Publications of The University of Texas Publications Committees: GENERAL: FREDERIC DUNCALF MRS. C. M. PERRY J. F. DOBIE C.H. SLOVER J. L. HENDERSON G. W. STUMBERG H. J. MULLER A. P. WINSTON OFFICIAL: E. J. MATHEWS KILLIS CAMPBELL C. F. ARROWOOD C. D. SIMMONS E. C. H. BANTEL BRYANT SMITH The University publishes bulletins four times a month, so numbered that the first two digits of the number show the year of issue and the last two the position in the yearly series. (For example, No. 3101 is the first bulletin of the year 1931.) These bulletins comprise the official publica­tions of the University, publications on humanistic and scientific subjects, and bulletins issued from time to time by various divisions of the University. The following bureaus and divisions distribute bulletins issued by them; communieations concerning bulletins in these fields should be addressed to The University of Texas, Austin, Texas, care of the bureau or division issuing the bulletin: Bureau of Business Research, Bureau of Economic Geology, Bureau of Engineering Research, Interscholastic League Bureau, and Division of Extension. Communications concerning all other publications of the University should be addressed to University Publications, The University of Texas, Austin. Additional copies of this publication may be procured from the Division of Extension, The University of Texas Austin, Texas UNIVERSITY OF TEXAS PRESS THE UNIVERSITY OF TEXAS BULLETIN No. 3048: December 22, 1930 A SURVEY OF THE LOS ANGEi.ES HEIGHTS PUBLIC SCHOOLS By T.H.SHELBY Dean of the Dlvlalon of Extenalon B. F. PITTENGER Dean of the School of Education FRED C. AYER Cbalrmall of the Department of Educational Admlnlatratlon J. 0. MARBERRY CbJef of the Extension T•cbln• Bureau W. E. GETTYS ProfeHor of Soclolo•y DiYiaion of Estenaion In Collperatlon with the School of Education and the Department of Soclolosy l'UBLISHl!D BY THB UNIVERSITY POUR TIMBS A MONTH, AND l!NTBRBD AS SBCOND·CLASS MATTBR .\T THB POSTOPPICB AT AUSTIN, TEXAS, UNDER THB ACT OP AUGUST z•, 1912 The benefits of education and of useful knowledge, generally diffused through a community, are eaaential to the preservation of a free govern­ment. Sam Houston Cultivated mind is the guardian genius of Democracy, and while guided and controlled by virtue, the noblest attribute of man. l t is the only dictator that freemen acknowledge, and the only security which freemen desire. Mirabeau B. Lamar CONTENTS PAGE Foreword 7 CHAP. I. The General Educational Program of Los An­ geles Heights --------------------------------------------------------­ 9 II. The Organization and Conduct of Administra­ tive Affairs --------------------­----------------------------------------­ 26 III. Financing the Schools__________________________________ ___ ___ __ __ 33 IV. The Physical Plant______ ________________ __________________________ 38 V. The Teaching Staff_______________ __ ____ __ _________________________ 44 VI. Child Accounting --------------------------------------------------­ 62 VII. Supervision ---­---------------------------------------------------------­ 82 VIII. Social and Recreational Activities of Los An­ geles Heights____________________________________________________________ 107 TABLES l'AGE I. Los Angeles Heights Census, April, 1930________________________ 11 II. Interest in Night School Work, Ages 14-20____________________ 13 III. A Study of Occupations------------------------------------------------------14 IV. A Study of Occupations, Ages 18-20________________________________ 16 V. The Citizenship -0f Los Angeles Heights__________________________ 17 VI. Los Angeles Heights Survey for Colored Schools, April, 1930...-------------------------------------------------------------------------21 VII. Occupations of the Colored People____________________________________ 23 VIII. Assessed Valuations Per Child Unit, Twelve Texas Municipalities, 1925-26 and 1928-29________________________________ 34a IX. Assessments and Tax Rates for School Purposes, Twelve Texas Municipalities, 1928-29____________________________ 85 X. Comparison of Assessed Valuations and Purchase Prices of Sixteen Items of Real Estate, Los Angeles Heights, Bought and Sold 1929-30__ _____________________________ ____ 35 XI. Disbursements for School Maintenance, in toto and from Local Funds Only, Twelve Texas Municipalities, 1925-26 and 1928-29 -----------------------------------------------------------35a XII. Percentage of 1929-30 School Taxes Collected on Date November 1, 1930, in Seven Texas Municipalities ________ 36 XIII. The Five Main Items of the Score Card for Three Los Angeles Heights Elementary School Buildings________ 39 XIV. Detailed Score of the Woodrow Wilson Elementary School ------------------------------------------------------------------------------------39 XV. Salaries, Training, and Experience of White Teachers in Los Angeles Heights Schools, 1929-30____________ __ __________ 51 XVI. Total Experience of Teachers in Los Angeles Heights Schools ------------------------------------------------------------------------------------53 XVII. Average Annual Salaries of Teachers in Sixteen Texas Cities, 1928-29__________ __ ____ . --------------------------------------------------58 XVIII. Degrees Held by the Teaching Staff of Los Angeles Heights, 1929-30 ___ _ ------------------------------------------------------------53 XIX. Years of Training Beyond Elementary Grades in Re­lation to Ages of Teachers -------------------------------------------------55 XX. Training of Elementary Grade Teachers of Sixteen Texas Cities, 1928-29 __ ____ --------------------------------------------------56 XXI. Training of High School Teachers of Sixteen Texas Cities, 1928-29 __________ . ____ --------------------------------------------------56 XXII. Number of Scholastics, Enrollments, and A. D. A. in Sixteen Texas Cities, 1928-29 ---------------------------------------------57 XXIII. Relation between Scholastic Census and Enrollment in Sixteen Texas Cities, 1928-29 -------------------------------------------58 XXIV. A. D. A. in Relation to Scholastic Census and Enroll­ ment in Sixteen Texas Cities, 1928-29____________________________ 59 XXV. Costs for Salaries in Sixteen Texas Cities, 1928-29_____ 60 Tables TABLES PAGE XXVI. Census and Enrollment of White Pupils in Los Angeles Heights, 1924-1929------------------------------------------------------------63 XXVII. Number and Percentage of Pupils Underage, Normal, and Overage in Los Angeles Heights Schools________________ 66 XXVIII. Number and Per Cent of Underage, Normal, and Over­ age Pupils in Elementary SchooL___________________________________ 68 XXIX. Number and Per Cent of Underage, Normal, and Over­ age Pupils in Woodlawn Hills School_____________________________ 68 XXX. Number and Per Cent of Underage, Normal, and Over­ age Pupils in the Woodrow Wilson School______________________ 68 XXXI. Number and Per Cent of Underage, Normal, and Over­ age Pupils in the Kenwood (Colored) SchooL_____________ 68 XXXII. Number and Per Cent of Underage, Normal, and Over­ age Pupils in the Hidalgo (Mexican) SchooL_______________ 69 XXXIII. Number and Per Cent of Failures for All Elementary Schools (Except Colored) -------------------------------------------------72 XXXIV. Causes of Failures by Grades in the Elementary Schools ------------------------------------------------------------------------------------73 XXXV. Causes of Failure in the Los Angeles Heights High School -------------------------------------------------------------------------------------76 XXXVI. Variations in the Percentage of Marks Given in Fall Term by Los Angeles Heights Schools____ __ _______ _ ______________ 78 XXXVII. Variations in Marks Given by Four Teachers in the Same Grade·--------------------------------------------------------------------------80 FIGURES PAGE 1. Graphic Representation of Five Major Items of the Scale Allotted to Woodrow Wilson Elementary SchooL_____________________ 43 2. Graphic Representation of Five Major Items of the Scale Allotted to the Central School____________ ----·----·-·-----------------------------43 3. Graphic Representation of Distribution of Ages of Teaching Staff of Los Angeles Heights Public Schools ------------------------------55 4. Number of Years of Overageness and Underageness of Los Angeles Heights Elementary Schools ·------·--·-----------------·--------------67 5. Per Cent of Failures in Los Angeles Heights Elementary Grades ··----·-·--·-------------------------------------------·-·-------------------·--------·-··--------73 6. Causes of Failure in Los Angeles Heights Elementary Schools 75 7. Causes of Failure in Los Angeles Heights High School -·-------· __ 77 FOREWORD T. H. SHELBY The Bureau of School Inquiry of the Division of Exten­sion, in cooperation with the School of Education of The University of Texas, undertakes, among other duties, to study school conditions in Texas cities. This is done upon invitation of the superintendent of schools and the board of education in the city interested in having a partial or a complete survey made. This is the fifth city school study to be published in bul­letin form. The others are: 1. University of Texas Bulletin, No. 2630: August 8, 1926, Survey of Galveston Public Schools. Section I, Build­ings and Equipment, T. H. Shelby; Section II, Finance, B. F. Pittenger; Section III, Child Accounting, Curricu­lum, and Teachers' Salaries, H. T. Manuel. 2. University of Texas Bulletin, No. 2845: December 1, 1928. A Study of the Building Needs of San Antonio Senior High Schools. T. H. Shelby and J. 0. Marberry. 3. University of Texas Bulletin, No. 2912: March 22, 1929. Preliminary Survey of the Laredo Public Schools. Evalu­ation of the Physical Plant, J. 0. Marberry; Financial Support, B. F. Pittenger; Progress of Pupils, Fred C. Ayer; The Teaching Staff, T. H. Shelby. 4. University of Texas Bulletin, No. 2943: November 15, 1929. Part I. Construction and Reorganization Pro­posed for Galveston Public Schools: From the Stand­point of Elementary Schools, B. F. Pittenger; From the Standpoint of the High School, J. 0. Marberry. Part II, Some Problems in the Administration of Junior High Schools with Special Reference to Texas, T. H. Shelby. A Surve1J of the Goose Creek Public Schools was made by several members of The University of Texas staff and one member of the faculty of the Teachers' College at Huntsville during the school year, 1926-1927. This study was not published. In January, 1930, J. 0. Marberry and the writer made a very brief study of needed improvements of the San Benito, The University of Texas Bulletin Texas, high-school plant program of studies. This mimeographed form. in its relation brief report to is an ava enriched ilable in June, 1930. CHAPTER I THE GENERAL EDUCATIONAL PROGRAM OF LOS ANGELES HEIGHTS J. 0. MARBERRY lntroduction.-Los Angeles Heights is a residential suburb of San Antonio with a population of approximately five thousand, and for public school purposes is organized as an independent school district. The valuation of assessed property is in excess of seven million dollars and the tax rate is less than many districts of similar size and enrollment. There are five elementary schools, including one for Negroes, enrolling for 1929-1930 approximately twelve hundred pupils. The high-school enrollment is one hun­dred and fifty. There are forty-five teachers in the system, sixteen of whom are in the high school. The board of education consists of seven members. A business manager is employed, his powers being coordinate with those of the superintendent of schools. The present program of studies.-In general, the educa­tional offerings are typical of programs in communities of this size under the old seven-four plan of organization. A careful examination of every teacher's daily program indi­cates good administration of the daily load. In the high school there are four years of English, four of social science, three of home economics, two of algebra, two of Spanish, two of manual training and woodwork, and one each of plane geometry, science, mechanical drawing, and commer­cial work. According to announcement from the superintendent's office, additional work will be offered in 1930-1931 in physics, chemistry, solid geometry, commercial work, Spanish, and mechanical drawing. In addition to these regular subjects, opportunity will be given to the pupils to engage in an improved extra-curricular activities program. 10 The University of Texas Bulletin This expansion of educational offerings is made possible by the erection of a new high-school building to be occupied in September, 1930. Thus the new high-school building will permit a definite enlargement of the present curricular offerings and will give opportunity for the inauguration of extra-curricular activities heretofore impossible. The organization for general census taking.-ln order to obtain certain factual data upon which to base findings and recommendations, permission was given by the school authorities to set aside a regular school day in April, 1930, for general census taking. All the teachers accepted the invitation to participate in the survey and showed a com­mendable attitude in doing their best to get the desired information. After considerable preliminary work with two of the surveyors and with the superintendent of schools, in which the territory to be covered was apportioned to teams of two teachers each, the census was taken and the results as shown in Table I were obtained. In many cases pupils assisted the teachers and were very helpful not only during this one day of census taking but also in the follow-up work that was necessary. It is suggested here that this method of taking the regular school census may be worthy of consideration. Of course, it should not be done to the exclusion of the work of a reg­ular census enumerator, but in conjunction with the work of this official. In school systems large enough to warrant the need, a department of attendance is necessary to take care of such matters as continuous census enumeration. If teachers participate in this work, much profit comes to them by reason of the opportunity they have of extending their acquaintance over a limited area, at least, and of all that comes from meeting the patrons and talking over school affairs. If space permitted, it would be interesting to include in this report many favorable comments received from the teachers of Los Angeles Heights as a result of their experi­ ence in getting this type of first-hand information. Survey of Los Angeles Heights Public Schools 11 I. II. Ill. IV. TABLE I. LOS ANGELES HEIGHTS CENSUS-APRIL, 1930 Check the items you favor having in connection with the public schools under the direction of the Board of Education : Total Check 1. Paid director of community activities-----------------------------------------------555 2. Gymnasium with swimming pooL____________________________________________________ __ 870 3. Community playgrounds and athletic fields ___ ___ _____________________ _______ ________ 886 4. Moving pictures·-------------------------------------------------------------------------------------692 5. Community library·------------··-·----------------------------------------------------------------899 6. Boy Scouts and Girl Scouts. ___________________________________________________________________ 726 7. Clubs for adults ·---------·-··---------·--------------·------·------·····--··----··---··--··---··--------485 To those not now enrolled in the public schools. If Los Angeles Heights Public Schools had night-school work, six nights a week, check the items below you would be interested in enrolling in as a student: 1. English ------------------------------------------------··--·------------·--·-·-···--------------------265 2. Foreign language.----------·---·-·------------------------------------·--··---------------------------130 3. History and civil governmenL-----··-------------------------------------------------------109 4. Mathematics ---------------------------------··-----------····--------·--··-··--·-····-----------------182 5. Science --------------------·--·----------------------------------------------·-------------------------·--79 6. Agriculture ---------------------------------------------·-------------------------·----------·--------89 7. Business writing and spelling _________________________________________________________ 153 8. Bookkeeping --------------------------------------------------------------------------------------------170 9. Shorthand ---------------------------------------------------------------------------------------165 10. Typewriting -----···········--------------------------------------------------------····---------------165 11. Carpentry --------------------------------------------------------------------------------------------------110 12. Cabinet making ---------------------·-------------------------------------------------------------------70 13. Machine shoP----------------------------------------------------------------------------------------------74 14. Automobile mechanics ----------------------------------------------------------------------------123 15. Sheet-metal work·------------------------------------------------------------------------------------55 16. Brick, stone, metal work·---------------------------------------------------------------------------76 17. Plumbing -----------------------------------·----------------------------------------------------------------78 18. Electrical wiring ---------··----------------------------------------------------------------------------88 19. Mechanical drawing--------------------------------------------------------------------------------100 20. Shop mathematics----------------------------------------------------------·------------------------63 21. Cooking ---------------·-----------------------------------------------------------------------------------185 22. Sewing ------------------------------------------------·····-----------------------------------------------217 23. Home nursing and home management----·-------------------------------------------164 24. Parent education--------------------------------------------------------------------------------------119 25. Art courses ---------·----------------·------------------------------·--·---------------------------------82 26. Chorus or glee club _____________ ------------------------------------------·-···-------------------73 27. Orchestra or band·----------------------------------------------·------------------------------------111 28. Declamation and debate.----------------------------------------·----------------------------------56 29. -------------------------------------------------··----------------------------·----------------------------------·---­Your age -··------···-·-·· Sex --·-·-----------· Your occupation -----------------------------------­ Check: American, 1,180; Mexican (citizen), 254; Mexican (alien), 27; Other alien (write in), 9. Write in the number of males and females under proper age, as of Sep­tember l, 1930: Under 11 1 2 3 4 5 M:F M:F M:F M:F M:F M:F 29 : 33 28 : 35 49 : 38 54 : 44 52 : 39 46 : 47 18 19 20 21 or over I M:F M:F M:F M:F 50 : 33 15 : 20 9 : 15 The University of Texas Bulletin Information frorn the census: Item /.-The information called for in Table I is listed under four divisions. The first of these is discussed fully in Chapter VIII of this study. No comment is necessary here except to say that the school authorities have an opportunity to bring about great improvement in the general educational and social program of the community by acting upon the suggestions offered by Dr. Gettys. Information from the census: Item II.-This second division of Table I relates to the interest in night-school classes. There are 1,584 individual information sheets checked as tabulated. Itis doubtless true that many of these individuals checked more night-school subjects than they would ever enroll in, but, after the most liberal deduction, there certainly remains a positive interest in practically all the subjects listed, and it is recommended that the board of education give careful consideration to the organization of night­school work. The specific question of possible interest in a part-time program in connection with the regular day-school program was not submitted, but the school authorities should study this question. Of those under twenty-one years of age now employed, and who have not graduated from the high school, there may be several who would be interested in part-time employment with part-time school attendance. Employers are generally sympathetically inclined toward such an arrangement because of their interest in the further train­ing of employees. It is to be expected that a young man learning the plumbing trade might have an interest in a night class in plumbing, but his interest may be just as specific in English or mathematics, or even in a fine arts subject. As he advances in his trade, he comes to realize the need for more cultural training as well as for more knowledge of his own vocation. Note the large number, 265, that checked English. Note, also, such subjects as foreign language, social science, etc. Survey of Los Angeles Heights Public Schools In this connection, 120 young people of ages fourteen to twenty, inclusive, checked the questionnaire. Because they are under twenty-one years of age, a separate study is sub­mitted regarding their interests. This is shown in Table II. TABLE II. INTEREST IN NIGHT-SCHOOL WORK OF AGES 14-20, INCLUSIVE To those not now enrolled in the public schools. If Los Angeles Heights Public Schools had night-school work, six nights a week, check the items below you would be interested in enrolling in as a student: Total Check 1. English ···········----·---------------------------------------·---··-------··-----·-·------------------------·-38 2. Foreign language --···-·-·-··----.. -·----····· ----··------·---···------·-----·-·---···-----··---··-----15 3. History and civil governmenL.----------·---------------·------·------·--------------·---------12 4. Mathematics ··--·-------------··-----------------------·------·--------------------------------·-------·---30 5. Science ·------··----------·------------·····-------------·-------------·------··-------------------··------·--15 6. Agriculture -------------------------···-----·-·-----------------------------------8 7. Business writing and spelling ··------·-·---------------····-----·---------------·----------·· 22 8. Bookkeeping -----·---------·--·----------··----------------------------------------27 9. Shorthand ·····-·-------------------------·--···-·--------------------·-----------·-·---·-·----··---------29 10. Typewriting ----------·--------------·--·----····-------------------------------------------·--·-----34 11. Carpentry -·······---·······--·--·-····------··-·····---------------------·--·---------------·-------·---------------10 12. Cabinet making ........................ ....... .. --·-·······----··-·-------------------------------··------------11 13. Machine shop ... . .......................... __ .. ·····--····-··-----------········--------------·-·--·-----------13 14. Automobile mechanics ··-···---··-· .. .... ---····-····---··-----------·-·····------·-··--------------------16 15. Sheet-metal work ······· ···-·····--·--·-···-············ ... ····-···--······-···-----···---·-··------·----------8 16. Brick, stone, metal work ··-----···---··· ... ------····-----··--·-----------·-·--·--··------------·-····---13 i1: ~\~~~i~a, .;i~i~g'::::::::::::::::::::::::::::··:::::::··:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: g 19. Mechanical drawing ··--------·--··----········---------------····---------------------·----·-·-----·---------13 20. Shop mathematics ------··------------··-··-·------··--------------··------·----------------------------6 21. Cooking ----------·-·----·---·------------·----·--·-----·-------------------------------------·--------------·· 31 22. Sewing ---·------··-------------------·------·---------------------------··-----·------------·-------------------· 40 23. Home nursing and home managemenL..-··------·---------------------------------------------20 24. Parent education ------------------·· ·-··-----------------··------·------···------------··------·------·------6 25. Art courses····-----------·------------------·--------------·-·-------------------------------------------·--------·-9 26. Chorus and glee club ............ ---------·-·---------------------·-----··---------------·------··-----·------15 27. Orchestra or band ---------··----------------···------------------------·--------------------------·-------·--23 28. Declamation and debate.............. ·····---------·-··-------·---·-······--·-·-----·-·-------------------9 There is a positive correlation between the occupation in which one is engaged and his interest in further school work. For example, one of the individuals represented in the table above is fifteen years of age, but has dropped out of school and is working in a garage. He is interested in mathematics and automobile mechanics. Many cases of similar nature could be cited ; in fact, a study of the indi­vidual sheets shows a consistent relationship between the job now held and the school subject desired. The University of Texas Bulletin Information from the census: Item III. Occupations.­The third division of Table I is a study of occupations and citizenship. Table III summarizes the occupations of approximately sixteen hundred individuals interviewed. Of these, 222 checked no occupation and 632 are listed as housewives. TABLE III. A STUDY OF OCCUPATIONS IN LOS ANGELES HEIGHTS Agriculture, Forestry, and Animal lndustry-24 Dairyman ---------------------------------------------5 Lumberman ------------------------------------------2 Poultry raiser__________ __ ________________ _______ 3 Farmer -------------------------------------------------9 Srock raiser ________________________________________ 4 Gardener -------·-------------------------------------1 Manufacturing and Mechanical lndustries-326 Automobile repairer_______ _ _ __ _ ____ ___ 4 Machinist --------··--------------------------------I Baker -----------------------------------------------3 Mason ------·-------------------------------------------6 Blacksmith ---------------------------------------2 Mechanic --------------------------------------------31 Bookbinder ----------------------------------------2 Milliner ----------------------------------------------1 Builder ------------------------------------------------18 Painter ---·-------------------------------------------9 Butcher ----------------------------------------------4 Paper hanger..________________________________ __ 2 Cabinet maker___________________________________ 6 Piano and organ tuner_____________________ 1 Carpenter -----------------------------------------39 Plumber ---------------------------------------------10 Concrete worker_______________________________ 5 Printer ------------------··-·--------··---------------5 Dressmaker -----------------------------------3 Seamstress -----------·------------------------------2 Electrician ---------------------------------------17 Sheet-metal worker__ _ _______________________ 3 Foreman ------------------------------------------6 Stationary engineer___________________________ 2 Steam fitter......____________________________________ 1 Inspector ----------------------------------1 Iron worker -------------------------------------3 Tailor ·-------··-·-··--------------------·-··-···-·----3 Laborer ---------------------------------------------131 Tinsmith --··-··-·--···-··-----·-··-·--····-·--···-2 Laundry worker_______________________ ______ 1 Wood worker_·--------···--···----···-------------1 Leather worker ---------------------------------1 Transportation-44 Brakeman --·-·---··-···--·-·-------------------··-· 2 Fireman ------·····-·····-····------··--··-··---·-·--4 Chauffeur --------------···------------··········--3 Garage keeper ----------·······-·····--·-----···· 3 Conductor ······---·--·--·--·-------------·-····-··· 8 Locomotive engineer....................._____ 5 Express agent_ ______ ····-··--·········-··--·------1 Shipper -····-·------······----··-··--··--···--·------1 Expressman -··--··-----··-·-·------···--··-·····--1 Teamster ·-·-··-···---·-···-·----······--·---····----15 Express messenger -···-·--··--··--·--·-------1 Trade-166 Advertising man...·--··-----·------------··--··--1 Middleman -------··--·----·-··--·-··-·----···-·-----% Buyer -···-----·-···-------··-··-------------·--·-·--I Proprietor -----·---·-·---------·-··-----------------3 Clerk ····-------··----·····--·····------·-·······-·--··--26 Collector ----····-------···-·-·-···----·-··---------4 ~!~~i!::at~--~~-~-~-t::::::::::::::::::::::=:::::::: 1gCredit man ----·-····---··-·----········-·-·--··----1 Delivery man ·-----····-·····--···---··-·········· 4 Insurance agent._·-··----·····------···-·--···-·-6 ~;~~:?i0a~:::::::::::::::::::::::::::::::::::::::::: Si Manager --······-----··---···--···---·············---· 15 Telephone operator.___________________________ 9 Merchant ·-····-···---·---···--····--·····-·--------12 Survey of Los Angeles Heights Public Schools 15 Public Service-20 Detective .............................................. 1 Policeman ········----------------------------------1 Fireman ············-·································-2 Postal clerk ... ----········----------------------6 Letter carrier .................... -------------------1 Sheriff ···············---------------------------······· 1 Mail carrier ...... -----··········-----------------2 Soldier ················-------------···················· 4 Mail clerk... ·-················---------2 Professional Service-61 Accountant ............ ........................... 1 Mining engineer................................ I Architect .................. ......................... 1 Mot~o? picture operator.................. 1 Chemist .............................. .................. 1 Mus1c1an ··························------------------7 Civil engineer...................................... 3 Nurse .................................................. 4 Clergyman .......................................... 4 Pharmacist .............. .......................... 1 Decorator ............................................ 1 Physician ............................................ 4 Dentist .................................. 2 Scientist ·······························-············· 1 Journalist .............. ............................. 1 Teacher .............................................. 19 Lawyer ............. ..... ............................ 4 Vocational counselor.......................... 1 Librarian ............ . . ........... ................ 2 Domestic and Personal Service-69 Barber ............................................... 5 Janitor ·-········-·······-····--····---------------9 Cook .................................................... 1 Launderer .......................................... 1 Hairdresser ........................................ 2 Restaurant keeper.............................. l Household assistant...... .................... 9 Servant ................................................ 3 Housekeeper .................. ................... 35 Waiter ................................................ 3 Clerical Occupations-20 Auditor ........................... .. l Office clerk.......................................... l Bookkeeper ......................... .............. 6 Stenographer ...................................... 5 Cashier .............................................. 3 Typewriter ...... ................................... l Filing clerk ..... ................ ................. 1 H ousewives-632 SUMMARY Agriculture, forestry, and animal industry................................. ........................ 24 Manufacturing and mechanical industries .......................................................... 326 Transportation ............. .. ···················· ···················-······················-····-····-·····-· 44 Trade .... . . . ..... . ............................................ ·····················--·-······· 166 Public service . ............................ ............................................ 20 Professional service ................ ................................................. 61 DumesI ic and persona I sen ice ................. .............................. 69 Housewives .. .. .................... ....................... 632 Clerical occupations ................. 20 ~~~~re~~ m Total ............... . . .................................................. 1,584 Table II, above, indicates the interest of 120 young men and women of ages 14 to 20, inclusive, in night-school work. Of these, 94 are of ages 18, 19, and 20. Table IV lists the occupations of these individuals. The University of Texas Bulletin TABLE IV. A STUDY OF OCCUPATIONS IN LOS ANGELES HEIGHTS OF AGES 18, 19, AND 20. Agriculture, Forestry, and Animal lndustry-2 Dairy work.......................................... 1 Produce business ............................... Manufacturing and Mechanical lndustries-20 Automobile Bookbinder repairer ........................ . .............................. .. 2 2 Laborer .............................................. Mechanic ............................................ 5 1 Carpenter ......................................... . Dressmaker ...................................... .. 1 1 Milliner .............................................. Painter ............... _.............................. 1 3 Electrician ........................................ .. 4 Professional Service-2 reacher ................................................ 2 Public Service-I Mail clerk .................................... ---1 Trade-14 Clerk .................................................... 4 Salesman .............................. . . -· .. ... J Delivery man ..................................... 3 Telephone operator................. .... . 6 Clerical Occupations-2 Cashier ................................................ 2 Domestic and Personal Service-5 Servant ......-----------------------------4 Household assistant ---------------------1 No Occupation-26 Housewives-22 SUMMARY Agriculture, forestry, and animal industry ... ......................................................... 2 Manufacturing and mechanical industries ..... ......... ........................................... 20 Professional service............................................ ......................................................... 2 Public service................................................................................................................ 1 Trade ................................................................... .......... ........................................... 14 Clerical occupations...................................................................................................... 2 Domestic and personal service .......................................... .................. ...................... 5 No occupation ............................................................................................................... 26 Housewives .................. .............................................................................................. 22 Total ...................................................................................... ................................... 94 Neither the program of studies in the present offerings of the high school nor the program planned for 1930-1931 is sufficient to meet the needs of this community as reflected in what the people are doing in their occupational activities as shown in Tables III and IV. It is sufficient here to Survey of Los Angeles Heights Public Schools 17 recommend that the school authorities give careful consid­eration to the high-school offerings consistent with the values of cultural training, including college entrance requirements, and to the occupations in which the graduates of the public school and those who do not graduate are likely to engage. Too much emphasis may be placed upon "com­munity needs" as related to the high-school program, but more consideration to these needs should be given in this community than is being given at present. Information from the census: Item Ill. Citizenship.­ The citizenship of Los Angeles Heights is listed in Table V. Nearly 75 per cent are American citizens and 15 per cent are Mexican citizens. Doubtless some of the number that failed to check citizenship are aliens, and, with thirty-six aliens listed, constitute some demand for Americanization class work. It may also be assumed that many of the Mexi­can citizens would be interested in further training in citizenship subjects. The outstanding feature of this table is the large percentage of American citizens. TABLE V. THE CITIZENSHIP OF LOS ANGELES HEIGHTS American citizens ................. ········----···········-·---------·-----------------------··········-·-·······----1,180 Mexican (citizens) ···········--·········-········-························-·························-·-·········-····· 254 Mexican aliens ·············································-····-········--·········-·························--·····---· 27 Other aliens ... ·················-········--······ ---····---·····------······-···············-----·····-················ 9 Not designated ····---······--·······--·······--···----······--············-··-··-······································ 114 Total ---·····----·····--·········-····························-······-···-······-······-···································l,584 Information from the census: Item IV.-Reference has already been made to the ages in this item above the regular scholastics and under twenty-one. Attention is here directed to the pre-school age. No claim is made that the data obtained of children under six years of age are complete. However, a total of approxi­mately five hundred children are listed in Table I, above, of ages under one to five, inclusive. The interest, on the part of patrons checking the census list, in pre-school training is reflected in Item II of Table I, numbers 23 and 24. The subjects of Home Nursing and The University of Texa.s Bulletin Home Management and that of Parent Education are checked by 164 and 119, respectively. As to the advisability of considering the nursery school as an integral part of the public-school program of Los Angeles Heights, no such recommendation seems advisable. Few public school systems, if any, have such an organiza­tion, but some are cooperating with private organizations for such purposes. Considerable research work is being done by some of the leading universities in this field. The time may come in public education when, by state legisla­tion, public-school authorities may be permitted to use funds for the nursery school. The kindergarten, however, is a part of the organization of public education worthy of consideration. Five years ago, as reported by the Bureau of Education, there were 118 kindergartens in Texas in cities above 10,000 popula­tion. That number is increasing, and there seems to be little argument against organizing this type of school for the four-and five-year-old children. In Los Angeles Heights there are at least two hundred children of these ages, and their needs are deserving of the most thoughtful consid­eration. The regular day-school program.-After all that may be said regarding the opportunities of the school authorities in expanding educational offerings in Los Angeles Heights to meet the needs of the pre-school ages, the possibilities of inaugurating a part-time program in connection with employment for those of school age who are not in attend­ance but who might be enrolled again, the desirability of a program of adult education in night-school and Ameri­canization work, and a general community welfare program discussed in another part of this survey, it remains that the primary problem of the superintendent and board of education is that of offering the best possible program of studies to those of scholastic ages. Important as this responsibility is, the subject will be treated here very briefly and in the form of recommenda­tions for further improvement. Survey of Los Angeles Heights Public Schools 19 The present seven-four plan of organization should give way to a six-three-three plan. The first six years should include the kindergarten and five elementary grades; the next three years, a junior high school; and the last three years, a senior high school. Inasmuch as Los Angeles Heights is largely a part of the municipality of San Antonio, the public school organization might well be thought of as a six-three-three-two plan, since the Junior College of San Antonio has now been taken over by the Board of Education of that city as a part of their public­school program. For public-school purposes, Los Angeles Heights is independent, but actually the graduates of the high school have access to junior college opportunities in San Antonio. This general recommendation is made: that the authori­ties in Los Angeles Heights institute a thorough-going plan of complete curriculum revision. It would be fortu­nate if this revision could be carried on in conjunction with such a program in San Antonio. This curriculum revision should be carried on largely as a self-survey program with the aid of educational leaders outside the system as far as seems desirable. It is not neces­sary to set up an elaborate program for outside assistance at the beginning, but it is important that a program extend­ing over several years be worked out at the beginning. Such a program should result in a complete revision of materials in the elementary field. With the kindergarten, there should be a complete re-writing of the elementary grade program to and including the fifth grade. Careful investigation will doubtless reveal much non-essential material, including actual waste, and the need of further emphasis upon the essentials of kindergarten-elementary education. The following quotation from a recent survey1 is perti­ nent and sufficient for recommending the junior high-school unit: 1Report of the Survey of the Schools of Newburgh, New York. Bureau of Publications, Teachers' College, Columbia University, New York, N. Y., 1929. The University of Texas Bulletin Considering the aims, objectives, functions, and purposes of the modern junior high school, those responsible for the organization of the city's educational facilities must soon recognize the necessity for providing this unit of organ­ ization. Briefly, the junior high school serves several important purposes: 1. It provides an enriched curriculum. 2. It assists in guiding pupils according to their interests, aptitudes, and abilities. 3. It endeavors to check the withdrawal of children from the upper grammar grades. 4. It removes or minimizes the personal and social dangers which inhere in the instincts of adolescence. Another very important function served is that of pro­viding for earlier differentiation of courses of study. The opportunity to provide broadening and finding courses exists at this age of the child. The introduction of vocational work should be considered with the attendant opportunity to offer some training in vocations to the child who will leave school at the expiration of the compulsory age period. As a result of this curriculum study for the kindergarten­elementary grades and for the junior high school, the present offerings in grades nine, ten, and eleven of the four­year high school will undergo the same general revision for the senior high-school program. It is suggested, in con­nection with revision of materials and the reorganization of subjects, that careful study be made of public-school programs in independent school districts of comparable size in Texas and other states that have been reorganized on the five-(or six-) three-three plan. Extra-curricular activities.-lf an extra-curricular activ­ity is worth while, sufficient attention should be given to its organization, administration, and teaching values to place it upon the same sound basis as the regular curricula. There is a definite tendency in public school administra­tion to make the extra-curricular activities more and more curricular in nature. For example, the publishing of a Survey of Los Angeles Heights Public Schools 21 weekly paper or of the annual may be organized in such a way as to make the enterprise a component part of the English curriculum. Certainly, the band or orchestra, as well as the glee club or chorus, may be made an integral part of the fine arts curriculum; and so, practically, every activity may become a definite part of its own curriculum, and may be made to function quite as effectively as other regular curricular materials. The further suggestion is offered here that a period of the daily program be set aside for extra-curricular activi­ties. No regular classroom work should be done during this period. A pupil not engaged on a given day in one of these activities may be assigned to study. A very important part of the organization is the regu­lation of individual participation. There is no valid reason for permitting a few of the pupils to take charge of all the activities. There are many pupils who are not disposed to assert the necessary initiative to be chosen as leaders in the various school enterprises, but who will do quite as well, and often very much better, than those who do assert them­selves. In other words, the participation of a given pupil in extra-curricular work should be limited, and, with few exceptions, every individual should be required to partici­pate. And the activities, as suggested, should be made a part of the regular program, and not be left till after school, evenings, and Saturdays. This will apply to about every activity except athletic practice and field trips. Information from the census: The colored schools.-The principal and teachers of the colored schools joined heartily in taking the census among their people of the district. Table VI is a summary of information obtained as checked by 139 individuals. TABLE VI. LOS ANGELES HEIGHTS SURVEY FOR COLORED SCHOOLS, APRIL, 1930 I. Check the items you favor having for your school under the direction of the Board of Education : Ch eck I. Community playground ········----······--·····-·-------·-·---·---·-···················---··----125 2. Moving pictures.... ·-················--···-·-··--·---···--·--·----·-···--··---------·---··-----··----·--45 3. Community library ····---······--------··-······--·-------·-·--·········---·--·-····---··---·----123 4. Manual training for boys -·······-----·-------------···-·············--··-------··-····-------·-20 The University of Texas Bulletin II. To those not now enrolled in the colored schools. If your school had night-school work, check the items below you would be interested in enrolling in as a student; Check ~: ~~:~~~=~~~-g~-~~~~~-~~-~:::_:·:::::::::::::·:::::::::::::=::::::::::=::::::::::::::::::::::::::::::: l~ 4. Science -------------------------------------------------------------------------------------------------------39 ,f: ~lr~·;!I~~~:E :~ =: ;~~~-~-: -~~-~~= I 11. Declamation and debate.·-----·-·······-··········-------------------------------------------------38 III. Your age ----------------· Sex ------------····· Your occupation --------------------------------------· IV. Write in the number of males and females under proper age, as of September 1, 1930: 1 2 3 4 Under 11 5 M:F M:F M: F M:F M:F M:F 4 : 5 6 ; 5 2 ; 3 3 ; 3 7 : 4 4 ; 18 19 20 21 or over 18 I M:F M:F M: F M:F 3 : 1 1 : 3 4 ; 4 10; 13 A very large percentage of those checking the items in the first division of the census list are interested in having the board of education provide community playground facilities and a community library. These people are enti­tled to consideration in matters of community betterment listed in this division of the census. The school authorities have an opportunity here of further improvement of good citizenship not only among the school pupils thernBelves but among the whole colored population, and the general improvement of educational offerings in the district should include an improved program for them. In line with this idea of community betterment, it is apparent that the board of education has an opportunity of improving conditions among these people by establishing a night-school program. After liberal deduction is made in the number checking that might not enroll, the attendance would certainly jus­tify the experiment if certain classes were organized for night-school work. Nearly 60 per cent of the total checked Survey of Los Angeles Heights Public Schools English as a subject of interest, and cooking, sewing, mathematics, and shop work are high in the list. Table VII summarizes the occupations of the colored people, and a study of these occupations in relation to the interest in school work reveals a real need of extending educational offerings. TABLE VII. OCCUPATIONS OF THE COLORED PEOPLE OF LOS ANGELES HEIGHTS Agriculture, Forestry, and Animal /ndustry-5 Farm laborer__ ___________________________________ I Gardener ------------------------------------------4 Manufacturing and Mechanical /ndustries-3I Carpenter ------------------------------------··----3 Mechanic ·········--············-·········----····· 6 Laborer ···--·-··········-····--··-··-···----17 Seamstress --------······------········-·-···-······· 4 Machinist ······················-------------··-1 Transportation-9 Baggage man·----------·······-------------····· 2 Conductor --·······----·····-----·······--·--······ 2 Chauffeur ·-······--········-··········------·-----3 Porter -········-----···-··---------···------··--···--··-2 Trade-I Salesman -·······-·--····----········----·-··--·--1 Professional Service-3 Clergyman ···----·-····-··---··········--····------2 Midwife ----······-------·---·-·····--------····------I Domestic and Personal Service-56 Barber -----·······--····-···-----·--·······----------1 Janitor ·------·····-------···-----·--·----········--···-· 2 Caterer ···--·······------·-·····-·--······-----····---1 Launderer ------·--···--------··----·····-----······--12 Cook ···-········------···----··-·····----··-····------11 Servant -----·····-------··---········-----·-····-------19 Household assistant....-------·--·--------9 Waiter ······-·---·········-···-·-----····-·-·-···--··-1 Clerical Occupations-I Office boy ··---····-· -----····--··--········---·····--1 Hottsewives-II No Occupation Reported-22 Total-139 The regular daily program for colored pupils.-This pro­gram is typical for colored schools. Some work in algebra, geometry, and Latin is given in addition to the work of the sixth and seventh grades. The general arrangement of work for the four teachers in this school is good. One teacher is employed for home economics, and the excellent The University of Texas Bulletin beginning made in this work should be encouraged by improvement of present facilities. An outstanding need is that of additional offerings in vocational education. The enrollment for 1929-1930 in this school is 124. Careful study should be made here of curriculum revision, including extra-curricular activities. The amount and nature of the work to be offered on the high-school level should be given careful consideration. Conclusions and recommendations.-Certain suggestions have been offered under the various subdivisions of this chapter discussed above. The following is a summary of these recommendations: 1. There should be improvement in census taking, and teacher participation in this is worthy of consideration. 2. Night-school work should be organized as soon as pos­sible. There seems to be no question about the interest in night-school classes. The superintendent of schools should make a careful study of the best practices in organization and administration in this field before inaugurating the program. 3. In this connection, it may be assumed that there is enough interest in part-time education to warrant fur­ther study, this to include the cooperation of employers of those of ages fourteen to twenty-one, inclusive, no longer enrolled in the public schools and who have not graduated from the high school. 4. Careful study of the occupations of people in the dis­trict should be undertaken, particularly in the relation of these occupations to the present educational offer­ ings. 5. As a part of the night-school program, there should be work in Americanization classes. In addition to the specific need of aliens, the large number of former Mexican aliens warrants this important type of service. 6. While the nursery school, as a part of the general edu­cational program, is not recommended, it is advisable for the school authorities to study the present trend on the part of the public schools to cooperate with pri­vate enterprises in this direction, and it is recom­mended that such subjects as Home Nursing and Home· Management, as well as the subject of Parent Educa­tion, be introduced into the night school because of their bearing upon pre-school training. 7. 8. 9. 10. 11. 12. 13. Survey of Los Angeles Heights Public Schools 25 The kindergarten for four-and five-year-olds should be organized. Ample information for organization and administration of this school is available in Texas as well as elsewhere. For the work of the present-day school program, con­sideration should be given to reorganization on the five­three-three plan, which would be a six-three-three plan if the kindergarten is added. This reorganization includes a middle school of three years following the five years given to the elementary grades. If it seems inadvisable at this time to organize the junior high school, then consideration might well be given to enlarging secondary enducation to include the upper six years of the program. At least an enrichment of the offerings of the middle grades should be brought about. Extra-curricular activities should be increased and should be made to function more nearly as regular cur­ricular activities. One of the periods in the regular daily program of the high school should be given over to the extent necessary to the extra-curricular activi­ties, with a few exceptions such as practice in athletics. Most important of all, there should be inaugurated at once a thorough-going program of curriculum revision. It would be fortunate to have this program in coopera­tion with such work in San Antonio, at least, when the school authorities feel that the Los Angeles Heights program has been brought up to the level of the San Antonio program. The board of education should invite outside assistance in this program of curriculum revision, but the respon­sibility should be largely that of the superintendent of schools and his staff. It should take the nature of a self-survey, with outside counsel and advice as needed. For the colored schools, there is great need of improv­ing community activities; their interest in night-school work should be considered, and their program of studies should be completely revised. All these suggestions must be considered in relation to the ability of the community to pay. CHAPTER II THE ORGANIZATION AND CONDUCT OF ADMINISTRATIVE AFFAIRS B. F. PITTENGER The purpose of this chapter is to describe the adminis­trative machinery and procedures found in the Los Angeles Heights school system, and to offer certain suggestions concerning them. The principal officers of school administration in Los Angeles Heights are the board of education, the superin­tendent of schools, the business manager (who is also dis­trict tax assessor), and six building principals. The super­intendent and business manager have the assistance of a joint secretary. The school board.-In accordance with law, the school board consists of seven members, elected four and three in alternate years, for two-year terms. A majority of the board is thus normally reconstituted every two years. The board elects annually a president and secretary from its own membership. Regular meetings of the board are held on the first Tues­day of each month. But nearly every year since 1924, when the present independent school district was organized, the board has held practically as many special as regular meet­ings. In 1929 there were thirty-two special meetings. The numbers of regular and special meetings held each year since early in 1924 are shown below: Replar Special Year Meetings Meetin1s 1924 ----------------------------------------------------------------------------------------------10 12 1925 ------------------------------------------------------------------------------------------------12 11 1926 ----------------------------------------------------------------------------------------------13 9 1927 ------------------------------------------------------------------------------------------------12 3 1928 ------------------------------------------------------------------------------------------------12 11 1929 -----------------------·------------------------------------------------------------------------13 32 Tot al -------------------------------------------------------------------------------72 78 Survey of Los Angeles Heights Public Schools During this period the board has met more times in spe­cial than in regular session. While supposed to be monthly, in the six years of its existence its meetings have averaged more than two per month. This unusually large number of special meetings may be accounted for in part by the various controversies which have arisen during the short history of the district. In the fall of 1926 a disruption occurred over a change in the site of the Woodlawn Hills school, which led to futile injunction proceeding against the board. In the summer of 1927 the board became involved in a controversy with the San Antonio school authorities about the tuition of chil­dren attending the city schools from the Protestant Orphans' Home. The fall of 1929 was marked by an unfortunate dispute with a former superintendent of schools. These frequent and prolonged altercations have placed unusual burdens upon the board of education and have forced many special meetings. But inspection of the board minutes indicates that another reason for its frequent meetings is the great variety of detailed business that has been undertaken by the board. Much time has been given to hearing and adjudicating pleas for the revision of school tax assessments. One of the earliest meetings was occupied with a discussion of approaching commencement exercises, before the matter was at length referred to the superintendent. In 1925, a meeting was largely devoted to the question of allowing the high-school home economics department to purchase sup­plies for candy-making, the candy to be sold to secure funds for use in decorating the department room. The board in the past appears to have spent much time in dealing with the minutiae of administration which might well have been attended to by its administrative officers. The board has been wise in fixing its regular meeting dates at once per month. Monthly meetings should ordi­narily suffice for transacting the proper board business of a district of the size of Los Angeles Heights. There should The University of Texas Bulletin be need for fewer special meetings. ln part, the large num­ber of special meetings in the past has been forced upon the board by outside controversies largely beyond its control, but many of the meetings may be charged to the fact that the board has not yet clearly delimited its own field of activity or defined that of its executives. The following statement from a leading authority on school administration will serve to suggest the proper lines of school board activity: Boards of education should act as legislative and not as executive bodies, and a clear distinction should be drawn between what are legislative and what are executive func­tions. The legislative functions belong by right to the board; and legislation should be enacted, after discussion, by means of formal and recorded votes. . . . Once a policy has been decided upon, however, its execution should rest with the executive officer or officers employed by the board, the chief of whom naturally will be the superintendent of schools.1 The board and its chief executive officers.-The Los Angeles Heights School Board employs two specifically executive officers-a superintendent of schools and a school business manager. At present there exist no formal "rules and regulations" to indicate the recognized division of func­tions between the board and these executives. There is need for such rules and regulations. But the actual division of responsibilities can be inferred to a large extent from the board minutes and from the functioning of the superin­tendent and business manager. The early board minutes suggest that the superintendent was not considered to be a very important factor in the construction or direction of policies. Reference to recom­mendations coming to the board from the superintendent occurs very infrequently. Occasionally the board directed some specific action of the superintendent, but there is little to indicate that he exercised the right to recommend policies or seriously to advise the board in its various activities. 1Cubberley, E. P., Public School Administration, Houghton-Mifflin Company, 1929, pp. 206-7. Survey of Los Angeles Heights Public Schools 29 His attendance at board meetings is almost never men­tioned in the minutes, although rare statements in the record imply his occasional presence. These facts, together with the great variety of minor transactions recorded in the board minutes, seem to show that not until recently has the Los Angeles Heights School Board recognized fully the place of the superintendent of schools as a professional advisory and executive agent. What has been said relative to board-superintendent rela­tions also holds for the relations between the school board and the school business manager. Oral reports seem to indicate that more and more responsibility is being placed upon both of these officials, but there is no formal evidence and no legalized division of functions. Regarding this point, Cubberley writes: A school board is elected primarily as a board of school control, to determine policies, select experts, approve new undertakings, and determine expenditures. . . . The board should approve courses of study, adopt textbooks, and appoint teachers and other school employees, only on recommenda­tion of its chief executive officer (the superintendent) ; order bills paid and contracts approved after certification by its clerk or business manager that they are correct; and serve as a court of appeal in cases only where the superintendent of schools has not been able to effect a satisfactory settle­ment.2 The relative functions of the superintendent and business manager are also formally undefined at present. To some degree, the superintendent appears to be regarded as strictly an educational officer, while the business manager is directly responsible to the board for business affairs. The present requisition blanks, for example, provide no place for formal approval by the superintendent of schools. Surely, all school purchases, and especially all purchases of educational supplies, should bear the approval of the super­intendent. On the other hand, purchase order blanks state that "this order must be signed by the superintendent of 2Cubberley, E. P., Ibid., pp. 204-5. The Unfoersity of Texas Bulletin schools or secretary of the board." The business manager's signature should be sufficient here. These conditions sug­gest the looseness now existing in this phase of business management as related to educational needs. In practice, superintendent and business manager seem to have adjusted the situation quite satisfactorily; but the board should establish correct relations, by formal action, to protect and perpetuate the present voluntary understanding. The school is a unit and not a duality in fact. It exists for one purpose-the educational service of boys and girls. Inasmuch as its business activities are in fact subordinated to its educational activities, its business department should be subordinated to its educational department. Ordinary busi­ness standards ought not to prevail in determining school business policies or in judging the efficiency of school busi­ness management. Rather, the efficiency of the business department should be judged by the extent to which it serves and promotes educational ends. Such a viewpoint requires that the head of the business department should be regarded as a specialized assistant to the superintendent of schools.s Present office arrangements, by which the superintendent is assigned a corner in the office of the business manager, are obviously unsatisfactory to both officials. This will doubtless be corrected by giving to the superintendent ade­quate office space in the new high-school building when completed. A competent full-time office assistant should also be provided for the superintendent. There is at pres­ent, also, no central storage for instructional and janitorial supplies. These are received upon delivery, checked, and distributed in rather hit-and-miss fasion. Some come to the business manager's office, and some are delivered directly to the schools and receipted for by the principals or janitors. All such materials should be delivered to the business manager and receipted for by him, and should then be placed in a central storage or distributed to the schools 3 Pittenger, B. F., Introduction to Public School Finance, Houghton­Miffiin Company, 1925, p. 21. Survey of Los Angeles Heights Public Schools in accordance with approved requisitions or upon the super­ intendent's direction. A regular annual inventory should be made, and copies thereof preserved by the business manager. Special attention is called to the reported occasional action of principals of ordering supplies directly from local stores, without consultation with either superintendent or business manager, who learn of the occurrence only when bills reach their office. Such action is intolerable. All needed materials should be regularly requisitioned by prin­cipals, approved by the superintendent, ordered, received, and checked by the business manager, and then distributed to the principals requisitioning them. Principals or teach­ers who depart from this order of procedure should have their error made clear to them. School principals.-School principals are in part adminis­trative officers, and must be noted in a discussion of administrative organization. At present the high-school principal reports three hours daily of office work and two hours additional of other admin­istrative duties. Only an hour and a half is reported as given to supervision. This report suggests that unneces­sary time is spent by the principal in office routine, and that too little is given to his major duty of supervising instruction. The principals of the four white elementary schools respectively report the following amounts of time as given daily to office work and administration: one-half hour, one and a half hours, two hours, and three and a half hours. Only one reports any time at all for supervision-fifteen minutes. Two things are evident: the unevenness of the administrative situation, and the practical absence of supervision. The first-mentioned of these principals appar­ently needs to devote considerably more time to adminis­trative duties, and the last one considerably less. All should be encouraged to increase the time given to instructional The University of Texas Bulletin superv1s10n. The principal of the colored school is prac­tically only a classroom teacher. Here, both administration and supervision seem to need emphasis. The whole situation calls for a new conception of the functions of school principals, to be worked out jointly by the principals and the superintendent, and formally defined in board regulations. The work of these officers, and of all other members of the administrative staff, should follow a well-planned system-wide policy, and not be left to uncor­related individual decisions. In particular, the superin­tendent and board should see that principals are sufficiently relieved from teaching duties to permit them to perform adequately as administrators and supervisors. Use of buildings.-School officers report a feeling among some members of the community that school buildings, being public buildings, should be open freely during out-of­school hours to all and sundry. No doubt school buildings are public buildings, and certainly they should be available for other than strictly school uses. Too much money is invested in them, and there are too few other meeting places at hand, to justify denying their use by responsible groups for worthy meetings and projects. But they should be opened for only worthwhile things; they should be properly protected and cared for; and the school board is their legal custodian. Citizens should expect to apply to the board or its designated representative for permission to use a school building for any purpose. Either the superintendent or business manager, preferably the former, could be so desig­nated by the board, which, after defining the purposes for which buildings may and may not be used, should not as a rule find it necessary to pass on individual requests. CHAPTER III FINANCING THE SCHOOLS B. F. PITTENGER The objects of this part of the survey have mainly to do with the financial ability of the Los Angeles Heights school district to maintain a good school program, and the extent to which the district is utilizing this ability at present. In the final analysis, there are very few communities which are economically unable to maintain good schools; but there are many places where the effort and consequent sacrifices must be greater than is usual in the general run of Texas towns and cities. Also, there are favored places where the strain will be less than average. What are the facts in this regard for Los Angeles Heights? The answer involves a comparison, in terms of property values and tax rates, between Los Angeles Heights and other selected communities. Care must be exercised in selecting the communities that are to be used in the com­parison. Relative size and locations (factors frequently stressed in the selection) should be subordinated to the securing of representative financial ability and a modern educational program. Tables VIII, IX, and X will show the cities which have been selected for comparative purposes. The first nine are among the second-class cities in Texas in point of size, which represent different typical degrees of wealth or pov­ erty, and in most of which educational facilities are at least reasonably satisfactory. The last two in the list are, like Los Angeles Heights, suburban districts closely contiguous to San Antonio. The tables thus make possible a local as well as a general comparison. Assessed valuations.-Table VIII, which is based upon data contained in the superintendents' reports from the various selected cities, on file in the offices of the State The University of Texas Bulletin Department of Education, offers a comparison of the abili­ties of the different communities in terms of assessed wealth per census child, per child enrolled, and per child in average daily attendance. Data are given for two school years, 1925-1926 and 1928-1929. The point of interest is the place of Los Angeles Heights in each series. Ranking the city with largest wealth per child unit in each case as number one, the relative rankings of Los Angeles Heights are as follows: Rank Rank 1!!25-26 1928-29 Per scholastic._____________ ________________ __ __ ___________ ________________________________ 3 4 Per child enrolled___ ___________ ________________________ __ _ ______ _ _______ ___________ _ 5 5 Per child in A. D. A·----------------------------------------------------------------------5 5 In every instance Los Angeles Heights ranks above the middle of the group, but close to it, in wealth per child enrolled and in average daily attendance. Table IX, fol­lowing, indicates that the rate of assessment, or of evalu­ating property for school taxation purposes, is somewhat lower in Los Angeles Heights than in most of the other cities. In Table X the assessed valuations and purchase prices are compared for sixteen items of real estate which changed hands in Los Angeles Heights during 1929-1930. The data were secured from the school tax assessor and collector. They indicate a rate of assessment, as compared with sales price, of from 30 to 95 per cent; but the average of 61 per cent for the lot is strikingly consistent with the assumed 60 per cent assessment rate. It would appear that real estate in Los Angeles Heights is generally assessed for school purposes at about 60 per cent of its true (or sales) value. It was impractical to make a similar check upon the assessment rates of other cities cited in Table IX. They were secured in each case by personal letters from the respective assessors and collectors. If in error, they are likely to overestimate rather than underestimate the facts. The probability is that property is assessed in Los Angeles Heights at about the same rate as elsewhere. Since assessed TABLE VIII. ASSESSED VALUATIONS PER CHILD UNIT, LOS ANGELES HEIGHTS AND ELEVEN OTHER TEXAS MUNICIPALITIES, 1925-26 AND 1928-29 Assessed Valuations Scholastic Assessed Valuations Children Enrolled Assessed Valuations Children in Average Assessed Valuations Per Child Municipalities for School Purposes Populations Per Scholastic in School Per Child Enrolled Daily Attendance in Average Daily Attendance 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 Abilene ------------------------·-----$14,500,000 $26,966,465 4,278 5,635 $3,389.43 $4,785.53 4,590 5,691 $3,159.04 $4,738.44 3,314 4,748 $4,375.37 $5,679.54 Amarillo -------------------------26,280,000 63,163,151 4,705 7,649 5,585.54 8,257.70 5,389 8,158 4,876.60 7,742.48 3,761 6,063 6,987.50 10,417.80 Austin -------------------------------38,274,000 48,592,677 10,302 10,789 3,715.20 4,503.90 9,821 4,947.83 7,464 6,510.27 Corsicana --------------------------13,076,000 12,806,151 3,704 3,342 3,530.23 3,831.88 3,973 3,806 3,291.21 3,364.72 3,022 2,907 4,326.93 4,405.28 Denison -----------------------------12,500,000 11,500,000 3,774 3,168 3,312.13 3,630.05 3,437 3,356 3,636.89 3,426.69 2,767 2,551 4,517.52 4,508.03 Galveston -------------------------56,271,065 59,000,000 10,310 9,471 5,457.91 6,229.54 7,295 7,899 7,713.64 7,469.29 5,301 6,259 10,615.17 9,426.42 Laredo -------------------------------13,863,650 15,425,000 7,000 6,728 1,980.52 2,292.65 4,526 4,524 3,063.11 3,409.59 3,474 3,726 3,990.68 4,139.82 Port Arthur ------------------------90,000,000 92,000,000 8,642 10,058 10,414.25 9,146.94 7,280 9,179 ,12,362.63 10,022.87 5,815 7,372 15,477.21 12,479.65 Waco ----------------------------------58,500,000 59,260,000 10,464 10,448 5,590.59 5,671.89 10,551 11,259 5,544.49 5,263.34 8,332 8,276 7,021.12 7,160.46 Los Angeles Hts.____ _ ________ 3,500,000 6,391,000 547 981 6,398.53 6,514.78 702 1,098 4,985.75 5,820.58 499 808 7,014.02 7,909.65 Alamo Hts.__________________________ 6,076,000 9,877,455 714 842 8,509.80 11,730.94 740 940 8,210.81 10,507.93 547 753 11,107.86 13,117.47 Harlandale ------------------------2,634,700 4,228,639 1,141 1,606 2,309.11 2,633.02 1,007 1,702 2,616.38 2,484.51 760 1,170 3,466.71 3,614.22 TABLE XI. DISBURSEMENTS FOR SCHOOL MAINTENANCE, IN TOTO AND FROM LOCAL FUNDS ONLY, IN LOS ANGELES HEIGHTS AND ELEVEN OTHER TEXAS MUNICIPALITIES, 1925-26 AND 1928-29 Total Disbursements Total Disbursements Total Disbursements Total Disbursements Disbursements for Maintenance Local Disbursements Local Disbursements Local Disbursements Municipalities for Maintenance Per Scholastic Per Child Enrolled Per Child in A.D.A. from Local Funds Only Per Scholastic Per Child Enrolled Per Child in A.D.A. 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 1925-26 1928-29 Abilene -----------------------------$159,332.00 $186,947.32 $37.24 $33.17 $34.71 $32.84 $ 48.07 $ 39.37 $ 85,651.75 $172,384.76 $20.02 $30.59 $18.66 $30.29 $25.84 $36.30 Amarillo ------------------------318,166.71 693,601.32 67.62 90.67 59.04 85.02 84.59 114.39 250,344.83 570,014.70 53.20 74.52 46.45 69.87 66.56 94.01 Austin ----------------------------411,705.82 657,911.13 39.96 60.97 66.99 88.14 255,581.29 423,439.85 24.80 39.24 43.11 56.73 Corsicana --------------------------205,365.15 216,387.07 55.44 64.74 51.69 56.85 67.95 74.43 105,808.12 161,976.30 28.56 48.46 26.63 42.55 35.01 55.71 Denison -------------------------143,444.33 134,688.04 38.00 42.51 41.73 40.13 51.84 52.79 101,056.80 72,733.17 26.77 22.95 29.40 21.67 36.52 28.51 Galveston ---------------------430,365.40 593,855.71 41.74 62.70 58.99 75.18 81.18 94.88 283,779.66 449,636.81 27.52 47.46 38.90 56.92 53.53 71.83 Laredo ---------------------------170,790.74 202,078.45 24.39 30.03 37.73 44.66 49.16 54.23 21,461.24 80,136.72 30.65 11.91 47.41 17.71 61.77 21.50 Port Arthur ------------------------456,777.05 582,025.98 52.85 57.86 62.74 63.40 78.55 78.95 340,013.59 410,779.30 39.34 40.84 46.70 44.75 58.47 55.72 Waco -------------------------------690,428.59 721,269.28 65.98 69.03 65.43 64.06 82.86 87.15 529,633.24 561,037.50 50.61 53.69 50.19 49.83 63.56 67.79 Los Angeles Hts. _________________ 54,525.00 77,626.35 99.68 79.12 77.67 70.69 109.26 96.07 48,154.91 63,338.50 88.03 64.56 68.59 57.68 96.50 78.37 Alamo Hts.__________ _ _______________ 57,364.04 77,497.26 80.34 92.03 77.51 82.44 104.87 102.91 47,189.61 64,308.61 66.09 76.37 63.76 68.41 86.26 85.40 Harlandale ----------------------62,874.02 75,660.38 55.10 47.11 62.42 44.45 82.72 64.66 43,597.11 50,872.15 38.20 31.67 43.29 29.88 57.36 43.48 Survey of Los Angeles Heights Public Schools 35 values per child unit are uniformly above the median, the evidence indicates that Los Angeles Heights is favored by somewhat better than ordinary economic ability to provide for its schools. TABLE IX. ASSESS.\IENTS AND TAX RATES FOR SCHOOL PURPOSES, LOS ANGELES HEIGHTS AND ELEVEN OTHER TEXAS MU NICIPALITIES, 1928-29 Tax Ratrs for Tnx Rntcl'I for :\l unicipalit ics Aslll<'!l~ntt' nt S c hool lntc n.•s t and R att:'!I !\lainlt' nancc Bondi Pnymcnts Abilene --------------­-------------­--------­------­-·-······· $.60 $.48 $.22 Amarillo ------­-­--------­------------------------­-­-­-····· .66 % .62 .18 Austin -------­-----­-----·-·····--------­---­-­-----­---------­ .66% .60 None Corsicana ---------------­--····-·-·············-···--······· .40 .75 .41 Denison ······-········-·······-···-·-----­------·--­----··-­- .BO .60 .28 Galveston ................ .. ................................. .75 .40 .15 Laredo ····-----·-·····­···························­········---Not available .50 .11 % Port Arthur.. ............................................... .80 .50 .15 Waco ........................................................... .66% .65 .1 7 Los Angel es Hts................ ......................... .60 .75 .25 Alamo Hts. ······-····························--···········Not available .65 .35 Harlandale ············---­-------­-­-----­--­----­--­---Not available .75 .25 TABLE X. COMPARISON OF ASSESSED VALUATIONS AND PURCHASE PRICES OF SIXTEEN ITEMS OF REAL ESTATE, LOS ANGELES HEIGHTS, BOUGHT AND SOLD, 1929-30 Purchaitc A1'11<'H<'d Ratc 11 of Items P riC('8 Valuations A111ct1emcnt $ 1,125.00 $.66% 2 -----··-·············--····------------------------------300.00 1 ···--------····· . -------·····---------------------------$ 1,678.81 200.00 .66% 3 ----------·--····-----------------------------------------600.00 450.00 .75 4 ·-----------------··--------------------------------------2,361.78 2,200.00 .93 5 ------------------··--------------------------------------3,097.00 1,900.00 .61 325.00 .93 6 ----------------------------------------------------------350.00 7 -------------· ----------------·----------------····------· 550.00 200.00 .36 900.00 .30 8 ······-···--------··--------------------------·· 3,000.00 9 ------.. ------· .. -··· ------------------------·-·· 150.00 50.00 .33 2,150.00 .61 10 ··-·--·--· -····· .. ·········· ·········· -----------------3,520.00 11 ........ ---· -········ -------····---------1,950.00 1,850.00 .95 430.00 .43 12 ----------···· ... ················ ····--·-------------· 1,000.00 4,000.00 .53 13 ------········ -············· -----------------------· 7,500.00 400.00 .40 14 ·----------· -----......... ... ------------------···· 998.00 15 ·········-----------------·-· 2,577.00 1,850.00 .72 16 ........... ·----.... ····-----------· 235.00 200.00 .85 Total ........ . ..... ····---··------···· ------S29,867.59 $18,230.00 $.61 Di,sbursements for school maintenance.-Table XI affords a comparison, again in terms of scholastics, children enrolled, and children in average daily attendance, of the expenditures for regular school maintenance, both in toto The University of Texas Bulletin and from local funds only, for the same school years. A summary of the rankings of Los Angeles Heights among the twelve communities, in each comparison, is as follows: 1925-26 1928-29 Rank in Total Expenditures : Per scholastic ------------------------···········----------------------------------------1 3 Per child enrolled ·---------------------------------------------------------------------1 4 Per child in A. D. A ....-----------------···------------------------------------------1 3 Rank in Expenditures from Local Funds Only : Per scholastic . ···------------------------------------------------------------------------1 3 Per child enrolled ----------------------------------------------------------------1 3 Per child in A. D. A ............ ------------------------------------------------1 3 In 1925-1926 Los Angeles Heights was in every instance at the head of the list; in 1928-1929, with one exception only, she ranked uniformly third. In both years her rank­ing in expenditures per child unit was distinctly higher than her ranking in assessed wealth per child unit. In both ability and effort she stands in the upper half of this group of cities; but her relative effort has been greater than her relative ability. These facts speak well for the spirit of educational enterprise that motivates this city. Appar­ently, Los Angeles Heights is somewhat above the average among Texas cities in its willingness to pay for schools. The city has the right to take pride in its record in this regard. Delinquent taxes.-In one respect, however, Los Angeles Heights does not compare so creditably with other cities. Table XII shows for seven of the twelve cities selected for comparative study (data could not be secured from the TABLE XII. PERCENTAGE OF 1929-30 SCHOOL TAXES COLLECTED ON DATE NOVEMBER 1, 1930-LOS ANGELES HEIGHTS AND SIX OTHER TEXAS MUNICIPALITIES (Data for five of the citic1 li1ted in preceding tablea were not available.) Percentage Mun icipali tie1 Collected Abilene -----------------------------------------------------------------------------------------------­.9633 Amarillo -----------------------------------------------------------------------------------------­.9532 Corsicana -------------------------------------------------------------------------------------------­.94 Denison -----------------------------------------------------------------------------------------­.96 Galveston ---·------------------------------------------------------------------------­.9495 Laredo• ---····· ················-··-----------··-······-----------------------------------------------.845 Los Angeles Heights ----------------------------------------------------------------------.8242 •Total city taxes. No 1pecial levy for 1chool1. Survey of Los Angeles Heights Public Schools 37 other cities) the percentage of school. taxes assessed for the school year 1929-1930 which had been collected on Novem­ber 1, 1930. Here Los Angeles Heights is at the foot of the list. lnterpretation.-The foregoing discussion points to the following conclusions: Los Angeles Heights ranks somewhat above the median in the group of cities studied with respect to economic ability to support schools. She ranks still higher, relatively speaking, in her actual disbursements for schools. She is at the foot of the list, at least for 1929-1930, in the completeness of her school tax collections. Several of the recommendations appearing in other chapters of this survey will probably, if put into effect, necessitate the raising and spending of more money. Is it reasonable to expect any additional financial effort on the part of Los Angeles Heights? The answer depends fundamentally, of course, upon what the people of Los Angeles Heights think about the merits of the proposals, and whether or not they are willing to assume the burden. If good schools are really regarded as being of as great importance as automobiles, even the poor­est community in this list could readily afford them. But so far as the figures herein presented indicate, except for the slack that can be taken up in tax collections, additional expenditures by the Los Angeles Heights district will distinctly reflect a willingness to do better than do the majority of the cities herein listed, in relation to its com­parative wealth. CHAPTER IV THE PHYSICAL PLANT J. 0. MARBERRY The school buildings.-There are six public school build­ings, as follows: Woodrow Wilson and Woodlawn Hills elementary grade buildings, of recent construction ; Cen­tral School, used until September, 1930, as a high-school building, but thereafter to be utilized as an elementary school building; a portable-type frame structure for an elementary school for Mexicans, and an old and somewhat dilapidated frame building for Negroes; and a new high­school building, to be occupied in September, 1930. The use of the score card for evaluating school build­ings.-The Strayer-Englehardt score cards, published by Teachers' College, are generally accepted as standardized for scoring school buildings. Since the publication of these score cards in 1920, thousands of school buildings have been evaluated, and the scores are regarded as reliable. The total possible score of a school building is 1,000 points. A score of 900 is very exceptional. Out of a total of several hundred school buildings the writer has helped to score, only one elementary and two high-school buildings have scored above 900 points. A score of 800 is excellent. Grading downward, a score of 500 points is regarded as on the border line of efficiency for school use. If the score is perceptibly below 500, it is doubtful if it may be repaired for further school use. If 400 or lower, it should be abandoned. Evaluation of the school buildings of Los Angeles Heights.-The frame building in which the school for Negroes is housed was not evaluated. It was apparent to the scorers that this building would fall far below 400 points, and it should therefore be abandoned as soon as pos­sible. There is nothing commendable about it except that it is only one story in height. Survey of Los Angeles Heights Public Schools 39 At the beginning of the school year 1929-1930, the school for Mexican children was housed in quarters altogether inadequate for school purposes. The board of education leased a more adequate site and erected a three-room frame structure of the portable type, but modern in its facilities and in general accord with accepted standards of seating, lighting, etc. The school authorities are to be commended for this improvement for Mexican children, but it is regarded as temporary pending the time when the usual brick struc­ture may be provided. This new frame building was not evaluated by the surveyors. Table XIII is a summary of the five main items of the Strayer-Englehardt Score Card, giving total possible score of each item, followed by the actual score of each of the three elementary school buildings, the old high-school build­ing being scored as an elementary building. TABLE XIII. SCORES OF THREE LOS ANGELES HEIGHTS ELEMENTARY SCHOOL BUILDINGS-THE FIVE MAIN ITEMS OF THE SCORE CARD Service Clau Special TotoI Site Duil Lack of bludy ;i:.. ~ ~ Lack of interest ~ .,_ ~ rJ> Absence ::c: ~ ~ '"'· Laziness ;::.­ rJ> """ Too many courses ­ "tl ~ O' Poor foundation -.,._ .... C"> No. o( children 0 2.5 5 F1cuRE 7.­ 15 17.5 22.5207.5 10 12.5 Cau,es of Failure in the Los Angeles Heights High School 25 27.5 30 32.5 C°J'.l C"> ;::.­c c &;" -::i -::i 78 The University of Texas Bulletin grades, such as 96, 95, 90, 85, 83, and 79, were given. At the beginning of the current year, a letter system was adopted, with the following standards : A ···----------------------------------------------Superior B ---------------------------------------------------------------Above average C ----------------------------------------------------------------Average D --------------------··-·-··-·--------------------------------------Below average E -·-·-·--·--···-------·----··--·-----------------------·-----------Failing or unsatisfactory Owing to lack of more definite standards, considerable variation in grading resulted among the various elementary schools. This was also true of the high school, which used a somewhat different plan of grading. The variations in marking are shown in Table XXXVI. TABLE XXXVI. VARIATIONS IN THE PERCENTAGE OF DIFFERENT MARKS GIVEN IN FALL TERM BY THE LOS ANGELES HEIGHTS SCHOOLS. THE FIGURES ARE PERCENTAGES Marks School A B C D s High school ··--···-···········-·····-·-·-··--···--·-·······-· 25.3 26.0 22.6 14.8 11.2 Woodrow Wilson School..._____ ___ ________________ 2.4 29.5 57.7 8.0 2.4 Woodlawn Hills School..____________________________ 50.9 32.5 11.7 3.7 1.2 Hidalgo SchooL.....---------------------·-··------······-8.4 33.7 44.9 12.7 0.3 It is quite apparent that radically different standards of grading exist in the several schools. The disparity between 50.9 per cent of "A" grades in one school and 2.4 per cent in another, is inexcusably great. Before the beginning of the second term, an attempt was made by the main office to set up more definite standards for marking. The following standards were suggested: A. Excellent achievement--95 or above. Grades such as these should be given students whose work measures up to the following : 1. Knowledge of subject matter. a. Ability to make topic recitations. b. Frequent contributions to class discussions. c. Application of facts. 2. Preparation. a. Careful daily assignment. b. Prompt return of assigned work. Survey of Los Angeles Heights Public Schools c. Accuracy, good form, neatness, legibility, correct spelling, thoroughness. d. Always equipped with book and materials for daily work. e. Good judgment in use of time. 3. General. a. Initiative in attacking new work. b. Quantity or quality of work exceeds that required. c. Constant use of good English. d. Ability to understand and follow directions. B. Superior achievements-90 to 95. These pupils approach excellent achievement. They must have high ability and serious application. C. Medium achievement-SO to 90. Grades in this range are given to pupils who have good ability but fail to apply themselves, or rank low because of absence or because of medium endowment. D. Passable achievement-70 to 80. Grades in this range are to be given to pupils who are indifferent, neglect work, have poor ability, or poor elementary preparation. However, in order to receive a grade in this range, the following requirements must be met: 1. The essentials of the written work must be handed in and accepted by the instructor. 2. Good attention and steady employment in class. 3. Constant effort at oral recitation. E. Not passable achievement-below 70. Grades below 70 are given because of inability to understand work, gross and habitual neglect, and excessive absence or inexcus­able tardiness. As a result of the foregoing standards, the marks given in the spring term by the different scheme were more evenly distributed, but still gave evidence of failure on the part of many teachers to harmonize their distribution of grades according to a common standard. Table XXXVII, for example, exhibits a number of variations, which, while partly due to differences in pupils, are to a large extent due to the variant opinions of individual teachers as to what a given grade stands for. The University of Texas Bulletin TABLE XXXVII. VARIATIONS IN THE MARKS GIVEN BY FOUR TEACHERS IN THE SAME GRADE. FIGURES ARE PERCENTAGES Marki Teacher A B c D E w ·································································· 32 15 21 29 3 x ···································································· 17 14 40 17 12 14 26 23 23 y ···································································· 14 z ···································································· 14 28 30 21 7 While certain inherent factors in school marking render positive accuracy impossible, and while absolute standard­ization of grading is undesirable, the Los Angeles Heights system should make further progress toward greater accuracy and uniformity in grading. This should begin by placing the elementary and high schools upon the same basic plan of marking. Additional steps are suggested in the two following quotations, respectively, from H. 0. Rugg and E. J. Ashbaugh: The evident lack of reliability and consistency in teachers' marks and their evident inaccuracy as measures of ability demand of administrators the initiation of campaigns of education among their teachers to a recognition of the impor­tance of the facts set forth. In carrying on such campaigns helpful administrative devices have been found to be: a. The publication of the distribution of teachers' marks each semester in open bulletins. b. The discussion of these bulletins in teachers' meetings. c. Insistence that each teacher tabulate and plot graphs of her distribution of marks before submitting them to the office. d. Requiring reading and discussion of the use of distri­bution-curves in marking. e. Insistence that each teacher rank her pupils prior to assigning final marks, whether on examination, "paper,""quiz," or semester's work. f. The s.ppointment of departmental committees, with instructions to define, in detailed word-statements, each grade of ability represented on the marking scale. g. The use of objective scales and tests in all those subjects and for all those types of subiect matter for which such tests and scales are now available. h. T~e use o~ "general-ability" tests for purposes of classi­~ymg pup1~s and o~ detecting various grades of ability m our pupils early m the course of instruction. The discussion in this article has been concerned with the marking of examination papers, and not with the grading of students for promotion. It seems highly desirable that these Survey of Los Angeles Heights Public Schools two ideas should be kept separate. Probably when the question of promotion is involved, personality, attitude, per­sistence, industry, etc., should be given consideration; but students have a right to expect that their marks on examina­tion papers shall portray accomplishment on the task assigned. The use of five-point intervals instead of single per cents and of letter groups instead of numerical values, the publi­cation of the distribution of teachers' marks in open bulletins, the insistence that each teacher tabulate and plot her dis­tribution of marks before submitting them to the office-all these have been recommended in previous articles, and they are of value. An agreement on the part of the teachers to a clear-cut definition of what is being marked and of the rela­tive value to be assigned to the various elements will do even more in reducing the variability of teachers' ratings and in making them a valuable adjunct in school administration. CHAPTER VII SUPERVISION FRED C. AYER The need of supervision.-A study of the rise and present status of supervision indicates that the duties of super­visors center around two chief functions; namely, profes­sional training and administrative guidance. The section of the survey which follows is concerned with the details of activities which are associated with these two major func­tions. The need for professional training is brought about primarily by the fact that the great majority of beginning teachers are inadequately trained for the positions which they occupy. Unfortunately, the great mass of teachers have had no more than a minimum of professional training, while even in the best of teacher training institutions very few prospective teachers know in advance and are able to prepare for the specific positions which they eventually come to occupy. This non-specific nature of the teacher's preliminary training is frequently increased by the teacher changing positions and types of work during her subsequent teaching career. Even with the best of preliminary train­ing teacher training during service is still a necessity, owing to constant modifications of the curriculum, new dis­coveries of methodology, and changes in the type of student body which occur with the passing years. Thus it comes about that the great majority of teachers need constant professional training, a need which has led to the organ­ization of systematic professional supervision. In addition to the foregoing group of teacher-training duties, there is a second group of activities which have made necessary the services of a specially trained body of supervisory officers. These are the activities which per­tain to the organization, carrying out, and evaluation of the educational program which has been set up by the Survey of Los Angeles Heights Public Schools 83 board of education. Such are the duties which are asso­ciated with the organization of the materials of instruc­tion, the testing of the effectiveness of teaching, the improvement of the curriculum, the selection and placement of teachers, the progress and guidance of pupils, and the interpretation and adaptation of administrative policy. The public school is no exception to other big business enterprises. To achieve the comprehensive and intricate objectives which its educational program sets up, it is abso­lutely essential to provide expert and unifying supervision. This practice has become a generally recognized necessity. Whatever criticism has arisen which is adverse to public­school supervision has been justified, if at all, by faulty supervision rather than by the fundamental nature of supervision. The entire series of experimental studies which has been set up to measure the results of teaching under and without supervision, has shown uniformly and conclusively that teaching is more effective under the stimulus and guidance of supervision. The status of supervision in the Los Angeles Heights public schools: The method of inquiry.-The present inves­tigation is limited te that type of supervision which concerns the improvement of teaching and its related activi­ties. Owing to the fact that the Los Angeles Heights school system is comparatively small, it was possible for the sur­veyor to interview the several members of the supervisory staff in considerable detail with reference to their super­visory duties. Besides consulting with the various members of the administrative and supervisory staff, the writer interviewed a number of teachers to discover their attitude toward supervision. The objective of the surveyor in all cases, it was stated, was to discover the facts solely in order to make suggestions for the improvement of supervisory procedure. Consequently, in the report to follow, the chief emphasis will be laid upon the future program of super­ vision rather than given to criticism of the preBent conditions. The University of Texas Bulletin During the various personal interviews which were held with different supervisory officers, informal inquiry was made concerning the amount and types of supervisory activity devoted to each of the following fields: Stimulation of professional reading. Preparation of bibliographies and reviews. Teachers' meetings. Promotion of intervisitation of teachers. Preparation of supervisory bulletins. Encouragement of school exhibits. Administration of merit systems. Direct supervision of teaching. Pre-teaching and post-teaching conferences. Use of rating cards, check-lists, and similar devices. In addition to the foregoing informal procedure, a detailed examination was made of all of the supervisory plans and activities of the superintendent of schools, who was the chief active supervisory officer in the system. Each principal was, in addition, asked to fill in a detailed Check List of Supervisory Activities and Devices, of which the main headings were as follows : Fact-finding activities and devices: a. Class room visitation. b. Tests and measurements. c. Teachers' reports. Fact-presentation activities and devices: a. Teachers' meetings for announcements. b. Bulletins. Activities and devices for stimulating growth and improve­ment: a. Teachers' meetings. b. Demonstration teaching. c. Intervisitation. d. Exhibits. e. Lectures and reports. f. Encourage professional reading. g. Conference with individual teachers. h. Experimentation. i. Assist teachers to evaluate their own work. Activities and devices in the training of teachers and improvement of instruction: Survey of Los Angeles Heights Public Schools a. Maintain office hours where teachers can get help. b. Cooperative studies by groups of teachers. c. Individual studies by teachers. d. Institutional training. Procedures for evaluating the results of supervision: a. By changes in pupils. b. By changes in the teacher or her teaching. The detailed analysis of the work of the several indi­vidual members of the supervising staff is omitted here. The following general statements of (a) the personnel organization for supervision, and (b) the functional aspects of supervision give a brief basic description of the present status of supervision in the Los Angeles Heights school system: The personnel organization of supervision in the Los Angeles Heights Schools The superintendent of schools.-The superintendent served as the dominant supervisor and personnel officer during the year of the survey. He gave a large portion of his time to personal supervision, and carried on a vigorous campaign throughout the year to improve the status of instruction. It is difficult to make a definite survey report of the supervisory program, inasmuch as the new superintendent was initiating a beginning program of supervision, and new projects were introduced from time to time, and the status of supervision, in part due to the survey itself, was changing constantly during the year of observation. The high-school principal.-The principal of the high school devoted a minor portion of his time to informal supervision of the work of the twelve high-school teachers under his charge. He did not follow an organized pro­gram of supervision, but attempted, by means of class room visitation, tests, letters, teachers' meetings, and personal conferences, to encourage teachers and raise the general level of high-school instruction. The University of Texas Bulletin The elementary principals.-The five elementary school principals devoted the greater part of their time to teach­ing duties. Only one of the schools, the Los Angeles Heights Elementary School, is large enough to demand the services of a supervising principal. As indicated previously, the superintendent performed most of the supervisory duties in person. The principals' supervisory activities were con­fined largely to short visits, reports, and teachers' meet­ings. It should be stated that during the year a number of the elementry principals made a study of the problems of supervision, and greatly increased their interest and activity in the general improvement of instruction. The functional aspects of supervision in the Los Angeles Heights public schools.-Functionally, there was consider­able supervisory activity manifest in the Los Angeles Heights schools during the year of the survey. Previous to the incoming of the new superintendent, there had been little child accounting and practically no supervision of instruction whatever. The new superintendent initiated a program which was aimed largely to level up the shortcom­ings of the previous administration and which also had certain educational and constructive features. The out­standing features of this program are described briefly in the following paragraphs: Bulletins to principals.-The superintendent issued a series of bulletins to the principals, averaging from one to two per week, which gave detailed instructions with refer­ence to various items of organization, management, and supervision. Tbe bulletins cover a wide range of subject matter, of which the following is typical although not fully representative: Bulletin to the Principals, No. 10, October 22, 1929 During my recent supervision of the schools throughout the system I have noticed that the yard duty is being attended to in a much more business-like attitude. This is very com­ mendable. Keep the good work up. For your information (principals and teachers) let me say that a recent appellate court decision established the respon­ sibility not only of the district and the school, but the Survey of Los Angeles Heights Public Schools 87 individual teacher as well, for the protection of pupils under their charge from injury, particularly when such injury results from school apparatus. The court ruling says that if a teacher notices any apparatus or situation which would cause a pupil injury, and fails to report same, such teacher is personally liable. This is just a bit of school administra­tion I have put out for your information. Teachers should have their plan-books and seating plans of their rooms out in plain view on the desks. Principals will please not send substitutes over to the office for their pay checks after completing a day's substituting. The Business Manager can't make out a separate daily payroll to pay substitutes. Substitutes can get their checks at the Business Office on the first of the month from the clerk. I notice that boys and girls are still allowed to play together on the school grounds. If injury results, the prin­cipal will be held liable. I am finding that teachers need to familiarize themselves with standard regulations on ventilation and heating. The child's welfare demands that every teacher should know that 66 to 68 degrees is standard temperature for a schoolroom. Programs of subjects must be on the outside of the doors. I spend too much time hunting class rooms. I do not see how teachers can keep on their programs properly without some sort of a desk clock or watch, which should be checked regularly and daily for the correct time. I am seeing many children who are allowed to sit in school and not do anything but remain idle. Idleness soon begets discipline problems. I notice that students are allowed to leave rooms littered up at the close of the day. Please do not allow this practice to continue. Principals should make some attempt to run their schools by a central time. I am finding every school running on a different schedule. The psychology of attention demands that your classes give heed to the work in hand. Children allowed to play during instruction periods cannot profit from such instruc­tion, and hence lay the ground for failure. Recently, I saw ten children inattentive during a whole preparation period. When the recitation period arrived they were still absent, and failed in that period's work. Such loopholes in class organization only result in re-education, which is very expen­sive not only in time and money but in effort. Much attention should be paid to the proper placement of pupils in class. This aids attention to work and avoids many discipline problems. Proper placement is a testimony to your The University of Texas Bulletin ability as a school manager and class room organizer. All children do not hear nor do they see alike. Proper seating often helps. This comes from the State Department of Education: Road Signs Being Molested.-It has been brought to my attention that school children over the state, particularly in schools in rural districts, are damaging state road signs. The Highway Department has recently invested over $100,000 in material and work, erecting uniform road-markers and caution signs to direct and protect the traveling public. Teachers will please urge their pupils to refrain from molest­ing these signs. Besides giving direction to the traveler as to choice of road, many of them contribute to safety. J. R. Hildebrand, Chief of the School Service of the National Geographic Society, Washington, D. C., requests that teachers be informed that they can secure the Geo­graphic News Bulletin, five times a week, for 25 cents, the cost of mailing. Please notify your teachers of this aid in the motivation of geography teaching. Principals' meeting.-The superintendent held a series of monthly meeting with his principals which were devoted to the principles of education and supervision. The outline of the discussion and set of questions for the principals to consider were mimeographed for each meeting. The fol­lowing program for November is typical of others : PRINCIPALS' MEETING-Saturday, November 23, 1929 Observation--Purpose and Value of Observation in Teaching The nature of the problem. a. The theoretical. b. The practical. When should observation take place? What should be observed? Is observation practiced in other vocations? Who are the best teachers? How are observations made? a. The desirable? b. The undesirable? How many, and where, should observation take place? What are the purposes of observation? a. To judge procedure? b. To commend? c. To suggest more effective means? Survey of Los Angeles Heights Public Schools 89 d. To see methods used? e. To estimate worth of methods. Supervisors must have: a. A definite idea of education. b. A clear conception of his school. c. A distinct idea of the essentials of a recitation. Observation must take place in a real situation. a. It furnishes an objective basis for imitation. b. It offers a standard for self-judgment. c. It provides concrete examples for organizing subject matter. d. Reveals pupil response. e. Theory is made real and vital. Next Month's Discussion: "The Qualities of Supervision in Operation." PRINCIPALS' MEETING-November 23, 1929 Questions for Discussion by Principals In visiting a class room, what is a prerequisite? Upon what must observation of teaching rest its case? Is unorganized supervision ever justifiable? Who are the best teachers? How is good supervision judged? If you observe a model lesson, what are you seeing? When observing teaching, should you judge a lesson in terms of its scientific and logical organization? Why do you observe class room work? What does Kilpatrick's phrase, "Whole-hearted, purposeful activity, leading to further activity," mean? Can you justify your school in terms of Dewey's philosophy of education? Teachers' meetings.-The superintendent of schools held a similar series of meetings for the Los Angeles Heights teachers. In addition to outlines for the meetings and a set of questions to be considered by the teachers, a number of suggestions for teaching were mimeographed and passed out during the meetings. A sample program and set of questions follow: The University of Texas Bulletin FACULTY MEETING FOR TEACHERS-Saturday, December 7, 1929 Teaching Drill Lessons Why have drill lessons? a. To fix habits. b. To fix responses of thought and action. c. To fix needed facts. The aim back of the drill lesson. a. Knowing what to do. b. Repetition with attention. Means used to hold attention. a. Vary the procedure. Why? b. Put time limits on your drill. c. Make practice accurate. Lengthen repetition periods gradually. Where there are series of responses, make automatic every member of the series. Summary: 1. Guide a pupil's habit formations. 2. Be sure the pupil has correct idea. 3. Get the maximum notice. 4. Maintain maximum attention. 5. Guard against carelessness. 6. Insist on accuracy. 7. Provide for repetition often. 8. Don't omit any part of a series. 9. Spend time on special difficulties. 10. Be on the alert yourself. Next Month's Discussion: "Teaching Development Lessons." The Inductive Type. Questions for Discrussion by Teachers What subjects require the most drill work? Was there anything valuable in the old-fashioned "spell­down"? Why? Was there anything bad in the "spell-down"? What are some of the practical devices you will need in your teaching of drill lessons? What is the big thing to consider in devices? Criticise the following lesson as a fourth-grade spelling lesson: Survey of Los Angeles Heights Public Schools believe crops harness wagon forget drought wheat exports store depot have dairy cultivate plow conduct freight A teacher spent a large part of her time having her class recite arithmetic tables in concert. At the examination over half the class failed. Why? In some schools teachers spend two weeks at the end of the term in review. In some schools they spend no time. Why is review necessary in one place and not in another? In a certain school there was a forty-minute writing period. The last ten minutes showed poor work. Why? How do you know when to discontinue work? Parent-teacher meetings.-The superintendent of schools assumed active charge of P.-T. A. meetings. The programs were upon various aspects of child life, such as "The Rela­tion of the Home to State, and the Home Environments to the Child." The programs were for the most part dis­tinctly pedagogical in character and at times bore directly upon problems of instruction. Supervision of school management.-The superintendent of schools made an elaborate study of school management during the early part of the year, using a detailed objective checking list which included the physical conditions of the various rooms and buildings; the seating, passing, and marching of pupils; school records; handling of books and supplies; the administration of discipline; and the organ­ization of the daily program. The foregoing survey revealed a very sorry condition with respect to nearly all of the items under consideration. Part of the fault was due to lack of previous supervision; part due to indifferent teaching; and part due to the lack of suitable books, materials, and supplementary equip­ment. Considerable progress was made during the year toward the eradication of these faults, but much remains still to be accomplished. Observation of teaching.-The superintendent of schools also made a detailed inspectional study of the general prin­ciples of teaching and learning in operation. This study The University of Texas Bulletin was based upon an analytical outline of learning and teaching procedure devised by the superintendent. This study revealed a very considerable and unfortunate array of faulty teaching and learning habits on the part of the teachers and pupils of the Los Angeles Heights schools. Here1 again, praiseworthy attempts were made by the supervisory and teaching staff during the year to remedy the existing conditions, and while a certain amount of com­mendable progress was made, the lack of previous stand­ards and training, the absence of definite supervisory organization with specific objectives, special supervisory officers, and the allocation of known duties and recognized authority to the various principals, all militated against best conditions of teaching and learning. There is still very definite need for improvement in these basic activi­ties of the educational program. The essential fact of the present unsatisfactory situation is that there is no organ­ized program of supervision. As little progress can be made without specific planning, let us turn to a considera­tion of the needed future program. THE FUTURE PROGRAM OF SUPERVISION IN THE Los ANGELES HEIGHTS SCHOOLS A plan of organization is a prime essential in the develop­ment of supervision. Any adequate plan of supervision should take into account the following six factors: 1. The principles of supervisory organization. 2. The objectives of supervision. 3. The personnel of the supervisory staff. 4. The specific supervisory duties which are to be per­formed. 5. The means and procedures by which the program of supervision is to be carried out. 6. A plan for checking the results of supervision. Inasmuch as supervision is a dynamic process adapting itself from day to day to new conditions which arise in the school program, and creating of its own accord, it is not proposed to lay down any hard and fast program of super­vision for the Los Angeles Heights schools. Rather, it is Survey of Los Angeles Heights Public Schools proposed to state the general principles which underlie good supervisory organization, and outline the character­istics of a good supervisory program for a small city. It will then be necessary for the superintendent of schools to adapt the proposed program to existing conditions and to guide its development from week to week. The Principles of Supervisory Organization Centralization of executive responsibility.-The necessity for centralization of responsibility is the outstanding lesson whie!h experience has taught to those interested in the promotion of large cooperative undertakings. The best measure of success comes when an organization centers its executive control under one head. This principle applies to a school system as a whole, in which case the superin­tendent of schools should be made the responsible head ; it applies to single departments, in which case the director of the department should be the responsible head; and it applies to single schools, in which case the principal should be the responsible head. Satisfactory unity of plans and coordination of action can only be brought about when the ultimate responsibility for their success lies in the hands of a single individual. Functional assignment of duties.-A second standard which may be set up for the estimation of the administra­tive organization of supervision is the degree to which the functional assignment of duties prevails. In discussing administrative organization from the broad point of view of the school survey, Sears says :1 "In organizing a staff for the management of any enter­prise whatever, the character of the function to be per­formed must be the basis for the delegation of authority. The frequent overlapping of authority between officers, with its attendant friction, is evidence of two weaknesses: one, that assignments were not made in terms of clearly defined functions; the other, that the officers in question are more conscious of their authority than of the proper 1J. B. Sears, The School Survey, pp. 63-64. The University of Texas Bulletin duties of their offices. The latter is an evitable consequence of the former." Professor Sears is quite right in these statements. The principle of functional assignment of duties should be applied both to major and minor school officers. Indefiniteness in the assignment of duties and the overlapping of authority may cause no end of friction in an otherwise well-manned school system. The chief pur­pose of the functional assignment of duties is to delegate the care of particular duties into expert hands, thus plac­ing them under undivided responsibility on the one hand and personal accountability on the other. Facility for cooperation.-Owing to the segregating char­acter of centralization of authority and functional assign­ment, there is frequently need for utilization of a counter­acting principle of organization, facility for cooperation. All school activities eventually center in the development of individual children, and while it is possible and highly profitable to assign different educational duties to separate school officers, there are numerous occasions when two or more lines of service come into contact in the same place at the same time or with the same personnel. It then becomes necessary to adjust the separate educational procedures to fit the common educational situation. Situations of this character can only be met by cooperative consideration of the educational procedures and types of leadership which are involved. To bring this about, it is necessary to place a premium on cooperation and to provide definite machinery for cooperative procedure. To facilitate the foregoing type of cooperative service, it is necessary to provide a certain amount of definite organization machinery in the way of prescribed coopera­tive meetings, interlocking committees, study groups, advisory councils, etc. For example, the regular scheduling of a monthly or semi-monthly meeting of all principals and supervisory officers, to be conducted by the superintendent of schools, and to discuss common problems and points of contact, is very highly effective in bringing about coopera­tive action at a higher level of efficiency. It is well, also, Survey of Los Angeles Heights Public Schools to have some definite organization which represents teach­ers, principals, and supervisors alike, meet on a democratic basis for the discussion of the problems, needs, aspirations, complaints, team work, and other factors which enter into the daily, monthly, and yearly planning and routine of the school program. Such a deliberative and advisory body provides a constructive outlet for otherwise disruptive criticism and antagonistic attitudes, and in no little degree promotes mare effective cooperation on the part of the entire educational staff. Integration of educational outcomes.-The fourth stand­ard of efficiency in the administrative organization of supervision is the integration of educational outcomes. This standard is very closely allied to the standard of facility for cooperation, and the same factors of organiza­tion which effect the im~rovement of the one are more than likely to react favorably to the other. Cooperation, how­ever, pertains more particularly to the day-by-day efforts of the various members of the educational staff to work in harmony in the accomplishment of their assigned duties. Integration, on the other hand, refers to the final process of bringing together the various educational forces more or less independently at work in several grades and depart­ments, and over a period of years, so that the final educa­tional product is an intelligently unified outcome, and not a mere smattering of disassociated knowledge, habits, and ideals. Without such integration, it is impossible to arrive at the major aims of education. The degree to which super­visory organization raises its standard of integrated out­comes, although not always easy to ascertain, is the best single mark of a high type of supervisory organization. Having been given chief responsibility and authority for the welfare of the entire school system, the chief burden for bringing about integration falls upon the superintendent of schools. He must see the program as a complete whole, and his foremost educational service, without favor to per­son, territory, department, or school, is that of integrating the final outcome of the many forces which are brought to The University of Texas Bulletin play upon the school child during his entire educational career. To bring this standard of accomplishment about necessitates deliberate planning in the organization of superv1s1on. Provision must be made for the effective articulation of the different units of the educational pro­gram, for the proper coordination of parallel courses of study, and for the constant utilization of the major aims of education in scheduling and teaching minor subjects and courses. By its very nature, supervision affects the entire school program, and its administration calls for definite provision and planning on the part of the superintendent in charge. The superintendent should play the dominant part in the organization of supervision, whatever the size of the school system. Effective supervision requires studied executive planning. In so far as the superintendent can delegate the personal supervision of instruction to capable subordinate officers, and devote his time to other administrative duties it is well, but under the ordinary conditions which prevail in small cities, such as Los Angeles Heights, it is more than likely that a capable superintendent may with advan­tage devote a considerable part of his own time to the immediate supervision of instruction. Flexibility of operation.-The final standard which may be set up for the estimation of the efficiency of supervisory organization-namely, flexibility of operation-is a neces­sary correlate of the four which have already been consid­ered. By itself, flexibility of operation may have no sig­nificance as a measure of successful organization; in fact, it may be the result of a distinct looseness of any standards of control whatsoever. Taken in connection with an admin­istrative organization which provides definitely for fixed responsibility, specific duty assignment, stipulated lines of cooperation, and deliberate plans for educational integra­tion, each and all of which have a natural tendency to harden into stereotyped procedure; under these circum­stanes, flexibility of operation assumes a degree of impor­tance which raises it to the level of other standards. Survey of Los Angeles Heights Public Schools Flexibility of operation has, in addition, certain positive features which are of equal importance. These relate to (1) freedom of initiative, and (2) improvement of pro­cedure. The large human element which enters into the work of supervision makes it necessary to allow for the individual differences which exist in the training and per­sonality of the various teachers, principals, and supervisors under employment. In the course of a year it will ordi­narily be necessary to make numerous adjustments on the basis of these differences. This procedure is not merely to avoid trouble, but also to safeguard individual freedom of thought and action. Initiative must not be crushed by static rules of procedure. A plan of organization at best is merely a means to facilitate effective action, and a certain flexibility of operation should be regarded as an integral part of the plan itself. The objectives of supervision.-With the foregoing prin­ciples of the organization of supervision in mind, let us consider the more concrete factors which should enter into the Los Angeles Heights supervisory program. The first of these factors involves the selection of concrete objectives. While the major objective of supervision should be the general improvement of instruction (and this aim should include every activity, subject, and project in the entire educational program), it is advisable, and particularly so in school systems with limited facilities for carrying out supervision, to aim definitely at the attainment of a number of special objectives, such as the improvement of a single subject, the development of a testing program, or the improvement of school study habits. With this point in mind, it is suggested that the chief emphasis of the first year's supervisory program be given to the achievement of the following special objectives: 1. The provision of adequate teaching materials and equipment. 2. The improvement of reading instruction in the ele­mentary schools. The University of Texas Bulletin 3. The development of professional reading among the members of the educational staff. 4. The improvement of school and home study habits. The supervisory program need not necessarily include all of, or be limited to, the four objectives stated above. There are numerous other equally important objectives, but these are suggested as offering an excellent basis for an initial supervisory drive, with high practical values, under present conditions in the Los Angeles Heights schools. The personnel of the supervising staff.-The problem of personnel in connection with supervision in school sys­tems the size of Los Angeles Heights is a difficult one. In a large school system, with a large administrative staff, it is possible to have special supervisors whose duties per­tain to single buildings or to single subjects, such as super­vising principals or drawing supervisors. These officers have few or no additional teaching administrative duties. Such an arrangement is practically impossible in small cities where lack of numbers prevents supervisory special­ization, and where the administrative officers must of necessity take on supervisory duties, and, not infrequently, teaching duties in addition. The best plan under these conditions is to secure the advantages of professional super­vision by cooperating or consolidating with other districts into larger administrative units such as the county. The Los Angeles Heights school authorities should endeavor to bring about increased supervisory aid from State officers and from those at San Antonio. It is evident, however, that no great amount of super­visory aid is available from the above sources at the pres­ent time, and that for the immediate future Los Angeles Heights must depend upon her own school officers for prac­tically all help in the improvement of instruction. Owing to the limited size of the Los Angeles Heights school system, the bulk of the supervisory activities will most appropri­ately fall upon its administrative officers-the superin­tendent of schools and the several building principals. Some Survey of Los Angeles Heights Public Schools 99 assistance may be obtained from special supervisory officers to be mentioned later, but our first concern in the new plan is with the regular staff of administrative officers. The superintendent of schools.-The superintendent of schools should continue his present interest in supervision as one of his primary services. His financial, building, publicity, personnel, and routine activities are matters of large administrative importance, but they must not be per­mitted to interfere with the proper upbuilding of instruc­tional conditions. The superintendent of schools should have a well-trained office secretary, and the duties of the secretary arranged so as to give the superintendent more time for supervisory planning and activity. The superintendent should organize the plan of supervision, select the various supervisory offi­cers, and assign their work to the best advantage. He should meet frequently with the supervisory staff to give instruction, receive criticisms, advice, and report, and to formulate plans for improvement. It cannot be stated too emphatically that without constructive leadership upon the part of the superintendent of schools there is little like­lihood that the supervision of instruction will rise to an expert level. The principal of the high school.-The principal of the high school should be the chief executive officer of his building. The principal of a high school should be respon­sible for all activities carried on in his building. The time of the high-school principal in Los Angeles Heights should be arranged to include supervision and the promotion of a more definite plan of supervision. With the exception of the superintendent of schools, the principal is the only supervising officer who comes in direct contact with the high-school teacher. It is his duty to provide professional leadership for all secondary teachers. Owing to the com­paratively limited number of teachers employed in the high school, he has a very fair amount of time to devote to each of the various members of his staff. High-school teachers are fully as much in need of supervision as grade teachers. The University of Texas Bulletin New and inexperienced teachers should receive his first attention, but he should not neglect experienced teachers, as some of the best results of supervision grow out of super­visory contact with superior teachers. The field of secondary education is making notable prog­ress in the improvement of methodology and in the reorgan­ization of curricular materials. In keeping abreast of this movement, it is essential for the principal to become some­thing of a general expert in connection with all of the high­school subjects. This he can do by working intelligently in a supervisory capacity, first with one subject and then with another, until he has covered all of the standard sub­jects. He should become particularly familiar with the elements which enter into discipline, class room manage­ment, school study habits, and the general technique of superior teaching. Owing to the segregating tendencies of high school departmentalization, it is important that the high-school principal shall devote considerable attention to devices for promoting cooperation between departments and for integrating the general outcomes of high-school instruction. The elementary school principals.-The elementary school principals should be placed more definitely in charge of the instructional program within their respective buildings. The principal should be responsible for operating the course of study, for supervising all activities within his building, for carrying out the superintendent's policies, and for pro­viding teachers with stimulative professional leadership. The plan of supervision for each building should be worked out under the advice and approval of the superintendent of schools. Reports of progress should be made to the superintendent, and the superintendent should hold the principal responsible for constructive results. Each prin­cipal, at least in the larger schools, should be released from a sufficient part of his teaching load to afford ample time for supervision. This free time should vary according to the size of the school. Free time may be secured in several ways. One way recommended is the employment of a Survey of Los Angeles Heights Public Schools 101 relief teacher to relieve the principal regularly of part of his teaching duties, and to relieve other teachers occasion­ally when sick, visiting, or engaged in auxiliary teaching. When not engaged in relief teaching, the relief teacher may be assigned to library or clerical work. The superintendent of schools should act as general supervisor in the smaller schools. The general supervisor.-A number of small cities employ "general supervisors" to assist the administrative officers with their supervisory duties. A general super­visor who is trained in methods of research, curriculum con­struction, educational testing, and the details of expert teaching procedure can be of distinct service to practically any school system, and especially so where the adminis­trative officers are weak in supervisory proficiency. This is a matter for the superintendent of schools to decide after eonsidering the supervisory ability of his present staff, but a more promising solution for the present lack of super­vision lies in the assumption of fuller supervisory respon­sibilities by the present administrative staff. Such a solution gives promise of a better integration of educational activities and of fewer conflicts in authority. Whatever shortcomings the present administrative staff may have should be removed by appropriate individual study or by eventual substitution of new officers. Special supervisors.-The work of supervision is greatly facilitated by the employment of special supervisors, such .as supervisors of art, music, physical education, and kin­dergarten-primary work. There is at the present time need for the employment of a small group of special supervisors in the Los Angeles Heights system, the type of supervisor to be determined by the superintendent of schools after a survey of the special talent which may be available among the regular teaching staff. The duties to be performed.-It is the business of the superintendent, acting under whatever prescriptions or restrictions that have been laid down by the board of educa­tion, to make a definite list of the specific supervisory duties The University of Texas Bulletin which are essential to the proper functioning of the pro­jected school program, and to assign these duties specifically to the various members of his staff who are capable and in a position to serve as supervisory officers. How many spe­cial supervisory officers to employ, and the parts that his principals and he, himself, are to play in the supervision of instruction, are local questions which must be decided by the superintendent as he scans his list of supervisory duties, considers the points of advance already made, recalls the total list of administrative duties which must be taken care of, and keeps in mind the various means and devices which are at hand to promote the improvement of instruc­tion. For a comprehensive list of desirable supervisory duties, reference should be made to Chapter III of the Department of Superintendence, Eighth Yearbook. Procedure for carrying out supervision.-The means for carrying out supervision have been fairly well suggested in the foregoing sections, particularly in the section on prin­ciples of supervisory organization. Having selected a spe­cial set of supervisory objectives to be accomplished for the ensuing year, and having decided upon the particular supervisory duties which are to be performed by the various members of his supervisory staff, it remains for the super­intendent of schools to organize a specific procedure for carrying out the supervisory program month to month. He must decide the extent to which it seems advisable to use the general devices which are ordinarily made use of in connection with the improvement of teachers. Among the commonest of these devices are teachers' meetings, demon­stration teaching, intervisitation of teachers, directed observation of outside teaching, the reading of professional literature, and the development of professional study clubs. The board of education should make it possible for the superintendent of schools to organize and promote devices of this type. The four objectives which have been recommended for the first year's supervisory program in Los Angeles Heights should be harmonized as much as possible into a Survey of Los Angeles Heights Public Schools 103 single general procedure. This may best be done by making the teachers' meetings the focus of the activities which are associated with the attainment of the four objectives. The provision of adequate teaching materials, the improvement of reading instruction in the elementary school, the develop­ment of professional reading among the members of the educational staff, and the improvement of school and home­study habits are all desirable topics for committee inves­tigation and reports. The teachers' meetings for the year should be given largely to a consideration of reading instruction, professional reading, and pupil study habits. The mere holding of teachers' meetings devoted to discus­sions of these topics will not suffice. The meetings must be the products of preliminary study and experimentation on the part of interested teachers. As an aid to the organ­ization and administration of teachers' meetings, the fol­lowing points, quoted from Barr and Burton, The Super­vision of Instruction, are suggested: The topic, or series of topics, should deal with live issues with which the group is vitally concerned. Invite and secure teacher participation in planning and administering meetings. A mimeographed brief should be mailed out in advance to those who will be present. Only those teachers vitally interested should be asked to attend. (Author's note: This point is debatable.) A summary of the discussion which took place at the meeting might be prepared and sent to those who attended. Provision should be made for the expression of opinion from the audience. The meeting may be in charge of a superintendent, prin­cipal, or supervisor, or outside speaker who is not only expert in the subject under discussion but who also has the gift of popular exposition. The meeting should be thoroughly planned and adminis­tered. Meetings should not be used for routine administrative purposes. The University of Texas Bulletin Teachers' meetings should not, as a rule, be held after school, when time is short and everyone is tired. The meeting should end with a summary, plus a look to the future. It would be well to appoint a steering committee com­posed of the school principals and teachers, to plan the detailed procedure to be carried out in connection with the improvement of reading instruction; a second committee composed of the superintendent of schools and the several principals, to plan the extension of professional reading; and a third committee composed of the high-school prin­cipal and two or more school teachers, to organize the attack upon school study habits. In each case, the steering committees should assign various phases of the major prob­lem to different teachers or groups of teachers for study and subsequent report in teachers' meetings. Teachers should be expected to complete a definite amount of sys­tematic professional reading bearing upon the year's major objectives. Procedure for checking the results of supervision.-A very serious criticism which can be made of many plans of supervision concerns the lack of definite procedure for checking the results of supervision. While it is probably impossible to ascertain the exact results of supervision, a very fair estimate of supervisory efficiency may be arrived at by checking against related activities on the part of the several supervisory officers and the modifications of teach­ing which ordinarily follow first-class supervision. All supervisory officers and committees should keep careful records of their meetings, plans, and personal supervisory activities. These should be examined at regular intervals by the superintendent of schools. As the year advances there should be evidence available from teachers in the way of improved lesson plans, special testing, and remedial work in reading in the elementary schools, and the utilization of new procedures for control­ling study habits in the high school. Progress in reading may be checked by the use of standardized tests. The Survey of Los Angeles Heights Public Schools 105 amount of professional reading done by teachers should be checked as to quantity, by making it a matter of official record, and as to quality, in part by resultant participation in teachers' meetings and similar tangible activities, and in part by written reports made by teachers as to derived benefits. Principals and supervisors should be required to file semi-annual or annual reports in sufficient detail to indicate the scope of their supervisory activities and the general progress of supervisory projects within their buildings. In a school system the size of Los Angeles Heights it is possible for the superintendent of schools to maintain a very fair idea of the status of supervision by personal contact with it, but this personal view should be fortified by objective evidence whenever possible. Special References.-The details of supervisory pro­cedure extend beyond the province of a survey report. A more extended discussion of the organization of supervision and a fuller treatment with respect to the four proposed objectives may be found in the list of references submitted below. The list is intentionally limited in number, but the titles included contain numerous additional references which bear helpfully upon the proposed supervisory pro­gram and the four related objectives. 1. Ayer, Fred C., and Barr, A. S. The Organization of Supervision. Appleton, 1928. 2. Barr, A. S., and Burton, Wm. H. The Supervision of Instruction. Appleton, 1926. 3. Book, W. F. Learning How to Study and Work Effec­tively. Ginn, 1926. 4. Burton, W. H. The Nature and Direction of Learning. Appleton, 1926. 5. Cubberley, E. P. The Principal and His School. Houghton-Mifflin, 1923. 6. Department of Superintendence. Eighth Yearbook: The Superintendent Surveys Supervision. N. E. A., 1930. 7. Gates, A. I. Improvement of Reading. Macmillan, 1927. 8. Gist, A. S., and King, W. A. The Teaching and Super­vision of Reading. Scribner's, 1927. 9. Lyman, R. L. The Mind at Work in Studying, Thinking, Reading. Scott Foresman, 1924. The University of Texas Bulletin 10. Miller, H. L. Directed Study. Scribner's, 1922. 11. O'Brien, John A. Reading: Its Psychology and Peda,. gogy. Century, 1926. 12. Pennel, Mary E., and Cusack, Alice M. How to Teach Reading. 13. Sandwick, R. L. How to Study and What to Study. Heath, 1915. 14. Stone, C. R. Supervision of the Elementary School. Houghton-Mifflin, 1928. 15. Stone, C. R. Silent and Oral Reading. Houghton­Mifflin, 1922. 16. Thomas, Frank W. Training for Effective Study. Houghton-Mifflin, 1922. 17. Yoakum, G. A. Reading and Study. Macmillan, 1928. CHAPTER VIII SOCIAL AND RECREATIONAL ACTIVITIES OF LOS ANGELES HEIGHTS W. E. GETTYS The survey of the Los Angeles Heights Independent School District reveals a decided lack of opportunities and facilities for wholesome recreational activities within the community itself. This lack is compensated for in part by the fact that San Antonio, with all the facilities of a large city, lies immediately to the south of the district and is easily accessible to most of the persons living there. Just as most of the wage-earners of the district find employment in the neighboring city, so do they and their families find most of their entertainment and recreation in the city as well. Aside from the fact that most of the facilities afforded by San Antonio are commercial, the chief objec­tions-from the standpoint of the community itself-to this condition lies in the fact that the Los Angeles Heights community is neglecting its own latent recreational and social resources, and thereby failing to develop the strong community consciousness which would come through the development and utilization of local facilities and activities. That there is a felt need, on the part of the citizens, of a community program of recreation for both young and old is evidenced by the following expression of opinion recorded in response to the following item: "Check the items you favor having in connection with the public schools under the direction of the board of education." A list of activities follows and the number of persons voting in favor of each one: I. Paid di~ector ?f co~mu~ity activities -------------------------------------------555 2. Gymnasium with swimming pool --------------------------------------------------870 3. Community playgrounds and athletic fields ....... --------------------------886 4. Moving pictures --------------------------·------------------------------------------------------692 5. Community library.·------------------------------------------------------------------------899 6. Boy Scouts and Girl Scout~------------------------------------------------------------726 7. Clubs for adults ---------------------------------------------------------------------------------485 108 The University of Texas Bulletin In view of the above returns from the questionnaire, the following conclusions seem reasonable: That the community, in itself, lacks proper facilities and opportunities for wholesome and healthful recreation for all the people of the community-young and old. That most of the provision made in the community and in the adjoining city of San Antonio is commercial in char­acter, and business takes precedence over the physical and moral welfare of the people. That the churches and the schools, while doing something to furnish beneficial social life, are not meeting the needs of the whole community. What efforts are made are spo­radic and occasional rather than organized, systematic, and continuous. That while some provision is made for boys, little or no provision is being made for girls outside of a very limited :program of church and school affairs, which are not fully meeting the needs. That a community program, under the supervision of a trained director and with proper equipment, is a felt need and is desired by a representative body of citizens. On the basis of the above data and the expressed wishes of a large number of citizens of the community, the fol­lowing recommendations are made in the spirit of helpful suggestion : That a community center be established by the Los Angeles Heights Independent School District, under the general oversight and control of the board of education and the superintendent of schools, said community center to be an integral part of the expanded school plant. That this community center include, in addition to the school building in which it is to be located, a combination auditorium and gymnasium suitable in size and equipment to meet the needs of a growing community for years to come. This feature of the center might well be a part of the high school structure itself, making the auditorium easily available for assemblies, etc. Survey of Los Angeles Heights Public Schools 109 That the community center should comprise all the grounds included in the tract upon which the school build­ing or buildings are erected, these grounds being developed into park, playgrounds, athletic fields, and swimming pool. The grounds and all the play and recreation equipment should be open to the public at all times when not in use by the school children, under proper supervision and restrictions. That the community center, including auditorium, gym­nasium, swimming pool, park, playgrounds, and athletic fields, should be suitably and adequately equipped with apparatus needed for a complete year-round program of educational, entertainment and recreational activities for all members of the community. That the board of education employ a competent, trained, and experienced recreation leader to be assistant to the superintendent of schools and general director of all activi­ties of the whole community center. The general director should be expected and have authority to plan and execute a full program of social and recreational activities adequate to take care of the leisure time of all persons in the com­munity who will avail themselves of the facilities offered by the center. That the director have two assistants in the persons of (1) athletic coach and supervisor of physical education for boys and men, and (2) a leader of girls' clubs and other activities for girls and women, including physical training for girls and young women. That the community center be open every day and eve­ning in the week, and all the year round, thereby putting the plant and equipment to the best and most economical use, as well as affording an all-round continuous program of activities for the community. The community center will belong to the community, and should be available to the community at all times. In addition to the above recreation program, the need of educational opportunities for persons not enrolled in the public schools at present was clearly brought out by the The University of Texas Bulletin large number who expressed a desire to attend night school classes if the board of education would make provision for same. Most of the items listed by persons who expressed themselves on this point have been treated elsewhere in this report. Some half-dozen items, however, are more or less extra-curricular, and touch very closely the matters being discussed in this section of the report. These include instruction in home nursing and home management, parent education, art, chorus or glee club, orchestra or band, and declamation and debate. The number of persons not now enrolled in the public schools and many employed during the day, who manifested an interest in the above subjects, is as follows : 1. Home nursing and home managemenL.......................................... 164 2. Parent education ...... ------------------------------------------------------------------------119 3. Art --------------····· ·····-----------------------------------------------------------------------------82 4. Chorus or glee club ............. -----·----------------------------------------------73 5. Orchestra or band................... ----------------------------------------------111 6. Declamation and debate·-----------------------------------------------------------------56 In view of the widespread interest in having classes of instruction in the above subjects offered at night, it is recommended that the board of education and the superin­tendent of schools give careful attention to the feasibility of offering a part or all of these subjects in night classes to all qualified persons in the community. EXTENSION BULLETINS The University publishes bulletins four times a month, so num­bered that the first two digits of the number show the year of issue and the last two the position in the yearly series. (For example, No. 1708 is Bulletin No. 8 of the year 1917 and No. 2910 is Bulletin No. 10 of the year 1929.) The list below includes only Division of Ex­tension bulletins which are now available. Requests for these bulle­tins should be made in accordance with the instructions printed on the inside cover of this bulletin. The sales price listed applies to orders from without the State of Texas unless the bulletin number is preceded by a dagger (t), in which case the price is charged both within and without the State. Money for these bulletins must be sent with the order, as it has been 1915: No. 30 A Constitutional Tax for the Support of Highet found impracticable to send bulletins on account. · Bulletin Number 186 The Initiative and Referendum. 26 pp. 10 cents. Educational Institutions in Texas. Bibliography and Selected Arguments, edited by E. D. Shurttr, Chairman of the University Interscholastic League. 47 pp. 5 cents. 1915: No. 31 Woman Suffrage. Bibliography and Selected Ar­guments. Edited by Edwin DuBois Shurter, Head of the Public Discussion Division, Department of Extension. 86 pp. 10 cents. 1915: No. 59 Cover Crops, by J. 0. Morgan, Professor of Agron­omy in the Agricultural and Mechanical College of Texas, and W. S. Taylor, Associate Professor of Agricultural Education in the University of Texas. 17 pp. 1916: No. 4 How to Conduct a Baby Health Conference. 10 pp. 1916: No. 47 Single Tax. Edited by E. D. Shurter, Head of Public Discussion Division, Department of Exten­sion. 87 pp. 10 cents. 1916: No. 54 Study Outlines of Tyler's "Growth and Educa­tion," by A. Caswell Ellis, Professor of the Phi­losophy of Education. 16 pp. 35 cents. 1916: No. 57 The Mourning Dove, by W. S. Taylor, Associate Professor of Agricultural Education. 19 pp. 1916: No. 65 A Social and Economic Survey of Southern Travis County, edited by Lewis H. Haney and George S. Wehrwein. 149 pp. 35 cents. 1916: No. 67 A Study of Rural Schools in Travis County, Texa:i, by E. E. Davis. 53 pp. 10 cents. 1916: No. 72 A Play for San Jacinto Night, by Majorie Willson Crooks. 21 pp. 5 cents. 1708 What the Baby Health Conferences Teach. Com­piled by Jessie P. Rich, Extension Lecturer on Home Economics. 18 pp. 1739 How a Superintendent May Aid His Teachers in Self-Improvement, by Leroy Walter Sackett and Elzy Dee Jennings. 17 pp. 1748 The Bob White, by W. S. Taylor. 26 pp. 10 cents. The University of Texas Bulletin Bulletin Number 1770 t1872 2166 2211 2226 t2236 2238 2243 2246 2248 2306 2339 2409 2426 t2429 Experiments in the Elementary Sciences for Coun­ try Schools, by E. E. Davis, Lecturer on Rural Education in the Department of Extension. 36 pp. 10 cents. The University of Texas Community Song Book. Compiled by Alexander Caswell Ellis, Professor of the Philosophy of Education, with suggestions for directing group singing by Frank LeFevre Reed, Professor of Music. 107 pp. 26 cents. Putting the Home on a Business Basis. Revised Edition, by Edythe P. Hershey, Home Economics Extension Lecturer. 33 pp. 10 cents. Addresses at the Conference on Citizenship, Edu­ cation, and Home Welfare at Austin, March 6, 7, 8, 9, 10, 1922. 114 pp. 25 cents. County Unit of School Administration in Texas, by E. E. Davis, Specialist in Rural Education, Bureau of Extension, in collaboration with T. H. Shelby, Director of the Bureau of Extension. 63 pp. 16 cents. A Mill Tax for the Support of Higher Educational Institutions in Texas, by Edwin DuBois Shurter, Professor of Public Speaking, and R. C. Coffee. 166 pp. 16 cents. A Study of the Rural Schools in Williamson County, by E. E. Davis, Specialist in Rural Educa­ tion, Bureau of Extension. 55 pp. 10 cents. A Study of Rural Schools in Wichita County, by E. E. Davis, Specialist in Rural Education, Bureau of Extension, and C. T. Gray, Associate Professor of the Philosophy of Education. 68 pp. 10 cents. A Study of Rural Schools in Karnes County, by E. E. Davis, Specialist in Rural Education, Bureau of Extension, and C. T. Gray, Associate Professor of the Philosophy of Education. 68 pp. 10 cents. Reading Lessons in Music Appreciation, by Miss Willie Stephens, Music Supervisor in the Austin Schools. 63 pp. 16 cents. The Merit System in American States with Special Reference to Texas, by Benjamin Fletcher Wright, Jr., Instructor in Government. 114 pp. 25 cents. A Study of the Rural Schools in Smith County, Texas. by E. E. Davis, Specialist in Rural Educa­ tion, Bureau of Extension and F..J. Adams, In­ structor in Education. 107 pp. 10 cents. How to Organize and Conduct a School and Com­ munity Fair, by Amanda Stoltzfus. Lecturer on Rural Education in the Division of Rural Schools, Bureau of Extension. 46 pp. 10 cents. A Study of Rural Schools in Runnels County, Texas, by J. L. Tennant, Research Specialist in Rural Education, Bureau of Extension, and E. E. Davis, Professor of Education, Stephen F. Austin State Teachers College. 95 pp. 25 cents. Independence of the Philippines, by Wm. O. Moore. 80 pp. 16 cents. Survey of Los Angeles Heights Public Schools 113 Bulletin Number f 2529 f2537 f2542 f 2630 f2637 f2638 2726 2732 f2737 f2810 2812 f2829 f 2837 2845 2910 2911 2912 t2929 2933 The Child Labor Amendment, by Marion A. Olson. 150 pp. 20 cents. Making Friends in Music Land. Book I, by Lota Spell. 73 pp. 15 cents. Developing Number Sense, by John W. Calhoun, Professor of Applied Mathematics. 15 pp. 5 cents. Survey of Galveston Public Schools, by T. H. Shelby, Dean of Extension and Director of School Inquiry Bureau, H. T. Manuel, Associate Professor of Education, and B. F. Pittenger, Acting Dean of the School of Education. 117 pp. 10 cents. Making Friends in Music Land, by Lota Spell. 50 pp. 15 cents. Developing Number Sense, by John W. Calhoun, Professor of Applied Mathematics. 29 pp. 15 cents. Speaking Contests and Speech Education, by Ray K. Immel, Dean of the School of Speech, Univer­ sity of Southern California. 16 pp. The Seven-Year Elementary School in Texas, by H. T. Manuel, Professor of Educational Psychology, with an introduction by T. H. Shelby, Dean of Extension. 97 pp. 25 cents. Music Heard in Many Lands, by Lota Spell. 47 pp. 20 cents. The Administration of Public Education in Cen­ tralized and Coordinated Schools, by J. 0. Marberry, Professor of Education, Director of the Extension Teaching Bureau. 123 pp. 50 cents. Group Study Courses in the Extension Teaching Bureau of the Division of Extension. 29 pp. Cabinet vs. Committee System of Legislation, by C. Edwin Davis. 109 pp. 20 cents. Making Friends in Music Land, Book III, by Lota Spell. 83 pp. 20 cents. A Study of the Building Needs of San Antonio Senior High Schools, by T. H. Shelby, Professor of Education, Dean of the Division of Extension, and J. 0. Marberry, Professor of Education, Di­rector of the Extension Teaching Bureau. 52 pp.25 cents. Extension Teaching in The University of Texas as Viewed by the Student, by J. O. Marberry, Pro­fessor of Education, Director of the Extension Teaching Bureau. 65 pp. 25 cents. General Extension Services of The University of Texas. with Statistical Data for 1927-1928. 28 pp. Preliminary Survey of the Laredo Public Schools, by T. H. Shelby, Dean of the Division of Extension; B. F. Pittenger, Dean of the School of Education; J. O. Marberry, Director of the Extension Teach­ ing Bureau, and F. C. Ayer, Chairman of the Department of Educational Administration. 84 pp. 25 cents. Financing a State System of Highways, Interscho­ lastic League Bureau. 120 Pl>· 15 cents. Announcement of Correspondence Courses in the Extension Teaching Bureau, Division of Extension. 80 pp. 114 The University of Texas Bulletin Bulletin Number t2937 Making Friends in Music Land, Book IV, by Lota Spell. 64 pp. 20 cents. 2943 Part I. Construction and Reorganization Pronosed for the Galveston Public Schools, by B. F. Pitten­ger Professor of Educational Administration, De~n of the School of Education, and J. 0. Mar­berry, Professor of Education, Chief of the Exten­sion Teaching Bureau. Part II. Some Problems !ems in the Administration of Junior High Schools with Special Reference to Texas, by T. H. Shelby, Professor of Education, Dean of the Division of Extension. 76 pp. 25 cents. t3024 Words for the Spelling and Plain Writing Contest of the Interscholastic League Bureau. 16 pp. 5 cents. t3028 Trial by Jury. by Thomas A. Rousse, Interscho­lastic League Bureau. 150 pp. 15 cents. t3036 Pictures Children Should Know, by Parlee Hocker Lang, Interscholastic League Bureau. 55 pp. 15 cents. t3037 Making Friends in Music Land, Book V, by Lota Spell. 47 pp. 25 cents. The following bulletins, also published by the Division of Exten­sion, are now available. The sales price listed applies to orders from without the State of Texas unless the title is preceded by a dagger (t) in which case the price is charged both within and without the State. Money for these bulletins must be sent with the order, as it has been found impracti­cable to send bulletins on account. tl. Manual of Physical Education for Elementary Grades, by D. K. Brace, Professor of Physical Education, and Jeanie M. Pinckney, Chief of the Nutrition and Health Education Bureau. 1930. $1.00 t2. An Animal Feeding Experiment Showing the Effect of Deficient Diet on Growth, by Gene Spencer. 25 cents. 3. How the School Lunch May Contribute to Health Education, by Jeanie M. Pinckney, Chief of the Nutrition and Health Education Bureau. 4. Nutrition and Hygiene of the Nursery School Child. by Jet C. Winters, Associate Professor of Home Economics. 10 cents. 5. Taylor Health Program, by Jeanie M. Pinckney, Chief of the Nutrition and Health Education Bureau. 1929. 10 cents. t6. Every Day Health Series-8 health habit posters in colors. 45 cents in Texas, 55 cents outside the State. t7. High School Newspaper Handbook, by DeWitt Reddick, Inter­schoastic League Bureau. 54 pp. 15 cents.