xt73ff3m0f6k https://exploreuk.uky.edu/dips/xt73ff3m0f6k/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1938-08 volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Manual of Organization and Administration for High Schools", vol. VI, no. 6, August 1938 text Educational Bulletin (Frankfort, Ky.), "Manual of Organization and Administration for High Schools", vol. VI, no. 6, August 1938 1938 1938-08 2021 true xt73ff3m0f6k section xt73ff3m0f6k waw‘.‘ - '.'. 9-" I .....

0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

3
Kentucky
avis, and

3, Part 2
s: Health

01' Higher

Manual of

ORGANIZATION
AND ADMINISTRATIONERE

nior Music

'I'iting,

LIERART ’ "'
JAN :2 'TITIQ

RECENIZEE)

Published By

DEPARTMENT OF EDUCATION

H. W. PETERS
,Superintendent of Public Instruction

ISSUED MONTHLY

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

Vol. VI 0 August, 1938 0 No.6

”Haydn-L

"ngngy-gx‘gisamvay Ark—kwumwexwwmagpz, 3 r A v A. i . A, i.

25?.

WWW] 0f

Organization and Administration

For High Schools

Published by

DEPARTMENT OF EDUCATION
FRANKFORT, KENTUCKY

Ch‘
Ch:

Ch:
Ch;

TABLE OF CONTENTS ‘ i
Page ‘ :ug
Chapter I. Aims and Objectives of Secondary Education .................... 7 ‘ ‘
Chapter II. Deﬁnition of Terms .................................................................... 16 ‘
Chapter III. Standard for High Schools ...................................................... 20
Regulations of the State Board of Education Govern-
ing the Accrediting of High Schools .......................... 20
Standards for Junior High Schools ...................... 25 “
Standards for Senior High Schools and Six-Year High m
Schools .............................................................................. 27
Miscellaneous Regulations of the State Board of t.
Education .......................................................................... 27 ' ,
Admission to High School _______ 27 ‘
Correspondence Work and Private Tutoring .............. 28 .“1.
Summer Schools .................................................. 28 ‘
Buildings and Repairs 29
Observance of Holidays 29 ‘
Credit in Applied Music .................................... 29
Credit for High Schol Subjects Completed in C1v111an
Conservation Camps .................................................. 30
Chapter IV. Curricula for High Schools ...................................................... 32 L
Curricula for High Schools Employing Fewer Than Six
Teachers ............................................................................ 32
Four-Year High School—Three Teachers: : .
Academic Curriculum .................................................... 3G
Four-Year High School—Four Teachers:
Academic Curriculum .................................................... 38
Agriculture and Home Economics Curriculum ...... 4O
Four-Year High School—Five Teachers: , ,1”
Academic Curriculum .................................................... 42
Agriculture and Home Economics Curriculum ........ 44
Commercial Education Curriculum ............................ 46
Departmentalized Junior High School—Two ’
Teachers: "
Three-Year Junior High School Curriulum .............. 48 :
Four-Year Junior High School Curriculum .............. 50 M
Six-Year High School——Four Teachers:
Academic Curriculum .................................................... 52
Six-Year High School—Five Teachers:
Acaflemic Curriculum .................................................... 54
Agr1culture and Home Economics Curriculum ...... 56
Suggested Programs of Study for High Schools .
Employing Six or More Teachers .............................. 58 “1‘ .v
Junior High School Program of Studies ________________________ 58 '
Four-Year High School Program of Studies ................ 59 ' H
‘1 Senior High School Program of Studies ______________ 60 .. '
é Program of Studies for Reorganized Junior-Senior
and SIX-Year High Schools ...................................... 62 a

;-t-. um;

Chapter

Chapter VI.

Chapter VII.

Chapter VIII.

Chapter

V. Extra-Curricular Activities

IX. Miscellaneous

TABLE OF CONTENTS—Continued

Suggestions Relative to the Oiganlzation and Direc-
tion of Extra-Curricular Activities ______________________________
Some Activities Which the School Should Provide ........
Athletics
Assembly
Home Room ______
Clubs ______________
School Paper
Dramatics ..........................
National Honor Society .................................

The High School Library ........................................................
Regulations of the State Board of Education: High
School Libraries ..............................................................
Location, Size and Euipment of the Library .....
Training of Pupils in the Use of the Library
Finding Room for the L1b1a1y in Small Schools.
The Book Collection .........
The Libr‘a1ian

The Science Laborato1y and Othe1 Needed Equipment

The Science Laboratory ................................
Equipment
Laboratory Layout
Science Apparatus _____________
Science Reference Material ..
Biology
Chemistry
General Science
Physics
Physiology and Hygiene ......
Euipment for Vocational Cou1ses ..............

Equipment fo1 Tleatment in Case of Accidents"

Maps, Charts, Visual Aids, etc. _________________________________

The High School Principal and His Work ............................
The Position of the Principal in the General
Organization ___________________________________________________________
Functions Which Belong to the Supelintendent...
Functions Which Belong to the Piincipal .............
Dllties of the Plincipal ...........................................
Administrative Duties .
Supervisory Duties
Extension or Social Duties
The Principal’s Office ......................................

Records and Reports
Teachers’ Marks ..................

Public School Music ................
Health and Physical Educatio1
The Guidance Program ..........
W‘ork Books

1‘31

131

132
132

133
134
138

139

141
141

143
145
146
147

150

trati
pub]
whic

pron
Stat
schol
four
man

of SI

131
132

132

133
134
138

II 141

‘ . _.,.___._.__._«

Foreword

This Manual replaces the Manual of Organization and Adminis-
tration for High Schools published in 1933. The chief aim of this
publication is to organize a body of information and interpretation
which will be useful,to the secondary schools of the state.

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

This Manual was prepared and edited by Mark Godman, Director
Of Supervision.

H. W. PETERS,

State Superintendent of Public Instruction.

}

1
ties,g
devel!
cepte1
ers a1
and a
aware
expec

’1
at 1113.1
and,a
which
can b‘
ment
was g
of Se(
ciatim

“'1
m:
th

Ct
ac
id1
111;
I:
follow
ples, 1

aamgwmb—J

Chapter I
AIMS AND OBJECTIVES OF SECONDARY EDUCATION

All school activities, including class activities, extra-class activi—
ties, guidance and all other experiences provided for the education and
development of pupils, should be determined in the light of the ac-
cepted aims of education. In planning instructional activities, teach-
ers and administrators should not only have a clear understanding
and appreciation of the ultimate aims of education, but should be fully
aware of the immediate contribution which the school subjects are
expected to make to these ultimate aims.

There is general agreement that the school should function in such
amanner as to prepare the individual for sane and successful living
and, at the same time, promote the welfare of the democratic society of
which he is a part. It is also generally agreed that the high school
can best contribute to the betterment of society through the develop-
ment of socially desirable individuals. This conception of the school
was given clear expression by the Commission on the Reorganization
0i Secondary Education, appointed by the National Education Asso-
ciation, when it declared that:

“The purpose of democracy is so to organize society, that each member

may develop his personality primarily through activities designed for
the well-being of his fellow members and of society as a. whole.

Consequently, education in a democracy, both within and without the
school, should develop in each individual the knowledge, interests,
Ideals, habits and powers whereby he will ﬁnd his place and use his
Place to shape both himself and society toward ever nobler ends.”

In order to realize the goal of education as expressed above, the
followmg objectives were set up by the Commission (Cardinal princi-
ples, page 10) :

Health

Command of Fundamental Processes
Worthy Home Membership

Vocation

Civic Education

Worthy Use of Leisure

Ethical Character

8 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

The above-stated objectives have guided our thinking concerning
secondary education for almost a decade. It is now believed that the
problems of today make it desirable to add another objective, namely:

8. \Vorld—Mindedness

DISCUSSION OF OBJECTIVES

1. Health—«Personal and Public. Since every other aim of
education is dependent for its realization upon good health, the objec-
tives of health may properly be placed as the ﬁrst objective of sec-
ondary education. In, order to realize this objective, a number of things
must be done:

a. The school must lead the public to recognize that health
needs of young people are of vital importance to society.

b. Competent teachers must be secured who can ascertain
and meet the needs of. individual pupils and inculcate in the
entire student body a love for clean sport.

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

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

In the high school program of training to secure and maintaina
condition of personal good health and physical ﬁtness, the following
are some of the immediate objectives and outcomes which it should
endeavor to achieve:

a. Efﬁcient health habits.
Participation in good sports.
Knowledge of disease prevention.
d. Community sanitation.
Proper food selection.
Ability to administer ﬁrst aid.
Correction of common physical defects.
Better bodily posture.
Wearing of proper clothing.
Recognition of moral obligation to be healthY-
Habit of observing the rule of “safety ﬁrst.”
Sane sex knowledge.

were?

:— WU- .H-

in t
i001:
maj
tool
of g
skill

men
obje

first
new
Shir
Obje

: concerning
ved that the
.ve, namely:

.ier aim of
h, the objec-
itive of sec-
)er of things

1 that health
ety.

an ascertain
lcate in the

:very school

st standards

, maintaina
ie following
311 it should

MANUAL OF ORGANIZATION FOR HIGH SCHOOLS 9

2. Command of Fundamental Processes. During the years
in the elementary school, the child gains a certain command of the
tools of learning. It is common knowledge, however, that the large
majority of pupils who enter high school are deﬁcient in the use of the
tool subjects. One function of the high school, therefore, must be that
of giving all of its pupils a better command of such knowledges and
skills as they will use in everyday life.

In training designed to give the pupils command of the funda-
mental processes, the following are some of the immediate or speciﬁc
objectives or outcomes which the school should endeavor to achieve:

a. Ability to perform with accuracy and reasonable facil-
ity the fundamental mathematical operations.

b. Ability to carry on a. conservation and to use language
in all other ways required for proper and effective participation
in the community life.

0. Ability to pronounce and spell one’s words correctly.

d. Mastery of the essentials of written composition and
grammar, with special reference to letter writing.

e. Ability to read intelligently.

f. Ability to write with proper legibility, ease and speed.

g. Command of an adequate reading, speaking and writing
vocabulary.

h. Ability to address an audience or to conduct a public
meeting with proper dignity and formality, but without stiffness
or embarrassment.

i. Ability to use dictionary, encyclopedia, maps, atlases,
card catalogs, readers’ guides, indexes and other means of ﬁnd-
ings facts and materials wanted.

j. Knowledge and understanding of'the fundamentals of
business practice.

k. Ability to think clearly and effectively organize and
exPress one ’s thoughts.

first 5; Worthy I-lome Membership. I'ljhe home will always be the
. indamental institution in our civilization. Our schools should
' contribute in every worthy way to the best home member-
ship and endeavor to make the home the best place on earth. This
0bJective applies to both boys and girls. It should be one function of

accordinglv

MI’

-.;;v.,.—.‘;. :—_~1:.._._‘_A,n_ ~41 4 4m . .._.. .' .1 g ‘ .

10 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

the social studies to deal with the home as a fundamental social .

institution and to clarify its relations to wider institutions outside.

In training the pupil for worthy home membership, the following
are some of the immediate objectives or outcomes that should be
achieved by the high school:

a. Ability to cooperate with members of the family, includ-
ing the willingness to assume responsibility within the home.

b. Understanding and appreciation of the home as a funda-
mental social institution.

0. Rrespect for parental authority,

d. Proper attitude toward the institution of marriage and
the rearing of children.

e. Knowledge of the physical, mental, moral and social
qualities necessary for parenthood of desirable type.

f. Ability to manage a household.

g. Ability to practice the common household arts.

11. Knowledge of food values.

i. Knowledge of the principles of home decoration, includ-
ing landscaping.

j. Ability to make a household budget.

k. Knowledge of the essentials of home nursing and care ‘

of the sick.

1. Knowledge of the proper sanitary conditions that should
prevail in the home.

In. Understanding of the use of inventions in the improve-
ment of home conditions.

11. Skill in making minor repairs in and around the home.

0. The will to play the part of the “good neighbor-U

p. The habit of taking care of one’s clothing.

q. Ability to keep the house, premises and equipmellt clean,
orderly and sanitary.

4. Vocation. Since the happiness and prosperity of the indi-
vidual, as well as our national wealth and greatness, depends to a Eff/3t
extent upon the vocational efﬁciency of our citizens, it is impemtlve
that our high schools relate their subject matter and instruction, at
least in a general way, to the training of youth in qualities ﬁttlng
them for a good beginning in vocational life. The ideal demands that

pu
in;
de
tic
co

thi
en

:ntal social .

outside.

e following
should be

.ily, includ-
home.
as a funda-

u'riage and

and social

ts.

ion, includ-

g and care ‘

that should

e improve-

‘. the home.

bor. ”

neut clean,

f the indi-
; to a great
imperative
motion; at
ties ﬁtting
nands that

MANUAL OF ORGANIZATION FOR HIGH SCHOOLS 11

pupils explore their own capacities and avptitudes to the end that they
may select their vocations wisely. The ideal also demands that some
deﬁnite vocational training be given to all pupils whose formal educa-
tion will terminate either before the completion of a full high school
course or upon graduation.

In training pupils for vocational ﬁtness, the following are some of
the immediate objectives or outcomes that the high school should
endeavor to achieve:

a. Vocational information, including knowledge of a large
number of vocations and vocational opportunities.

b. Knowledge of one ’s aptitudes, likes and dislikes gained
through self-analysis and exploration

c. Proper attitude toward work and respect for the occupa-
tions of others.

(1. Knowledge concerning investments and desire for eco-
nomic independence. Also a desire to save a ﬁnancial reserve for
the unproductive period of life.

6. Knowledge of labor conditions in various localities.

f. Pride in one ’s workmanship.

g. The habits of orderliness, accuracy, carefulness, thor-
oughness and punctuality.

h. Knowledge of the relation between social movements
and economic and industrial stability.

i. Foundation of technical and professional study.

j. Speciﬁc vocational skill for pupils who will not go
beyond high school.

k. Spirit of fairness and honesty of effort and product.

1. Spirit of cooperation and open-mindcdness.

m. Ability to secure satisfaction in skillful performance and
in rendering service through one ’s vocation.

_ '5. Civic Education. Civic education should develop in the
individual those qualities whereby he will act well his part as a member
of the neighborhood, town or city, state and nation, and also give him
a basis for understanding international relations. The whole scheme
of individual relationships Should be stressed under this objective.

In training the pupils for civic worth and efﬁciency, the following
rePresent some of the immediate objectives or outcomes that should be
achieved by the high school :

a. Knowledge of citizenship rights, duties and privileges.

5..

young people. Education should equip the individual to secure

12 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

b.
c.
d.
e.
f.
g.
11.

Respect for public opinion.
Knowledge of the fundamental laws.
Comprehension of American ideals.
Knowledge of social institutions and their work.
Realization of the value of universal education.
Recognition of the importance of official honesty.
Respect for law and order.

1. Realization of the necessity of cooperation in social
activities.

j. Knowledge of the relation of information to sound
social judgment. _

k. Realization that individuals and social groups are
mutually interdependent and have mutual responsibilities.

1. Proper attitude toward governing authorities.

in. Appreciation of wise leadership and intelligent follower-
ship.

Greater interest in civic problems.

0. A proper sense of social obligations.

p. Loyalty to ideals of civic righteousness.

q. Open-mindedness and tolerance in regard to the rights
of others.-

1'. Honesty, justice, reverence, purity and love of the
beautiful.

s. Realization that the optimum satisfaction of human
wants depends upon the wise use of natural resources.

t. Acquaintance with the characteristics, customs and
problems of the peoples of the other nations.

6. Worthy Use of Leisure. In the past many schools have given
little conscious thought to this objective. They have seldom treated
literature, art and music so as to evoke right emotional responses and
to produce enjoyment. Our high schools should set themselves deﬁ-
nitely to the task of giving- such training as will function in the cultiva-
tion of tastes and in setting up such habits of reading and study as wll1
lead to the enjoyment of .art, music and literature.

Many schools have also failed to organize the social activitieshof
1s

'leisure recreation of body, mind and spirit, and the enrichment and
enlargement of his personality. '

In training the pupil for the best use and enjoyment of his lei

sure

in social
to sound

oups are
ties.

follower-

;he rights
a of the
f human

)ms and

we given
1 treated
inses and
lves deﬁ-
3 cultiva-
ly as will

lvities of
acure his
1th and

s leisure

MANUAL OF ORGANIZATION FOR HIGH SCHOOLS 13

life, the following are some of the immediate objectives or outcomes
that should be achieved by the high school:

a. Appreciation of masterpieces of drama, music and art.

b. Interest in diversiﬁed reading.

. Habit of reading good literature.

d. Understanding of the facts and laws of nature essential
to an appreciation of the physical environment.

e. Information concerning travel.

f. Understanding of the physiological and psychological
laws of relaxation.

g. Realization of the importance of developing and main-
taining one or more avocational activities.

11. Participation in the social life of the community.

i. Rules of games and sports.

j. Habit of daily participation in one or more games, sports,
or other outdoor activities.

k. Knowledge of civic, religious and social conditions and
activities.

1. Knowledge of facts from social studies, mathematics,
science, manual arts useful in leisure-time situations.

In. Appreciation and support of artistic enterprises.

11. Good sportsmanship—interest in play.

0. Ability to secure recreation and relaxation through
wholesome indoor and outdoor sports, games, travel, music, good
literature, art, conversation and hobbies such as landscaping,
PhOtOgl‘aphy, gardening, etc.

p. Honesty, cheerfulness, purity and reverence.

7. Ethical Character. In a democratic society, ethical char-
acter becomes paramount among the objectives of the secondary school.
Among the means for developing ethical character may be mentioned
the Wise selection of content and methods of instruction in all subjects
:efaillldy; the social contacts of pupils with one another and with their
ti0n ﬁst; the opportunities offered by the organization and administra-
only of the school for the development on the part of the pupils not
spirit of e sense of personal responsrbihty and initiative, but also. the

serV1ce and the, principles of democracy.

In training designed to inculcate in the student the ﬁnest ethical

14 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

conceptions and principles, the following are some immediate objec-
tives or outcomes that should be achieved by the high school:
a. Moral character.
b. Sense of personal responsibility for one ’s own acts.
c. Purity in motives and conduct and appreciation of
ethical character in others.
(1. Knowledge of persons, events, movements, customs and
institutions which have determined human uplift and progress.
e. Due regard for the rights of others in all personal
contacts.
f. Sympathy for those in need or distress.
g. Recognition of the brotherhood of man.
11. Habits in harmony with highest ideals.
i. Ability to be helpful to others through home, church and
community activities.
j. Self-respect, sincerity, trustworthiness, tolerance, cour-
tesy, unselﬁshness and open—mindedncss.
k. Faithfulness in the performance of one’s duties.
1. Religious observance and reverence for the Divine Being.

8. World-Mindedness. All peoples and all nations are now so
interdependent that it is no longer possible for any nation or any
people to live in isolation. There is at present a distinct need for a
type of training that will lead all pupils to appreciate fully the con-
tributions of all nations to the civilization in which we live and ‘60
realize the economic interdependence of nations. Such training should
make for a greater degree of tolerance on the part of all for the ideas:
ideals, institutions, customs and practices of other peoples.

Some of the immediate objectives or outcomes that should be
achieved by the high school in this regard are:

a. A knowledge and appreciation of what other nations
have contributed to modern civilization.

b. The promotion of a spirit of world citizenship.

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

d. A more tolerant spirit among nations.

e. A broader and more open-minded attitude toward world
problems.

ate objec.

acts.
iation of

,toms and
progress.
personal

lurch and
108, cour-

ies.
ne Being.

-e now so
11 or any
.eed for a
r the con-
1e and to
ng should
the ideas,

hould be

r nations
d and the

1rd world

MANUAL OE ORGANIZATION FOR HIGH SCHOOLS 15

f. An understanding of the ideals and aspirations of other
nations.
g. Lessening of the possibilities of war.

If the above-stated aims and objectives of secondary education are
valid, then it is our responsibility to select and use such subject matter
and to provide such other experiences for the pupils as will enable us
to prepare and send forth from the high schools those who are able to
cope with the problems involved in maintaining physical efﬁciency and
personal and public health; trained in civic virtue and possessing an
understanding of the problems of local, city, state, national and world
government; prepared in a general way, at least, for vocational success
and happiness; ﬁtted for worthy home membership, with habits and
tastes for the ﬁnest use of leisure and for Wholesome recreational
enjoyment; possessed of the fundamental processes and knowledge
essential to the educated person and to civilization.

‘
l
l

Chapter II
DEFINITION OF TERMS

1. Four-Year High School. A four—year high school is deﬁned
asthat part of the public school system which has a distinct organiza-
tion composed of grades nine to twelve, inclusive.

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

3. Junior High School. A junior high school is deﬁned as that
part of the public school system which has a distinct organization com-
posed of grades seven, eight and nine.

4. Senior High School. A senior high school is deﬁned as that
part of the public school system which has a distinct organization com-
posed of grades ten, eleven and twelve, and which requires graduation
from the junior high school for regular entrance.

5. State Accredited High School. A state accredited high
school is either a public or private four-year, six-year, or senior high
school that is accredited by the State Board of Education.

6. Southern Association High School. The Southern Associa-
tion of Colleges and Secondary Schools is a regional organization of
colleges and secondary schools which sets up standards for its mem-
bers. It operates in eleven southern states extending from Virginia
to Texas, and includes Kentucky. Membership in this Association is
optional.

7. Program of Studies. The program of studies refers to all
the high school subjects offered in a given school without reference to
any principle of organizing these subjects into curricula.

8. Curriculum. A curriculum is a sequence of courses, required
and elective, set forth by years or terms, so as to show the requirements
for advancement and graduation according to diﬁerent objectives; as
a classical curriculum for admission to the traditional classical college;
a college preparatory curriculum for admission to an ordinary arts

Ham_.

_.'—‘

G‘s-*r-vs:_z->g:o>1

is deﬁned
organiza-

eﬁned as
:anization

d as that
tion com-

11 as that
tion com-
aduation

;ed high
1ior high

Associa-
zation of
its mem-
Virginia
ziation is

rs to all
arence to

required
irements
tives; as
college ;
ary arts

MANUAL OF ORGANIZATION FOR HIGH SCHOOLS 17

college; a scientiﬁc curriculum when more scientiﬁc knowledge and
practice than usual are sought in the high school period; a commercial
curriculum when preparation is made for business, etc.

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

10. Subject or Subject of Study. A subject or subject of study
is one of the divisions into which knowledge is commonly analyzed,
such as biology, physics, French, history. In the cases of mathematics
and social studies, it may mean these as a whole, or the word subject
may be applied to one of their componcuts—algebra, arithmetic, geom-
etry of the one, or history, civil government, sociology, economics of
the other. Besides one may either speak of history as a subject, or of
ancient history, modern history, American history as different subjects.

1]. High School Unit Based on Forty-Five Minute Periods.
A high school unit based on the forty—ﬁve minute period is the credit
obtained by a pupil who has successfully completed a subject which
he has pursued for ﬁve forty-ﬁve minute recitatioms each week for a
school year of not less than thirty-six weeks. Four such units con-
stltute a regular year’s work and at least sixteen such units are
required for graduation from a four—year high school. For a unit of
credit in science, excepting general science, a minimum of 315 minutes
a week for a school year is required for class and laboratory work. In
tYIJe‘Writing, bookkeeping, mechanical drawing, shop work, home ecoe
nomics and vocational agriculture, a minimum of 450 minutes a week
fin a school year is required. In the case of home economics and voca-
tlohal agriculture, the above is true unless the work is organized on the
hams of the “lengthened period” which is the next term deﬁned.

t] 12‘ Leng‘thened Period. A lengthened period is bne of more

13“ forty-ﬁVe minutes with the purpose of arranging for more directed
Study - These periods should be one hour or more in length. If the
PerlOds are lengthened to one hour in the clear, an hour devoted to
mentadglgl work in science will be recognized as meeting the require-
6 double forty-ﬁve minute period, provided, of course, that
periiﬁﬁrd of laboratory work equivalent to that done in the double
2 maintained. This also applies to home economics, shop work,

labor

ast

~¢

18 MANUAL OF ORGANIZATION FOR HIGH SCHOOLS

manual arts, bookkeeping, typewriting and art. In vocational home
economics a three-year course is required when the lengthened period
(minimum of 60 minutes) is used. If the hour period is used for
vocational agriculture, at least seven clock hours per week shall be
devoted to the course. For vocational unit trade courses, a minimum
of three clock hours per day in the shop for ﬁve days a week is
required.

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

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

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

16. Schedule of Recitations. By schedule of recitations is
meant the daily and weekly arrangement of classes designating the
time of day, room, frequency of meeting and the teacher in charge.

17. Academic Subjects. Academic subjects are such subjeats
as English, foreign language, social science, mathematics; which are
distinguished from arts and practical subjects, such as music; art,
physical education, commercial subjects, woodworking, trade subjects;
home economics and vocational agriculture.

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

19. Constants. Constants are deﬁned as subjects refillired Of
all pupils regardless of the curriculum pursued.

20. Curricula Variables. Curricula variables are deﬁned as
those subjects which permit specialization Within the curriculum

1al home
:d period
used for
shall be
ninimum
week is

vork re-
may be
(b) the
hours for
.mbers of

1 number
: may be
:urricular

.urricular
n regular

,ations is
ating the
barge.

. subjects
which are
lllSiC, art;
:subjectsy

t must be

:quired 0f

leﬁned as
lum.

MANUAL OF ORGANI