented with life 1 .5 1 .3 More inspiration 1 .6 1 .5 1 2 .5 More service to humanity 4 2.4 1 4 1.0 Real satisfaction 1 1 1 .6 1 1 1 .3 Realize better my duty as a] citizen 2 1 1.2 1 L 2 5 144 Pupils Estimate of the TABLE LVI (Continued) Boys Girls ! No. % Total No. I % II No. I % Responsibility can be better met Satisfaction that comes from knowing that I have had the| work The pleasure of noticing things that would otherwise have passed unnoticed Self-confidence increased Unclassified Better able to approach man higher up and express myself Better equipped in all ways... Broader interests Can see how ignorant I am and it gives me determination toj go on I Have received practice andj training in public speaking. I It has taught me to maintain | any opinion that I may have with readiness and good taste More sympathy for the human family The match has been lighted and I believe the fire will con- tinue to burn They asked my advice in a bigj deal j Those who did not go to the high| school come to me for help.. It is evident at first glance that the graduate girls, as shown in table LV, are not very sure in just what ways they are better off, as result of their high school education, than one who neveii went to high school. Fidly one-half of their answers in table LV are in the "blank" column, and 45.5 per cent of them, in table LVI, are also there. Ajgain those graduate girls who did answer, for the miost part, responded in the most general terms. There is nothing definite or specific about their answers. The catch phrases of "better prepared mentally." "better prepared academically," "better social standing" and "broader appreciation of life" em!brace Value of High School Education 145 the greater part of their answers. Even the group entitled, "better prepared for a successful career in life," when consid- ered closely, reveal veiy little that is definite. The general, indefinite, and evasive type of answers given, to- gether with the fact that practically one-half gave no answer of any nature at all, indicates very conclusively that the gradu- ate girls do not consider their high school education of any special use to them except in a cultural or aesthetic way. If we were to classify their answers according to the purposes of a high school education as stated in the Cardinal Principles of Second- ary^ Education,* they would fall almost entirely under the head- ing, "leisure time." What has been said about thie general and indefinite type of answers gi^T^en by the girls as to the value of a high school edu- cation, will apply nearly as well to the boys. In table LiVi from •one-fourth to one-half of the boys' answers are in the "no" or "blank" column, which indicates that, with a large per cent, at least, high school education is not very dynamic. Although there are only 5.4 per cent of the boys' answers in the ' ' blank ' ' column in table LYI, yet this table too gives strong proof of the indefiniteness of the ideas of the graduate boys re- garding the value of their high school education. For example, 13.2 per cent say they are better off m;entally, 6 per cent say they are better off academically, and 3.6 per cent say they have better social standing. This position is further strengthened by the fact that 47.6 per cent of the boys state the value of their high school education by saying they have a "broader apprecia- tion of life." It is gratifying to note, however, that about one-sixth of tlie boys see in their high school education a "better preparation for a successful career in life." These recognize in their high school education not "mental training," "academic training," or "broader appreciation of life," but ability to do "more effi- cient work," "to get a better salary," "to make miore money," "to succeed better in a business way," "to be a better farmer," etc. These few seem' to have sensed the idea that the high school is a place to prepare for the practical duties of life as well as for ♦Bulletin 1918, number 35, U. S. Bureau of Education. 146 Pupils Estimate of tlie college entrance. But, alas, how few they are (16.8 per cent of the graduate boys and 14.3 per cent of the graduate girls). The rest of theni; give reasons as indefinite as their education is general. Lei us now look at the problem' from the viewpoint of the quitters. After they were asked to say if they were getting a lower saiarj^, were working longer hours, etc., by not being a high school graduate, they were asked to state at length what ways they were "worse off" and what ways they were "better off" than if they had gravduated. In table LV we saw, what they said about salary, work hours, etc., now let us, in tables LVII and LVIII, see what they say about being better or worse off by not graduating. TABLE LVII WAYS THAT THE QUITTERS ARE BETTER OFF THAN IF THEY HAD GRADUATED FROM HIGH SCHOOL.* Boys 285 Girls 155 Total 440 Boys No. % Girls No. % Total No. I % Blank No better off. Physically better off Have better health I'm in good physical condition to do anything that comes along and they are not Might have gone blind Saved my eyes 125 115 Financially better off | Financially I 9 Easier on father and mother. . . .| 1 I have helped support the family| 2 I'm making better salary [ 1 I'm a help instead of a burden toj my family | 1 have a good position and a bank account | 1 I'm making money sooner I 1 44.1 39.9 1.4 2.2 3.1 .4 .7 .4 .4 .4 82 55 52.6 36.4 2.0 1.3 3.3 207 170 11 10 2 2 1 47.6 39.0 1.6 2.4 2.3 .4 .4 .2 .2 .2 .2 *The data for this table were secured from the questionnaires filled by the quitters. Value of High School Education 147 TAIBLE LVII (Continued) Boys No. % Girls Total No. % II No. 1 % More comforts in our home tlian| if I had spent the money for schooling | 1 Not in debt as I would have| been had I gone on to school | and graduated j Saved books and board I 1 Saved hiring a hand on the farm| 1 Self-supporting, otherwise worse | off I 1 1 19 Getting desired traming sooner in| life I Can devote full time to my| music I Got diploma in music , . | Got in Webb's school sooner] where I should have been all] the time | 1 Got through a school of phar-| macy two years sooner byj stopping I 1 Got to go to college | Hlave a business course com-| pleted elsewhere | Having gone on to a business] college I am ready to take a| good position | 1 I would not be seven months] nearer through training for| nursing | One year better in a preparatory] school I 1 Will be better fitted for college] from this private school when] I have graduated , . ] I 4 Getting value of real life expe-] rience ] Chance to learn more about] printing ] 1 Developing by experience in-] stead of depending on a di-j ploma ] 1 Good carpenter as it is | 1 Had a touch of real life and] found that a man needed an| education to do well ] 1 Have a practical business edu-] cation ] i 7.0' 1.6 0' li A II ji II — II- 2.8 II I 4.2 10 4.9 2.0 148 Pupils Estimate of tlie TAjBLE LVII (Coiitimied) Boys Girls No. I % Jl No. % Total No. I % I would not be started as a com-| mission merchant i Know more about farming | Learned ups and downs of lifei while out : Unclassified Better chances of promotion...] By receiving this good ]ob as! manager of a branch store . . . j Got a position sooner Had I associated with the teach-} ers and pupils I would have| had a hateful disposition 1 Have more leisure time as it is I I'm a happy housekeeper as it ls[ I would have practically lost my| time on something absolutely! worthless | I might have had a cleaner job] but I guess I draw down asl much pay as the fellow who] graduated j Rather be carriage maker and] have the money | Would have missed this positionj I got I 1 I 1 I i\ A A A 3.2 .7 .4 A 8 I 2.8 I 2.8 ji 1 1 1 11 .2 .2 .2 1.6 .ft .2 .2 .2 .2 .2 2.2 Value of High ScJiool Education 149 TABLE LVIII WAYS THAT THE QUITTERS ARE WORSE OFF THAN IF THEY HAD GRADUATED FROM HIGH SCHOOL.* Boys 2S5 Girls 155 Total 440 Boys I No. % Blank i 180 No worse off I I find some educated at work| on the road 1 1 "None" I 45 None, if 1 continue to farm 1 None, judging from the good| that I have seen it do others, .j 1 No worse off than the fellow] who has had foreign languages! 1 Limited in wage earning Hard to get better salary. Limited in preparation for life-| work i Ambitions of life are not realized | Don't know as much about farm-l mg Not prepared for what I want] to make my lif e-v/ork | Not prepared to meet the re-j quirments of our nation | 63.0 .4 15.8 .4 .4 49 I 17.4 5 I 1.8 Girls No. % 104 19 1.2 Limited in variety and grade of| occupation | Can't be independent of the help] of others ] Can't do scientific work 1 Can't do my work as well | Can't get a job as quickly ] 1 Can't work for myself ] Have to work harder ) 2 Have to work to pay board j 1 Not qualified to do any kind ofj business j Can't get as good a position. . . . j 7 Can't get as good a recommenda-] tion ] Can't get a clerkship in office..] 1 Can't vie with old classmates.. 1 2.5 67.7 12.3 19 12.3 1 I 1 .7 1 .7 1 1 .7 2 1.3 1 .7 1 1 .7 1 .7 11 1.3 1.4 Total No. 284 1 64 1 1 1 68 5 % 65.3 .2 14.7 .2 .2 .2 15.5 1.1 1 I .2 1 1 .2 1 I .2 I 1 1 .2 .2 .2 .4 .4 .2 .6 .1 .5 2.2 .2 .2 .2 *The data for this table were secured from the questionnaires filled by the quitters. 150 Pupils Estimate of the TABLE LVill (Continued) Boys Girls II Total No. No. % No. I % Could not get as high class of work if I had to earn my livingj Not having the education to take a job if it should turn upj You don't get as good view ofj the world and how it is car- ried on Limited in teaching profession Can't teach Harder to get a job of teaching I can't teach anything but ele- mentary school. If I had graduated I could teach in the high school Limited in academic training Behind in my studies Can't go to the university..... Can't take a business course be cause I do not know math-| metics and English j I could have gone to a dental | college I feel that my flow of English j is not what it would have| been had I finished high school I might have gone through col- lege as it is I will have to farm Penmanship and English would have been better Spelling and English would have been better Limited in mental training Am not well developed in brain thinking | 1 Can't have a degree I 1 Can't speak English correctlyi and need more arithmetic. . .| 1 Have no diploma | 2 I cannot tell anything as I would like or handle business as I should be able to | 1 Just not got as good education.! 5 Value of High School Education 151 TABLE LVIII (Continued) Boys Girls No. % No. % Total No. Lack of jnental culture keeps me handicapped as I want to take a business course Less knowledge and narnower views "Mentally" Not the scholar I should like to be I Unclassified Can't be great Get less pleasure out of life... In many ways Often accused of failure Reputation for not sticking. . . . Wouldn't have present position 14 1 1 1 5.3 Oi 0' .4 .4 .4 1.2 j a A 1.3 1 4.1 .7 .7 1.4 2.8 20 1 1 2 1 1 1 4.4 .2 .2 .4 .2 .2 .2 1.4 In considering the value of a high school education fromi the viewpoint of the quitters, attention is called to three things: FErst, that practically one-half of all the quitters in table LV are in the "blank" column, and practically two-thirds of them in the samie table are in either the "no" or "blank" columai, mteaning that they are no better off; second, that 47.6 per cent of the quitters in table LVII are in the "blank" column, and 39 per cent state that they are no better off; third, that 65.3 per cent of the quitters, in tables LVIII are in the "blank" column and 15.5 per cent state that they are no worse off. In other wordsi 86.6 per cent of the quitters practically say that they are no better off than those who graduated; and 80.8 per cent of them: say that they are no worse off. Wliat stronger evidence of indifference on the part of the quitters can be found than this, or what better proof can be had to substantiate the fact thiat the high school is? not a live, vital, dynamic force in the lives of those who leave before graduation? What really hap- pens, it seemis, is that the large mjajority of those \k\\o enter high school leave after a time for one reason or another, usually from choice rather than necessity, without, being able to say definitely whether they are better or worse off by not graduating. Of the 19.2 per cent who do state definitely that they are worse off, ahout one-half (9 per cent) of them: state their limi- tations in academic terms. By not graduating from high school they see that they are not ' ' mentally trained ' ' and can not have a college career. If we look for answers showing their limita- tions fromi a practical point of view as "financially," "prepara- tion for life-work," "variety and grade of occupation," etc., etc., we find a negligibh; quantity. Evidently tiie high school did not appeal to them very mtach if only about 10 per cent of all those who quit feel that they are lim'ited in their prepara- tion for their life-work, or in the variety and grade of their occupations. However, 13.1 per cent of these quitters gave somie very defi- nite reasons why they think that they "are better off" by not graduating from high school. A glance at table LVII will m'ake plain this fact. In it they saj'' that they are better "physically" and "financially" and that they are "getting desired training S'Ooner in life" and "getting the value of real life experiences." This, shows that a few, at least, left high school for some very definite reasons and have some very definite ideas as to the fiuic- tioning of a high school education. In concluding tliis chapter, the Avriter wishes to call atten- tion to two things; namely, the general indefinite, and vague character of the graduates' answers as to the value of a high school education, and the striking indifference which, charac- terizes the ansv.-ers and attitude of the quitters. The atmos- phere which surrounds the graduates' answers is indicative of the classical and traditional spirit which dominates the high schools from, which they come, while the enormous amount of in- difference on the part of the quitters indicates clearly that these same high schools failed entirely to grip them while they were still students. A& these two conditions already have been dis- cussed, they need no further comiment. 152 CHAPTER XI CONCOLUSIONS AND EECOMMENDATIONS SdiKie each chapter of tliis dissertation is concluded with a definite sumroiary of the findings therein, it is not deemed ne- cessary to end the discussion with a general sumim'ary. A few broad conclusions stated here will lay the basis for the recom- miendations which follow. 1. It is evident that the high schools are organized on the wrong basis. As has been said repeatedly in this treat- ise, the basal occupations of a couiiuunity should be the detemiming element in the organization of its high school course of study. In this instance, agriculture for the boys and hora'C-making for the girls are the two predominating vocations; whereas the classical and traditional elements in the high school program, of studies eclipse those of a vocational and scientific na- ture. 2. As a result of the condition pointed out in the r.bove, these high schools are preparing their pupils for one calling, while in fact they are entering others. For ex- amiple, the chief emphasis is falling on the classical end traditional courses which prepare primarily for col- lege entrance and pave the way for professional ca- reers, although only about 5 per cent of the students will ever enter the professions. 3. The very fact that the few who do graduate value thein high school education in tennis of college entrance ex- plains why the great groups that drop out of high school to enter the industrial, commlercial, or agricultural fields, place so little value on high school educatiDn. 4. The training given in the high schools is considered primarily as a m'eans to an end, or preparation for college entrance, with little thought of being an end in itself such as training for innmediate vocations. This forces students who plan non-college careers to seek special schools for training which they should receive from; the high school. 5. Heavy elimination is but proof of the fact that these high schools are playing a very small part in the lives of their pupils. 153 154 Conclusions and 6. The lack of co-ordination between the training given and occupations followed by the students together! with the lack of intelligence displayed in the evalua- tion of the various subjects in the program of studies evidences the great need of vocational guidance or ed- ucational guidance in these schools. 7. There is a decided need for teacher-training as a part of the educational program of these high schools. The line of argument made all through this study plainly shows that the only logical conclusion calls for a thorough reor- ganization of the program of studies. Instead of the program of studies being overwhelmingly classical and traditional, it needs to be re-evaluated in term's of the occupations of the state and re-directed along modern lines in order that the classical and traditional subjects mlay form but one of the curriculums which should eomjpose the general programl of studies. This shifting of the basis of the program of studies would necessi- tate not only a change in the quantity and kind of subject mat- ter offered but also a shifting of the emphasis placed on the subject matter. The present regime which stresses primarily college preparatory work will have to give way to a broader and mlore "comprehensive program which has for its objectives those outlined in the bulletin entitled Cardinal Principles of Secondary Education* by the N. E. A. Comimittee on the Reor- ganization of Secondaiy Education. The size of these schools together with the variety of oecu- pjations followed by the people of the community necessitates the perpetuation of the general high school. But the general high school will vary according to the occupations of the people who support it. Accordingly, it shall be the purpose of these last few pages to offer some recommendations as to the re-or- ganization of the program of studies for these first-class county high schools of Tennessee. Before setting down the specific recommendations let us re- call that hom,ie-making, convmercial work and nursing are the only three occupations which claim as many as 2 per cent of any ♦Bulletin, 1918, number 35, U. S. Bureau of Education. The objectives named in this bulletin are: Health; command of fundamental processes; worthy home membership; vocation; citizenship; worthy use of leisure time; ethical character. Recommendations 155 of the groups of girls studied ; that only about 5 per cent of all the boys who enter these high schools will ever enter the pro- fessions; that farming v/ill be the chief occupation of the 95 per cent of the boys who enter non-professional careers; and that the occupations of next iralportance to farming will be ]nan- ufaeturing and trade, clerking, artisan, teaching, and transpor- tation. In order to build a course of study for the general high school that will meet the needs of a people whose basal occupa- tions are those mentioned above, the following recommendations are suggested: 1. In the first place the em>phasis in tbe program of studies should be shifted from the classical and tradi- tional to the scientific and vocational point of view. 2. The amount of formal mathematics should be decreased and the amount of practical arithmetic increased. 3. Foreign language is over-emphasized. The amount of Latin should be reduced in favor of the modern lan- guages. 4. The content of the social science group should bei ohanged so that there would be more work done in civics and American history and less in ancient and miedieval history. In fact, just the reverse of the ordinary proced- ure in our high schools would be much better. Instead of starting our large freshman and sophomore classes, the majority of whom wall never become juniors even, on ancient and medieval history we should have them spend their time and energies on civics, Ainerican his- tory, and history of modern Europe, retaining for the few who are fortunate enough to reach the junior and senior years the task of working the less productive fields of ancient and miedieval history. In other words, we need to reverse the present miachinery whir;]! we hiave geared up for history so that we can miake the most of our opportunity for teaching citizenship in the high school. 5. The practical arts work should also be greatly in- creased. It seems a parody on education for each se- nior girl to graduate with 1.3 units of home economics and 2.6 units of social science ; 2.9 units of foreign lan- guages; and 3.4 units of formal mathem'atics. The value the school authorities place on home economics work is still better understood when we realize that 156 Conclusions and each senior girl goes out with 1.3 units of home econo- mics work and 1 .5 units of algebra. This is true despite the fact that over three-fourths of these girls in these high Sichools remain in the home and over one-half of them never get beyond the sophomore year of the high school. A'gain the senior boy will leave these high schools with one-third of a unit of mianual training and 2.3 units of foreign language; 2.7 units of social sci- ence work; and 3 units of formal mathematics. This also is true despite the fact that the second largest oc- cupation anticipated by senior and graduate boys is mianufacturing and trade, followed closely by the oc- cupations of farming and artisan which correlate very highly with mpnual training. 6. It is evident that there is a felt demand for comniier- cial work in these high schools. The very fact that • 12.6 per cent of the graduate boys and 6.3 per cent of the graduate girls feel the need of somie practical busi- I ness training as a preparation for their life-work shows that these high schools are woefully deficient along the commercial lines. Table XXIV shows that for the bo3^s there is an equally strong demand. If we combine the percentages of those who either expect to enter or are engaged in work that has at its base comr miercial training (federal or city employees, transpor- tation, clerical assistance, middle mien, manufacturing and trade) we wll have 22.4 per cent of the seniors and 16.2 per cent of the graduates anticipating these callings and 28.8 per cent of the graduates, 31 per cent of the older brothers who graduated, 52.2 per cent of the older brothers who did not graduate, and 28.6 per cent of the quitters. What stronger argument could one want for commiercial training in these high schools? 7. After this study was started, public sentimlent forced a law to be enacted making teacher-training a pari: of the educational program! of Tennessee. That it was a needed law is seen from the fact that teaching is the largest occupation anticipated or engaged in (outside of the home) by any single group of girls ; and that it is one of the largest anticipated by the senior and graduate boys. 8. Not only should music and drawing be included in the program of studies of these high schools, but they should be recognized as the means of developing some of the basal elements in a high school pupil's educa- tion. Becommendations 157 The natural science group should be enhanced and ex- tended so that it would become the core of the entire program of studies, for the phj'sical, chemical, and bio- logical sciences are at the base of all modern life and activities. If this be true, the justice of this position is apparent when w^e recall that we are dealing with an agricultural commiunitj^ in Avhich three-fourths of the girls of all the g.roups studied are occupied at home .'Uid from, one-fourth to one-half of the boys of all the groups studied are on the farm. To be more specific it is per- haps best to discuss some of the various subjects of this group separately. a. Physics. This seems to be the mlost popular science offered in these high schools. This is true in all probability from the fact that the apparatus is not so expensive as it is for chem,- istry or for some of the other natural sciences. When taught as it should be with emphasis on labor-saving devices for. the home and the me- chanics of the farm and shop, it is of trem'en- dous value to high school students. Especially is this true when it is properly correlated witli mianual training in its more practical phases. b. Chenmtry. Nothing should be niore appealing or helpful to a group of farm boys than a study of the chemistry of seeds, soil, tools, etc., or to girls than the chemistry of a balanced ration or of the textiles and fabrics used in the home. Certainly there is nothing more fundamental to these boys and girls than a thorough, scientific knowledge of the life they are to live. c. Biology. Here again the problems involved in the study of biology are vital because they touch these rural boys and girls at every angle. In one sense the farmer's whole activity is dealing with the biological sciences. The germination and propagation of seeds and the care of plants and animals, involve the miajor part of his time and work. d. Agriculture. So nnueh has been said already on the subject of agriculture that it seems hardly necessary in this connection to continue the dis- cussion. It has only been within the last de- cade or so tliat the American people have come to recognize the need and place of scientific ag- 158 Conclusions and riculture. As is the ease with all other reforms, the public schools have been slow to recognise it and incorporate it into their programs. Al- though, much has been done through our Agri- culti^cal and a\iechanictil colleges, experiment stations, and special high schools, yet much re- niiains to be done before agricultural instruction is fully appreciated and put on a par with the older subjects of the course of study. Fre- quently verv^ little care is exercised in the selec- tion of an agriculture teacher, while it is a mat- ter of gi'eat import when it comes to the selec- tion of a mathematics or Latin teacher. For example, in the County High School referred to previous^ in this, work, the poorest equipped and most poorly paid teacher of the faculty taught chemistry and agriculture, while the principal taught history and French. The writer knows personally that in one of these sixty first-class countj^ high schools the teacher of agriculture was an honor graduate in the department of Latin in one of the Southern universities and had taken a sumlmier tenni of six weeks in the department of agriculture in another Southern university as his only prepar- ation for teaching the subject. These typical illustrations show where the emphasis falls and what relative value is placed on the various sub- jects of the course of study. e. Physiology and Hygiene. Perhaps the most startling revelation that the AVbrld War has made to the school authorities of Am(erica is the deplorable physical condition of our young men, due largely to the neglect of health education in our public and private schools. "School Life" of August 16th, 1918, contains the fol- lowing statement : ' ' The war has brought home to us the failure of schools in this particular as nothing else could have done. Of the two and one-half mlillion men examined for the Na- tional Army in 1917, 34 per cent were found physically unfit for military service and were rejected. A careful estimate places the numi- ber of mien suffering from remiediable defects at over one-third of this num'ber. It is felt that the schools have an opportunity and a duty here Recommendations 159 that iimst not be neglected." This implies not merely a scientific and intensive study of phy- siology and hygiene but a broader and more com- prehensive view of health education in general. It mieans medical inspection of schools ; school nurses; high school courses in first aid to the injuired; home care of the sick; feeding the famdly; enlarged playgrounds with ample fa- cilities for all forms of athletics and gymnastics; more commodious buildings properly heated and lighted with gymnasiums and swimming pools. In fact, it means a re-evaluation and a re-direction of the w^ork done in health educa- tion in our high schools the country over. This re-organization and re-direction of the program of studies along the lines suggested above should vitalize these 'Mghi schools miore and bring them into closer touch with the life and vocational activities of the people they serve. This would miean, necessarily, a shifting of the point of view, and, consequently, a changing of the emphasis from the classical and traditional to the scientific and vocational. It would not mean at all the elimlination of the classical elemient from the high school program' of studies, but rather a reduction of it to its proper relation to the other elem'ents of the program of studies. LIBRARY OF CONGRESS 021 486 927 5