Survey of high schools and personnel of highschool teachers of the state of Arizona, 1915-1916

Item Type text; Thesis-Reproduction (electronic)

Authors Walker, John Franklin

Publisher The University of Arizona.

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SURVEY

of

High Schools

and

Personnel of High Scbool Teachers

of the�

State of Arizona.

1915 - 1916.

Presented to the faculty of the Universityj

of Arizona as part of the requirement for

the degree of Master of Arts in Education,

by

J. Franklin Walker.

May 20, 1916.

E 9�/91/ q/�<?

. ,

- 2 -

Contents.

Object of survey and acknowledgments.

List of schools studied.

Part 1. Conditions in the high schools.

Electives in curriculum.

Subject or group electives.

Adaptation to local environment.

Care for physical development.

Care for social needs of pupils.

Public use of school plants.

School government.

Non-resident students.

Graduates in institutions of higher learning.

Geographical distribution of such students.

Physical conditions of schools.

Part 2. Personnel of high school teachers.

The training of the teaching force.

Where Ari�ona's' corps o� teachers was trained

and where formerly e�ployed.

Professional atudy�

Prepared to teach how many subjects ?

Comparison of preparation and practice.

Number of subjects per teacher.

Number of periods per day.

Period of Service.

";; 3 -

(Part 2. Continued)

Change :from grade to high sch.ool worlr.

Number of pupils in elasses.

Certification.

Conclusion.

Question blanks.

- 4 -

Object of the survey.

To those .ho are vitally interested in the educational)

upbuilding of the State of Arizona, it has seereed wise to

make a study of the actual conditions found in the high

schools at this early day of its development as a state, in

order that we may be able to compare these conditions with

those found elsewhere; learn faults to be corrected; discover

good qualities to be encouraged and have a record to which we

may turn in future years in order to note progress or change.

For this purpose, a series or questions was sent to eacb)

of the twenty four high schools in Arizona, and the replies

have in nearly every case been prompt and rull.

A copy of the questions used will be found at the end

or the report.

Credit for the accuracy of the study is here given to

those school officers and teachers who have, by their replies

to the questions submitted, made the survey possible.

J. Franklin Walker.

- 5 �

The schools whose reports are incorporated in the

survey are:

Benson

Bisbee

Clitton

Clark, at Jerome

Douglas

Duncan

Florence

Glendale

Globe

Kingman, Mohave Vounty High School

Mesa

Miami

Morenci

Nogales

Phoenix

Prescott

Safford

Tempe

Tombstone

Tucson

Williams

Winslow

'Willcox

Yuma

- 6 -

Part 1. Conditions in the High Schools.

Electives in Curriculum.

The modern trend o� hilh sch�ol practice o� allowi�g

pupils to �ollow their desired line o� work is shown clearly

in the report on the extent o� elective possibaities.

Everyone of the t.�nty-four schools reporting allows

some �reedom in election, although in one case election is

only permitted to pupils able to carry the elected study in

addition to four regular required studies.

In other schools, from one-fourth of tbe curriculum

in the smaller schools, to one-half in the larger schools is

open to eleetion.

The smaller number o� electives in the smaller schools 1s

due to the smaller teaching foree, rather than to the desire

o� enforcing a rigid requirement.

Subject or Group Electives.

In twelve of the schools the election is by groups of

studies only.

In four it is by subject only, wbile eight allow election

both by subjects and groups.

All require that if a foreign language is elected its

study must continue tor two ,ears.

Adaptation to Local Environment.

It is somewhat difficult to determine, from the reports,

to what extent the high schools are attempting to adapt their

- 7 -

work to the local environment since some schools say th�t

their,Commercial or Domestic Science or Mechanics Arts

cou�ses are an attempt at such' a�aptation, while other schools

offering very similar"courses report no effort 'at adaptation.

However, it may be said that practically all of the schools

are offering some work in the lines mentioned, while two,

located in mining regions, are giving attention to mining

subjects and three, located in agricultural regions, are

paying special attention to the study of agriculture, while

one large city school may be said to make a strong specialty

ot Commercial work.

Care for Physical Development.

Fifteen out of the twenty-� schotls depend entirely

upon outdoor sports and athletic training to care for the

physical needs of the pupils. This doubtless means in

I

Arizona, as well as elsewhere, that some pupils take suf-

ficient and proper exercise, so�e talce too little or im­

proper exercise and some take no ex�rcise at all.

Two schools offer class work in physical culture for

the girls, but leave the boys to care for themselves in

athletics.

One requires wilitary drill of the boys, and also

encourages athletics.

- 8 �

Six schools conduct regular classes in physical culture

and encourage athletics, while one receives calls from a

physician twice �ach day, and the general condition and

well-being of its pupils are looked after, and the develop­

ment of each individual carefully watched.

Care for Social Needs of PupilS.

Fifteen sehools are indulging in, and, to a greater or

less degree, encouraging the social gatherings of pupils

in school meetings, parties, literary societies, etc., under

the supervision of the principal �r a teacher appointed by

him or chosen by the pupils composing the social group.

One principal reports that a constant and successful

effort is being made, in the school under his supervision,

to care tor the social needs and development of the young

people, while in two other schools there are regUlar monthly

or semi-monthly socials.

Two schools report no social effort whatever and six

tail to give any information on the subject.

With the fine personnel shown by the teaching force of

the State, as is further brought out in this study, it would

see� as if the schools could, with safety, attempt to become,

in a real sense, the center for the better social events of

the community, without any danger of their becoming social

catch-aIls.

- 9 -

It is certain that the young people of the schools will

come together in social groups. Will not these social

occasions be more profitable if held under the supervision

and guidance of competent and refined leaders?

Public Use of School Plant.

There are only two higb school buildings in the State

which are not open to the public for edu�ational and in­

spirational meetings, and in these two instances the reason

�or limiting the school plant to school use solely is that

the buildings are not adapted to the use of the public.

In both cases, fine new high s�hool b.ildings are

under canstructicn and these buildings will be open to the

public.

In several instances the high school auditorium is

the finest hall in the cowmunity.

One school is closed to all meetings of a political

or religious nature, but otherwise it is open to public use.

Effort, and Success of Effort to Serve the Adult Population.

In eight communities Lyceum Courses were offered during

the year under the auspices of the high schools.

In only two instances was the response of the community

considered to be really good, while six 'schools report only

fair interest in the effort.

- 10 -

Two night schools report fine results.

A third one is having only fair results while a fourth

because of difficult local conditions, was discontinued.

One school otfers a Summer Commercial Course with very

good results and another offers cooking classes for adults,

but. fails to report as to whether or not the public responded

to the work offered.

School Government.

I

One Arizona school reports that it is student or self-

governed, while eight are self-governed to a limited extent

and the remaining fifteen are go�erned by the teachers in

charge. These figures seem to show that the experiment of

student government for high schools, whether right or wrong)

in principle, has not yet gained a strong foothold in Arizona.

Non-resident Students.

There are three hundred sixty six non-resident studentsI

in the various high schools of Arizona during the'present

school year, and of these, two hundred ninety came from

rural districts adjacent to, but not included within high

school districts.

This would seem to be a high average of more than ten

rural non-residents to a school, but since one hundred of these

are in attendance at the largest high school in the State,

- 11 -

the aver�ge among the remaining twenty-one is materially

lowered.

Graduates in Institutions of Higher Learning.

Unfortunately it has been impossible to secure complete

data on this import�nt topic. One large school, this year

under a new administration, reports that there is no record

available.

Two others, each noted for their high standing and the

number of their young pe�ple seeking higher education, report

respectively "about 85% of all graduates" and "80% of all

graduates."From the remaining schools two hundred thirty three

graduates are now found in Universities, Colleges or Normal

Schools.

In all probability the aetual number is more than three

hundred, which is certainly a good s!Jowing from twenty-four

schools, several of which are so young that the first grad­

uation is yet to occur.

Geographical Distribution.

Of the two hundred thirty three graduates now found in

institutions of higher learning, the following is the dis-

tribution:I

University of Arizona •••••••••••••••••••• 55

Tempe Normal, School •••••••••••••••••••••• 53

Northern Arizona Normal Sphool •••••••••••• 33

Total number found in Arizona Schools •••• �

- 12 -

Number attending institutions in other states .••••••• 92.

These ninety two students are found in the �ollowing institutions:

University of Cali�ornia •••••• � •• � ••••••• �.Leland Stanford Universi ty •••

-

••••••••••••••

University o. Southern California •••••••• �.Pomona College, California •••••••••••••• � ••Occidental College, California •••••••••••••

San Diego. Normal, California ••••••••••••• � •

Cumnock School. of Expression, California •••

Immaculate College, California •••••••••••••

Los Angeles Normal, California •••••••••••••

Hunnington Hall, 'California ••••••••••••••••

Throop Institute, California •••••••••••••••

Library School, California •••••••••••••••••Total number in California •••••••••••••••••••••

15157472121121!8

University of Michigan ••••••••••••••••••••• 3University of Illinois ••••••••••••••••••••• 2University of Minnesota •••••••••••••••••••• 1University of Kansas •••••••••••••••••••• � •• 2Stout Institute, Wisconsin ••••••••••••••••• 1Downer College ••• � ••••••••••••••••••••••••• 2University ot Oregon ••••••••••••••••••••••• 1Columbia University, N. Y•••••••••••••••••• 2Rensellaer Institute ••••••••••••••••••••••• 1Samson Business College •••••••••••••••••••• 1Eastern College •••••••••••••••••••••••••••• 1Forest Park University •••••••••••••••••••••. 1Rolla School of Mines •••••••••••••••••••••• 1Missouri Normal •••••••••••••.••••••••••••••• 1

University of Washington ••••••••••••••••••• 1University of Texas .••••••••••••••••••••••• 1

Brigham Young University ••••••• � ••••••••••• 1Smi th College •.••••••••••••••••••••••••••••• 1

Annapolis •••••••••••••••••••••••••••••••••• iLocation not reported ••••••••••••••••• �.� •• 9

Total ••••••••••••••••••••••••••••••••••••••••••92

The proportion actually in attendance in the schools of

Ari�ona ia probably greater than these· figures would indicate

as two of the schools giving indefinite reports are adjacent

to, and feeders ot State schools.

- 13 -

With the increased and rapid development of our three

State schools, now in prog�ess, the relative number of students

who leave the State for educational purposes, other than for

distinctly post graduate study, will doubtless become rapidlyless.

Physical Conditions.

We could not hope for such favorable results in our

high schools u�less the schools were properly housed and

equipped, and a report of thirteen ot th� larger ones shows

that they are centrally located on gr.ounds ranging trom two

to forty acres in extent, and in bu��dings none of which are

more than fifteen years old, while several are even now

under construction.

The buildings are largely of brick �r concrete, and are

equipped with furnaces, running water, inside toilets, ete.,

and they are reasonably well equipped both in physical

apparatus and in libraries.

Another prime requisite for good schools is a well educated,

efficient teaching force and the remaining pages will show

something ot the quality, source and permanency ot the teaching

torce, as well as something of the conditions under which

these teachers work.

- 14 -

Part 2. PERSONNEL OF HIGH SCHOOL TEACHERS.

The training ot the Teaching Force.

Two hundred eight teachers have given a tull report

or their academic, normal, college, or university_ training as

well as or their post graduate and suw�er school work.

Their reports are tabulated as rollows:

Number ot teachers having high school training only ••••• 1Number having business college training only .� •••••••••• 11Number having normal school training •••••••••••••••••••• 40Number having college or university training •••••••••••• 115Number having normal and college or university training •• 51

Total number reporting •••••••••••••••••••••••••••••••••••••• 208

The teacher having high sehool training only studied four

years as an undergraduate and two years as a post graduate in

the Los Angeles Polytechnic High School, and is a teacher of

manual training.

Post Graduate StUdy.

Number having post graduate degrees ••••••••••••••••••••• 28Number who have been resident post graduate students •••• 56Number ot college or university trained teachers reportingattendance in summer school, one or more seasons •••••••• 63

. Number ot normal school trained teachers reportingattendance in summer school, one or more se9..sons� •••••••• 33Number ot teachers who have undertaken correspondencecourses ••••••••••••••••••••••••••••••••••••••••••••••••• 25

Total number reporting work ••••••••••••••••••••••••••••••••••�

There is surely no evidence or mental stagnation in these

figures, since more than 83% of the individuals now constituting

Ari�ona's teaching force have, at one time or another, upon

his own volition and at his own expense, carried on this

advanced intellectual work.

- 15 ..

�

Where Arizona's corps ot teachers was trained and where

formerly employed:

State. High Business Normal. College or Teaching ex-

School. College. University. perienee pre,.vio.s to Ariz.

I

Arizona 9 4 7 32Colorado 15 5 17 ·16

. Cali:fornia 13 2 7 13 8Pennsylvania 4 1 -5 5Michigan 13 1 9' 11 6Kentucky 3 3 1 -

Loilisiana • 1 1 2New Mexico 1 '2 :1 1 7Illinois 23 1 7 24 23Washington 1 ... - 1 ";"4West Virginia .. 1 2 1New York 3 1 2 2Massachusetts 2 , 2Indiana 2 2 5 12 -8Kansas ·26 .. 11 15 18Utah - - 1 :3 3

Oregon 1 ... - 2 2

Georgia 1 .. .. .... :JTennessee 5 f') 5 5\of

Ohio 10 2 11 6Mexico .. - .... - 1Oklahoma 2 - 3 7

Missouri 7 4 5 4South Dakota 1 1 2

:Minnesota 2 1 2 4

Wyoming - .- - 2

Nebraska 4 - 2 5 3

:Montana - - .. - 4

Wisconsin 7 - 4 6 5

Iowa 10 3 2 5 5

Florida - - - 1

New Jersey 2Dist. of Columbia 1 - 1 2

Virginia 2 - 2 1 1

Mississippi 2 ] 2 1

Idaho 1 - - - 3

South Carolina 1 .. - 1

Philippine Is. • - .- - 1

Maryland 1 1 1 1

Total number reporting •••••••••••••••••• 208.

- 16 ..

i

List o� schools in which the Arizona Corps of teachers

received undergraduate training:

State. Institution. Number of Teachers.;

Arizona.;

University of ArizonaNormal School, TempeNormal School, Flagstaff

731

Colorado.University o� Colorado 8Denver University 3Colorado College 3State Teacher's College 3Normal School, Greeley 5BUsiness College, Denver 1

California.University of California 4Stanford University 2'U�iversity ot Southern California 4Pomona College 3Normal Sehool, San Jose 2Normal School, Los Angeles 3Normal School, Santa Barbara 1Normal School, Stockton 1

Woodbury BUsiness College 1Los Angeles Business College 1

Pennsylvania.University of PennsylvaBia 2Dickinson College 1

Lafayette College 1

Muhlenberg College 1Mansfield Normal 1

Michigan.Un1versi ty or Michigan;"Albion CollegeAdrian/CollegeKalamazoo CollegeMichigan Agr. CollegeState Normal, YpsilantiThomas NormalFerris Institute

62111721

- 17 -

Kentucky.Bowling Green Business Univ.Glasgow Normal

31

Louisiana.University of LouisianaLafayette Normal

New Mexico.University of New MexicoE. Las Vegas NormalAlbuquerque Business College

11

112

Illinois.University of IllinoisUniversity of ChicagoWesleyan UniversityNorthwestern UniversitySteinmann College

.

Austin and Ewing CollegeIllinois Women's.COllegeBradley Polytechnic InstituteIllinois State NormalCarbondale NormalDixon NormalDeKalb NormalGem City Business College

Washington.University of Washington

West Virginia.University of West VirginiaBethany CollegeFairmont Kormal

5517111341111

1

111

New York.Syracuse UniversityVassar CollegeRochester Normal

111

Massachusetts.Mt. HolyokeRadcliffeSmithBoston Dramatic School

2211

... 18 -

Indiana.University or IndianaDe Pauw UniversityPurdue UniversityValparaiso UniversityTeacher's CollegeCentral Normal CollegeNorthern Indiana NormalTerre Haute NormalManchester Business CollegeNew Albany Business College

1334113111

Kansas.

University ot KansasBaker UniversityOttawa UniversityKansas State Agr. CollegeKansas State Teacher's CollegeBethany CollegeKansas Manual Training NormalPittsburg NormalNormal, EmporiaFt. Scott NormalGreat Bend Normal

53231111711

Utah.University of UtahBrigham Young UniversityNormal branch ot Univ. of Utah

211

Oregon.Oregon Agricultural College 2

Tennessee.University ot NashvilleCumberland UniversityBethel CollegePeabody CollegeNashville NormalHuntington NormalHall-Moody Institute

1111211

Ohio.Ohio State UniversityOberlin CollegeOhio Weslyan UniversityWestern Reserve UniversityMarietta College"'estern CollegeDennison University

2112111

- 19--

(Ohio Continued)National Norma�'UniversityColumbia Commercial CollegeEuclid Ave., Cleveland CommercialZanerian Art College

Oklahoma.Central State NormalSouthwestern State Normal

Texas.University ot TexasCentral Texas CollegeTeacher's Proressional CollegeS. H. N. I. NormalBrownwood NormalSan Marcos NormalHoward Payne Business College

Arkansas.Onach1ta College

Missouri.University or MissouriWashington UniversityCrury CollegeStephens College

. Warrensburg NormalSpringr1eld Normal

South Dakkota.Ellendale Normal

Minnesota.University ot MinnesotaMankato Normal

Nebraska.Nebraska State UniversityNebraska Weslyan UniversityDoane CollegeNebraska NormalWayne Norma.l

Wisconsin.University ot WisconsinMilwaUkee-Downer CollegeBeloit CollegeColumbia School of MusicStout InstituteWhitewater Normal

11

Col. 11

21

4111111

1

211122

1

21

31111

22113

1

- 20 -

Iowa.Drake UniversityIowa State CollegeCornell CollegeGrinnell CollegeIowa State Teacher's NormalHighland Park Business CollegeCedar Rapids Business CollegeWe'stern Business College

21112111

District of Columbia.George Washington University...

1

Virginia.SUllin's CollegeSouth West Virginia NormalMiller Manual Training School

111

Mississippi.University or MississippiI. I. and C. CollegeColumbus Normal

111

Maryland.Weslyan Institute

Trortburg Normal11

- 21 '_

Schools in which teachers have been resident post grad­uate students.

Illinois Teacher's College 1Pennsylvania State, College 1University of Michigan 1Highland Park BUsiness College, la. 2University ot Illinois 1Ralston University, Washington, D. C. 1University ot Colorado 2Sullen's College, Va. 1Weslyan University, Ill. 1Unir�rsity ot Pennsylvania 1University of California 5Universi·ty of Southern California 1Denver University 3Onach1ta College, Ark. 1Columbia University, N. 'Y. 2

George Washington University, D. C. 1Marietta College, Ohio 1University or Chicago 5Yale University 2University ot Wisconsin 2University ot Missouri 1Harvard 1Iowa State Agr. College 1Texas Teacher's Professional College 1Pratt Art Institute 1Northwestern University, Ill. 2

Chicago Art Institnte 1

University ot Indiana 1Colorado Teacher's College 3Chio State University 1Kansas University 1Normal, Huntington, Tenn. 1Iowa State College 1Dennison University, Ohio 1Purdue Universi ty, Ind. ·1

Valparaiso University, Ind. 1Baker University, Kan. 1

University of Washington 1

� 22 -

These figures show that t�e teaching force is remarkably

cosmopolitan, as nearly every state in the Union as well as

some that are not in the Union are represented.

The problem of the inexperienced high �chool teacher)

does not seem to be a very live one in Arizona since all

but 15% of those at work in the schools this year were

experienced teachers before they came to the State, and)

many of those who began their career in Arizona s�hools

have been at work several years.. )

It is also noteworthy that Ari�ona is just beginning to

train her own teachers since only 5% of the present high scbool

teachers received their training in the State. Of these, 7

teachers or 3� of the total force of the State were trained

at the University, and 4 individuals, or 2� of the total

force were trained at the Normal Schools. 14% of the present

corps was trained in Illinois, 13% in Kansas, 11� in Calif­

ornia and 10% in Colorado.,

If diversity of training spells efficiency then Arizona

schools ought to be leaders, and certainly, at the present

time, there ought to be no immediate danger of falling

into a rut or of having an in-growing teaching torce.

Professional Study.

In response to the question, "If not a normal graduate,

what distinctly professional studies have you pursued?",

.._ 23 -

seventy-tour were found to be normal graduates, eighty others

had pursued various professional studies and fifty-four

tailed to give any answer.

Since these were largely college or university trained

teachers, it is quite possible that they too had paid some

attention to studies which might properly be termed pro�essional.

The replies also revealed tbe fact that six commercial

teachers have also normal training; nine have college or

university training while seven have practically no prof­

essional training.

Prepared to Teach How },Iany Subjects?

Number ot teachers. Number of subjects prepared to teach.

265943114

12345

291917

Commercial Subjects.Domestic Science.Mechanical Arts.

Thus it is seen that a majority of the teachers are

prepared to teach t"o or three SUbjects. That this is an

important factor is shown by the comparatively large number

of subjects required ot each teaoher, espeoially in the

smaller schools.

� 24 -

Comparison of Preparation and Practice.

Subject. Number preparedarid teaching.

Number not pre'­pared and teaching.

GreekLatinSpanishGermanMathematicsGeneral ScienceBotanyZoologyFrenchMusicDrawingCOOkingSewingCommercialMechanic Arts

Physical Geog.EnglishChemistryPhysicsHistoryPhysiologyTotals

Number prepared andnot teaching.

o201933479711216171728154'401513271

'3"05

271/116132111o1o3o'78712

I 074-

o42--­l'!to1211ooo122o122-116. '2'6"0

This would seem to show that in History, English, and

Mathenatics there is a tendency to assign work to teachers

who are not especially well prepared to teach those subjects.

In the other subjects the teachers are pretty olosely

limited to their prepared work.

Number of Subjects per Teacher.

Number of subjects. 1 2 3 4 5 6 7 8

Number of teachers. 41 62 48 2S 19 7 2 1

nle great majority of the teachers are required to teach

not more than three subjects, although too large a number are

teaching four and five subjects.

The individuals teaching the largest number of classes

are mostly commercial teachers who are required, unaided, to

attempt a full commercial course-

Number of Periods per Day.

Number of periods- 1

Number ot teachers. 6

2

6

3

5

4 5

81

6

48

7

21

8

7

9

33 1

fourTwo large schools haveAperiods as the maximum and min-

imum number, but five periods seem to be the most common

reqUirement.

It will probably be coneeded that six p�r1ods ought to

be the maximum number for any teacher and conditions should

be very pressing before the limit of five periods a day

should be exceeded.

'';' 20 -

Period of Service.

Years in present position. Number of teachers.

0-11-22-33-44-55-66-77 ..R8-9-9-1.010-1111-1212-13

405554231575132o21

From this tabulation we see that 71� of the teaehers

have been in their present position less than three years,

but since the number of those serv�ng their first year is

considerably less than the number of those serving their

second and third years respectively, it appears that there

is a growing and healthrul tendency toward a longer tenure-

It is to be hoped that future history may bear out this

conclusion.

Change from Grade to High Scbool Work.

Reports on this point are difficult of interpretation,

as in several eases teaohers are now doing partly grade and

partly high school work.

As far as could be determined these are eliminated from

the tabulation, since the object of the inquiry was to learn

- 27 -

to what extent those trained as high school teachers could

expeot finally to secure high school work in a school system,

if they should accept work in the graded sohools as a pre­

liminary step to that end.

Number of years served in the grades in this school system,

before beginning high school work:

1 2

3

3

4

4

4

5 6

1 1

8

o

9

1Number ofteachers. 13 3

In one large city school there seems to have been a

tendency toward allowing a change from grade to high school

but in general the tendency is not marked.

This is doubtless due, in part, to the fact that both

grade and high school teachers were imported from regions

where the supply was greater, and therefore selection was

made on the basis ot preparation for grade work in one case

and for high school work in the other, and so a change

from grade to high school would be neither desirable nor

desired.

_, 28 .�

Number or Pupils in Classes.

Maximum. Minimum.

Number or classes. Number in class. Number or Classes. Number in class.

1 4 8 11 5 11 22 6 14 32 7 15 4'8 8 9 55 9 24 66 10 14 72 11 13 85 12 3 92 13 10 107 14 2 113 15 14 128 16 5 133 17 4 14

12 18 9 154 19 5 169 20 5 171 21 4 18

13 22 0 19$ 23 7 209 24 2 218 25 5 2211 26 5 239 27 2 249 28 3 255 29 1 33s 303 3111 323 330 344 357 361 374 381 391 40

Since these are simply the maximum and minimum elasses

�or each teacher, the conclusion must be that there are at

least thirty-three classes with a membership o� less than �our

each, and at least thirty-five classes with a membership

exceeding thirty each, and in all probability the number o�

such classes, both too large and too small, is much greater

than this.

Then there are �ive classes in music which range in

membership from fifty to seventy-five, and a class in type­

writing which numbers fifty-five.

Surely every e�fort should be made to limit class

membership to thirty as a maximum and at least three as a

minimum, unless it be in music where the large chorus is

desirable.

Oertification.

)

The high school certificates o� Arizona may be divided

roughly into two classes: First grade, or certificate for

Academic work, and Special, or certificate entitling the

holder to teach special subjects, sucb as Music, Drawing,

Commercial Subjects, etc.

Among the regular or �irst grade certificates seven

)

were granted upon diplomas given by Arizona schools.

One hundred forty-seven were granted upon credentials

from other states and eleven were granted upon examination.

- 30 -

None of the Special certificates were granted uponi

diplomas from Arizona schools, whi�e forty-four were granted

upon credentials trom other states, and ten were granted upon

examination.

Conclusion.

Every effort has �een made, throughout �bis survey, to

allow the conditions to speak for themselves, and to make

entirely unbiased whate�er eonclusi�ns wer� drawn. Moreover

the aim has been to point out conditions, not to suggest

remedies for conditions, even though the need of remedies

may be Obvious.

While there are faults to be corrected it is certainly

evident that the good features of the high school, as operated,

tar out-balance the faults, and it is with a feeling of

congratulation to the school authorities of the State ot

I

Arizona that the study is presented to .their notice.

:.. 31 11M

Blank Number 1. for Schools.

Report ot________________ High School

)

Arizona.------

1. To what extent is the pupil free to elect subjects?

2. In election, must the pupil tollow certain groupings,or is the election by subjects only?e !'

3. 'Is any definite effort made to tit the course ot studyto the school environment?

4., It so, in what subjects?

5. To what extent and in what manner does the school carefor the physical development o� the pupils?

6. To what extent and in what manner does the school care

for, the social needs of the pupi�s?7. Is the school plant open to the public for social and

educational purposes, or is it limited to school usessolely?

8. Has any effort been made to serve the"adult populationthrough extension lectures, night schools, or othermethods?

9. It so, how; and with what results?

10. To what extent is the school selt or student governed?

11. Number ot non-resident pupils in the school?

12. How many pupils eptered the High School this yeardirectly trom Arizona elementary schools, not includedwithin your district?

13. Number or pupils trom your High School now attendinghigher institutions of learning.

14. Give names ot such institutions, with number of yourgraduates represented in each.

;;.;; 32 ...

Blank Number' 2. for Teachers.

PERSONNEL OF HIGH SCHOOL TEACHERS.

Name________________________ Higb School

1. Scholastic Preparation:

High School-r ��__City StateNormal School years City Sta-t-e-----College State years

Collegieate Degree--------------� ---------------

Post Graduate WorkSummer Sessio-n------�--y--e-ars Univ. or Normal.Resident Student----" " • "

Correspondence CoursesPost Graduate Degree-------------------

If not a normal school graduate, what distinctly prof-essional subjects have you studied?

Institute.-------

What particular subject or subjects did you fit ,our­self' to teach?

2. Teaching Pra�tice:

What subjects are you teaching during the present sehool

year?In what state did you teach before accepting a positionin an Arizona school?What is your home address?

-

What has been your total experience in this school system?(a) grades years (b) high school years.How many subjects are 'you now teaching?How many periods are you teaching per day?How many pupils in your largest class?How many pupils in your smallest class?

3. Certification.

What certif'icate do you now hold?Upon what basis was it granted?