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A study of the Girls' League with a handbook for advisers

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A study of the Girls' League with a handbook for advisers

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Content A STUDY OF THE GIRLS’ LEAGUE WITH A HANDBOOK FOR ADVISERS A Project Presented to the Faculty of the School of Education University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Education by Alwilda C• Dartt January 1956 UMI Number: EP48281 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. DiasanMien Publishing UMI EP48281 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 £d *£(p 0 This project report, w ritten under the direction of the candidate’s adviser and approved by him , has been presented to and accepted by the faculty of the School of Education in p a rtia l fu lfillm e n t of the requirements fo r the degree o f M a ste r of Science in Education. //y A aviser Dean TABLE OP CONTENTS I CHAPTER PAGE ! . PART I A STUDY OP GIRLS’ LEAGUE I. THE PROBLEM AND PROCEDURE................... 2 Statement of the problem............ 2 Importance of the study . . 3 Delimitation of the problem ............... 6 Definition of terms ....................... 6 Method of procedure ....................... 7 Organization of the project............. . . 8 Chapter summary .............. 10 II. SURVEY OP RELATED LITERATURE.............. 11 ANNOTATED BIBLIOGRAPHY FOR PART I ................. 28 PART II A HANDBOOK FOR GIRLS’ LEAGUE ADVISERS I. THE HISTORY OF THE GIRLS’ LEAGUE MOVEMENT . . 3^ II. THE SUPERVISION AND ADMINISTRATION OF LEAGUES BY ADULTS......................... 40 III. THE ORGANIZATION AND ACTIVITIES OF LEAGUES BY STUDENTS ................. 47 Sample types of organization ............. 48 iv CHAPTER PAGE Examples of successful activities ........ 49 Sample constitution of the Girls' League . 51 Sample calendar of major events of the Fall semester.................... 57 Sample calendar of major events of the ; Spring semester......................... . 59 • Sample Girls’ League budget for 1955-56 . . 60 Sample program for Girls’ League Regional Conference....................... 6l Code of student ideals and behaviour . . . 63 : IV. EVALUATION OF THE LEAGUE PROGRAM... 68 V. GUIDELINES TO EFFECTIVE LEADERSHIP ........ 71 ANNOTATED BIBLIOGRAPHY FOR PART I I .............. 75 APPENDIX A. Constitution of Advisers’ Association. 78 APPENDIX B. Sample Fall Conference Program .... 80 APPENDIX C. Proposed Revised Constitution .... 82 PART I A STUDY OF GIRLS' LEAGUE CHAPTER I THE PROBLEM AND PROCEDURE The Girls1 League represents a major segment in the extra-curricular program of Los Angeles Senior High Schools In fact, there is an active Girls’ League organization in almost every high school in Southern California and Arizona Since league membership comprises all girls enrolled in these schools, the student personnel reached by its activi ties includes approximately one-half of the high school population in a large and increasingly important section of the United States. The guidance and supervision of Girls’ League groups involves one or more adults in each school represented, and the orientation and training of these adults becomes one of the prime factors in the success of the program. I. STATEMENT OF THE PROBLEM The purpose of this study was to seek out and sum marize pertinent facts concerning Girls’ Leagues, to examine existing practices in terms of selected litera ture dealing with the evaluation of extra-curricular activities, and to present some guidelines to those who find themselves inadequately prepared when faced with the j task of assuming sponsorships in such programs and activi- 1 ties. These guidelines will be set up in the form of a handbook for the advisers. j In other words, it is the purpose of this study to | answer the following questions: j 1. What is the historical background and present j i status of the Girls1 League? 2. What are the important aspects in supervision and administration of the Girls’ League as they relate to adults? 3. What are the important aspects of the organiza tion and functions of the Girlsr League as they involve students? 4. How can the Girls' League best implement the Seven Cardinal Principles of Education, and best avoid errors sometimes found in extra curricular activities? II. IMPORTANCE OF THE STUDY In Southern California and Arizona the guidance and supervision of Girls1 League activities is a major respon sibility of the Girls' Vice-Principal, and sponsorship of various phases of the work involves many teachers in addition. The membership of the group includes many thousands of girl students. Certainly any portion of the secondary education program which affects the activities iof so many persons, and plays such a major role in the life of the school must be included in a true and complete picture of the modern high school in the South West. Therefore, information concerning Girls' Leagues should be available for those actively concerned, and for those now training themselves for careers in similar areas. Since many of the intangible values of school life which are to be found outside the classroom lie within wisely selected experiences provided by the Girls' League, it is essential that some guidance be given to those who help plan these activities; also, since the Girls* League offers a natural medium for individual and group guidance it is most desirable that all concerned work to realize this opportunity. A well organized Girls' League provides a ready administrative channel for communication, and serves as an excellent device for carrying out worthwhile projects such as a Vocational Conference Day. A league offers a democratic avenue for self-control and self-direction in girl and boy relationships, promotion of good grooming and good taste, and management of social affairs. It may be valuable in its assistance to orienta tion of new students and in its contribution to spirit land morale. If handled wisely, an active Girls1 League is ! |the best deterrent to the vicious "secret club." An or- I ganization with such potentialities as this must not be * ignored nor underrated by any conscientious educator. iNeither may it be taken for granted; for here, as else where in education, potentialities become realities only in the hands of carefully selected individuals who are sensitive to possibilities, and aware of dangers. The selection of leaders endowed with native apti tude for working with adolescents carries the additional obligation of orienting and guiding those selected in order to avoid errors of Inexperience. Properly trained leaders are essential if the Individual leagues are to achieve optimum efficiency, and the league movement as a whole is to maintain high standards of performance. This training and guidance of sponsors is particularly neces sary at a time when our increasing population is forcing us to recruit teachers from other states where these recruits may have had no experience and background in Girls1 League work. 6 III. DELIMITATION OF THE PROBLEM Although the program is now operating in many junior high schools on a simplified basis, this survey was limited ;to three-year senior school leagues and four-year high school leagues since only those groups are eligible to I membership in the Federation of Girls’ Leagues. I i Geographically this study has been limited to Southern California and Arizona. It Is not the purpose of this paper to tell how to establish a new league since that information is available in print. However, the material presented contains all I ; the information necessary to one planning to sponsor a group— new or established. IV. DEFINITION OF TERMS "Girls’ League," as used, refers to any organized high school group which has membership in the Federation of Girls’ Leagues of Southern California and Arizona. The term is sometimes shortened to "League" in the context. "Federation, or Federation of Girls’ Leagues of Southern California and Arizona," refers to the sponsoring organization under whose constitution and guidance pioneer leagues were set up. ’ ’ Girls1 League Advisers' Association” refers to the organization of which all sponsors are now members. This group coordinates activities for all Federation members and meets separately as an adult group at a winter con ference where League policies and plans are carefully studied and evaluated. ’ ’ Extra-curricular activities" refers to any activi ties which reach beyond the classroom and involve non classroom functions. They are spoken of as co-curricular activities by many educators but common usage of the term ’ ’extra-curricular" by early and current writers indicates its acceptability. V. METHOD OF PROCEDURE The procedure used in this project was as follows: 1. A study was made of the various methods of research and the various types of library devices and materials available to help the investigator. 2. An orientation period was set up during which each research aid was examined for references to the subject. 3. A card catalogue was established to record annotations for those books, periodicals, or unpublished materials selected for reading. An extensive survey of chosen references was carried out. 5. Interviews were held with adults actually work ing in this field. 6. Students were interviewed for a sampling of opinions. 7. Actual programs of individual leagues were examined. 8. League meetings and activities were attended and observed. 9. Personal files of lecture notes from meetings of adviser groups were reviewed. 10. Materials were organized and set forth in writing. VI. ORGANIZATION OF THE PROJECT The project was organized in two parts in order that the actual manual or guidance material might be lifted out and used as a unit. Part I is made up of orientation material and is subdivided to present an introduction and a statement of the problem followed by an explanation of the procedure used. This comprises Chapter I. Chapter II contains a survey of the literature with a summary and some conclu- ' | sions reflecting the investigatorfs point of view. This chapter closes with an annotated bibliography relating to ; Part I. ; Part II represents information arranged as a guide I I for the use of any adult charged with sponsorship of I Girlsf League activities. The chapters in it relate back ! to the questions set up in Chapter I, Part I. Following j an introductory statement to the user, the guidance sec tion sets out in Chapter I to give an historical back ground of Girls' League, to define the present scope and status, to state the general purpose, and to set forth i the goals. Chapter II deals with the administration and supervision of League work as it involves adults. Chapter III contains general information concerning organization, program, activities, and guidance aspects as they concern students. Chapter IV is an evaluation of League activities. It has attempted to show how the Girls' League program can further the principles of education and augment the guid ance program. It has also attempted to point out the potential errors inherent in poorly planned extra-curricu lar programs. Chapter V contains the summary and conclusion. The appendix contains illustrative materials for the use and information of the reader, and the bibliography 10 indicates source material with annotations. VII. CHAPTER SUMMARY This chapter was intended to define clearly the • purpose and scope of the project, to show the need for ! and the importance of the study, and to indicate its j ; contemplated use. An analysis of methods, procedure, j , and organization, as well as an annotated bibliography has been included. The following chapter will be a survey of the selected related literature in this field and it is hoped that the references cited will validate the assumption of the investigator that the Girls’ League is a valuable extra-curricular activity. CHAPTER II SURVEY OF RELATED LITERATURE Although there are almost no books written on the specific subject of Girls' Leagues, there is a wealth of literature on the subject of Extra-Curricular Activities and it takes little imagination to transfer the philosophy and findings to the Girls' League. A survey of this literature Indicates that very little has been added, In terms of basic principles, to the works of early authori ties. Current works serve to substantiate the thinking of the pioneers in the field, and to illustrate the development and application of their theories. Much of what is called new is simply a reflection of the changes in the social pattern around us. These facts account for the inclusion.of material bearing early dates of publica tion. In an article published in March, 1925> Ella Ehmsen Wilson of Franklin High School in Portland, Oregon wrote: The desire for organization is but the expres sion of a normal human need in pupils of high school age. . . . Formed in 1919 after group conferences between the teachers and the girls because the students had responded to an urge for organization with clubs and societies existing for brief period and resulting in dissension* intolerance* and group antagonisms was the Girls’ League.1 A committee report defining principles of extra curricular activities and their administration sets forth two frequently quoted theses: 1. The first duty of the school is to teach young people to perform better those desirable activities that they are likely to perform any way* i.e. take their places as members of social units and exercise qualities of leadership* initiative* cooperation, and intelligence. 2. A second duty of the school is to reveal higher types of activity and to make these both desired and to an extent possible.2 McKown recognizes the place of the leagues when he notes that Girls’ and Boys’ Leagues provide appropriate activities for each sex which do not conflict with any other school group or club. These two groups hold recep tions for new students* sponsor social hours* stage as sembly programs* schedule drives and campaigns* organize discussion* and promote the general education and welfare of the group. 1E. E. Wilson* ’ ’ The Girls’ League as an Agency in the Education of High School Girls*'1 School Review, 33: 208, March* 1925. 2Thomas H. Briggs* The Junior High School (Boston: Houghton-Mifflin Company* 1920J* p. 157* ^Harry C. McKown, Extra-Curricular Activities (Third edition; New York: The Macmillan Company*1952), pp. 6l8- 619. Ruth Strang emphasizes the importance of group activities for young people in connection with later life. To these activities she attributes world-wide significance in pointing out the fact that cooperation among nations depends upon the development of understanding and good will among individuals. Because clubs, organizations, and interest groups provide valuable experiences in work ing together she speaks of them as the training ground for true democracy. Since individuals have different needs, a variety of activities should be offered. Some students want to progress in the development of their special talents; others need rest and recreation; still others, Joy in creative work, fellowship, and cooperation in a common task. In pointing out that the slightly more intelligent student tends to be active in the group-work program, and in establishing an association between leader ship and superior scholarship^ she is offering support of the activity program in meeting the needs of the excep tional child. Since the emphasis in today's educational discussions is turning toward the superior child in our schools we may point to the Girls' League activities as a means of offering guidance and outlets for unusual abili ties and talents among girls. Leagues may be said to help very bright students to realize their intellectual potentials. At the same time, it should be noted that League activities offer opportunities for the students of lower abilities to participate according to their capacities also. In a reference to League work, Ruth Strang said: The Girls' League has developed a program in cluding an important share in the planning and conduct of assemblies; several special features such as Vocation Day, Girls' Day, and others differing each year; orientation of new students, entertainment to raise money; and social events. The Boy's League is somewhat similar.but not as extensive or enthusiastic a program. In this quotation Ruth Strang is referring to activities at University High School in Oakland, California where she considers the Student Council, the Boys' League and the Girls' League to be illustrative of best practices in group activities. As to the organization and supervision of group activities, she stresses the need for a unifying force. In the case of the Girls' League this unifying force is the Girls' League Advisers Association. Her reason for stressing this force centers in her recognition of the need for adults who fully appreciate the values of group ^Ruth Strang, Group Activities in College and Secondary Schools (New York: Harper and Brothers, 19^6), p. 301. activities, are trained in the art of leadership, and are sensitive as to when and where responsibilities should be placed. She recognizes that the selection and in-service education of the personnel engaged in group work consti tutes the administrator's most important responsibility. Although the quality of adult leadership is one of the most vulnerable points in the program, surveys have shown that group work in educational institutions is largely in the hands of the faculty and that they are not adequately prepared for their group-work responsibilities. Research on administration of group-activities is practically non existent, and there are even few descriptions of the process by which certain apparently desirable results were achieved.^ Gertrude Jones lists three guiding principles in the administration of extra-curricular activities. They are: 1. Faculty guidance with student cooperation. 2. Activities must contribute to one of the objectives of secondary education. 3. Definite uniform system of handling finance.^ ^ibid., pp. 225 ff. ^Gertrude Jones, ’ ’ Three Principles Underlying the Administration of Extra-Curricular Activities,” School Review, 33** 510-22, September, 1925* 16 This list is somewhat incomplete since it does not mention all factors involved, but these same three prin ciples are included by outstanding authorities writing a quarter of a century later. ! | Fretwell, who defines extra-curricular activities as those legitimate activities of the school not otherwise • provided for, predicates good practice on two bases: I First, it is the business of the school to ! organize the whole situation so that there is a favorable opportunity for everyone, teachers as well as pupils, to practice the qualities of the good citizen here and now with results satisfying to the one doing the practicing. Second, wherever possible, extra-curricular ac tivities should grow out of the curriculum activities and return to them to enrich them.' Although Fretwellfs book is not the most recent in the field, his Seven Sign-Posts still form a valid basis for evaluation of any extra-curricular program and are still of value to anyone charged with Girls1 League activi ties. The Sign-Posts follow: • • ' 1. A constructive program (as opposed to laissez-faire) includes a plan of unification and central guidance and control. This plan cannot be bodily transplanted from one school to another. 2. This constructive plan of an extra curricular activity shall grow out of the life of the school. ^Elbert K. Fretwell, Extra-Curricular Activities in Secondary Schools (Boston: Houghton-Mifflin Company, 1931), p. 2. V 17 3. This constructive plan shall recognize that the pupil is a citizen of the school• (He has rights, duties, privileges, and obli gations.) Membership should be open to all on as objective a basis as possible. Freedom of choice of activity or participation to stimulate, limit, or guide participation. Ex penses need to be kept down. Pupils only are members. . . . 4. Teachers shall accept, whole heartedly, the responsibility of developing the school's extra-curricular activities. 5. Extra-curricular activities shall be supervised. 6. Intelligent public opinion shall be developed. Explorations of activities shall be a part of orientation.. 7. The principal is responsible and has the power of veto. He shall use his ability to lead, guide, and develop democratic living.° Koos describes the extra-curriculum as a new medium of education. He states that the present tendency is to recognize positive educational values in the extra curriculum, to promote pupil-initiated projects and to capitalize for educational growth the natural, social, and creative propensities of youth. He also indicates that the present acceptance of this philosophy is rooted in the same educational theories which are slowly reshaping the curriculum, the aim, and the whole spirit of the school. Sibld., p. 12 ff. 18 He points out that a number of studies justify the con clusion that scholarship is not affected adversely* that excellence in extra-curricular functions correlates posi- ! tively with success in later life. I He finds participating girls more self-sufficient, ! and adds that the philosophy which impels us to utilize the- extra-curriculum must logically compel us to recast ! the curriculum so that it has value which the pupil him self perceives and yearns to acquire. Curriculum and extra-curriculum should be scarcely distinguishable, i However, it is important that all concerned recognize i | certain obstacles, or problems. Koos lists the following as areas of precaution which raise questions for adminis trators: extent of participation; anti-social practices; supervision; economic considerations; outside interference; duplicating activities; central control; conflicting schedules; unsatisfactory facilities.9 The most comprehensive discussion of the Girls* League in book form was found in the Extra-Curricular Library Series edited by Meyer. It contains a section on 9Leonard V. Koos, ejb al., Administering the Secondary School (New York: American Book Company, 19^0), p. 140. High School Girls by Pound, a Vice-Principal of Lincoln, Nebraska, which gives the background and history of Girls’ League up to 1931> the date of publication. Her work refers to similar organizations throughout the United States and traces the development of girls' participation in student government. In this book Pound gives three underlying principles which are just as valid today as they were in 1931* She said, in brief: (l) Extra-curricular activities must not be rival attractions to the main educational ex periences, (2) they must further one or more of the main objectives of secondary education, and (3) they must yield valuable by-products in terms of ideals, interests, appreciations, insight, and the ability to work with others.10 A more detailed statement of principles underlying extra-curricular activities is a list prepared by Poster. Summarized, but not quoted verbatim, this list states that extra-curricular activities must: 1. Recognize individual differences even while utilizing social instincts and socializing, integrating factors important in establishing a common basis of feelings, aspirations, and ideals essential in a democracy. iOoiivia Pound, "Extra-Curricular Activities Series," High School Girls (New York: A* S. Barnes, 1931), PP. 1-33. 20 2. Enable students to practice citizenship as training for citizenship, 3. Offer equality of opportunity— the opportunity to f , be a member.'1 Develop qualities that make for complete citizenship, notably leadership, initiative, cooperation, and intelligent obedience to authority. 3. Provide a ready channel through which the school may utilize the spontaneous interests and activities of the adolescent. 6. Have a foundation in curricular activities and help to motivate them. 7. Be designed to provide moral training through the give and take of social life itself.11 Roemer and his colleagues, in a book published in 1926, stated these underlying principles for the organi zation and administration of extra-curricular programs which are basically the same as those written today: 11Charles R. Foster, Extra-Curricular Activities in High School (Richmond, Virginia: Johnson Publishing Company,”1925T> PP« 3-11• 21 1. The program should grow out of the curric ulum* 2. There should be a definite time allotment for it in the school’s schedule and calendar. 3* Each student should be allowed to select activities of interest and value to him. 4. Each activity must have a sponsor or guide. 5. All activities should be chartered by a central body such as a student cabinet. 6. All activities should be responsible first to a school sponsor and lastly to the school prin cipal . 7* There must be a central organization for budgeting and auditing. 8. Participation should be stimulated and/or limited by some system such as a point system.12 The same authors indicated some of the abuses or errors in extra-curricular activities programs. Briefly: 1. Student authority and control must have limitations and should be thought of as student participation in school government. 2. There must be careful planning and organ ization which grows out of the curriculum and is adapted to the local situation. It must ’grow out of’ gradually— not be ’imposed’ suddenly. 3* There must be facilities available. •^Joseph Roemer, et al., Extra-Curricular Activi ties in Junior and Senior High Schools (Boston: D. C. Heath and Company, 1926), P* 260. 22 4* It must provide opportunities for ’learning by doing’ so that it functions as a 'laboratory.1 5. The welfare of the entire group must super cede the welfare of the individual. 6. It must not be so democratic that groups become too large to function— on the other hand, it must not become government by a 'clicque.' I 7* Its sponsors must be carefully selected and : must be provided with orientation and training.13 > In an introduction to selected references on extra- 1 ; curriculum Terry and Hendricks made this comment: Most students of the extra-curriculum would probably agree that the activity program should continue to receive emphasis in secondary schools and colleges, but there remain unsolved problems regarding organization, administration and methodology.14 A year later Terry and Stout in a similar article commented as follows: An appraisal of current literature in the extra-curricular field reveals concern with evaluation activities. . . . A review of the literature indicates continuing concern with the financial and administrative aspects of the activity program.15 13Ibid., p. 260. -*-4p. W. Terry and A. E. Hendricks, comp., "Selected References on the Extra-Curriculum," School Review, 57: 237-41, April, 1949. ^p. W. Terry and L. Stout, corap., "Selected Re ferences on Extra-Curriculum," School Review, 58:233-7* April, 1950. 23 Later still, Alcorn and Gjerde, acting as compilers for extra-curricular material, gave this summary: In general the literature on the extra curriculum during this time reflects a healthy consideration of methods of achieving success in the democratically operated activities of the school. This is especially noticeable in the area of student-government where there is evidence of concern for the training of both teachers and students. Principles of organization and administration of school-activity programs received a great deal of attention. Several articles for example described in much detail successful student body budgeting and accounting plans.16 A more recent book on extra-curricular activities is the third edition of McKown's work. One of the signi ficant statements in the preface is this: "Recent devel opments are not spectacular— most present activities were founded a decade or two ago; rather, the developments have been maturative — improvements and ref inements. "3-7 He indicated that purposes and principles are now well established and that material on extra-curricular activi ties is ample. The present need is for careful selection and thoughtful evaluation wherein a sincere effort is made l^M. c. Alcorn and C. M. Gjerde, comp., "Selected References on the Extra-Curriculum," School Review, 60: 237-41, November 30, 1950 to December 31 > 1951* -^McKown, ££. cit., Preface. to match criticism with appropriate suggestions for im provement. For purposes of summarizing this chapter McKown’s book has been used as a source for the following condensation. The best writers seem to agree that the values of extra-curricular activities lie mainly in their possibili ties for capitalizing fundamental drives, preparing stu dents for active life in a democracy, making them increas ingly self-directive, teaching them social cooperation, increasing their interest in school, developing school morale, fostering sentiments of law and order, and dis covering and developing special qualities and abilities. It is also generally agreed that certain basic principles should underlie all extra-curricular activities. There principles include the following points: 1. The student is a citizen of his school. 2. The school must have a constructive pro gram of activities. 3. Activities should be scheduled on school time. 4. Opportunities for participation must be open to all. 3. Admission and participation should be democratic. 6. Participation should cease with check-out from school. 25 7* Participation should not interfere with class work. 8. Student leadership should be promoted and developed. 9. Adequate provision must be made for administration and supervision. 10. Teachers must recognize extra-curricular activities as part of the regular program. 11. Teacher-sponsors should be advisers and not dominators. 12. Programs should start in a small way and develop gradually and naturally. 13* No new activities should be introduced without careful consideration, and none discarded without careful consideration. 14. Necessary facilities and equipment should be provided. 15* Permanent records should be kept. 16. Financing should be adequate, fair, and safe. 17. School and community should be properly informed regarding activities. 18. Activities must not overshadow other phases of school work.18 In conclusion, it seems apparent that a well organized and well supervised Girls' League is an excel lent medium for practicing the best principles of good guidance and good education on an extra-curricular basis. iSlbld., p. 652. If sponsors have an adequate background and are properly oriented upon taking over their duties as advisers they should be able to avoid those errors which occasionally rob the extra-curricular program of its real value. With the excellent guidance of the sponsoring organization, the Girls1 League Advisers’ Association, and a handbook which briefly states the essential information regarding programs and activities, a well-selected sponsor should achieve a high degree of efficiency in a school with a sound administrative philosophy and a program designed to include extra-curricular activities. However, it is evi dent that the selection of the sponsor in terms of personal traits and emotional make-up is the most criti cal aspect of the program. The candidate for this posi tion must be old enough to have developed reasonable maturity. It should be obvious that age is not synonomous with maturity but it is reasonable to assume that a recently graduated teacher is not apt to have had those experiences which are essential in developing the maturity needed in a Girls’ League sponsor. When we realize that the adviser is the only constant factor over a period of years we must recognize the importance of choosing her wisely. She should be made aware that it is an honor to be chosen, and that the selection implies that she is 27 considered capable of working well with people, that . she has a sense of humor, an ability to listen,- an abil ity to accept people, a positive outlook, and an unusual degree of self-control. It also implies that she is ' capable of good planning and that she has executive ! ability. In turn, this sponsorship is an opportunity : for her to further develop these abilities and to advance i in her career since such work provides valuable training for those seeking administrative positions. Many of the women now serving as Girls1 Vice-Principals have been Girls * League Sponsors. It is the desire to help such a promising candi date which has prompted the preparation of the handbook which follows in Part II. I I I ANNOTATED BIBLIOGRAPHY FOR PART I A. BOOKS Briggs, Thomas H. The Junior High School. Boston: Houghton Mifflin Company, 1920. 350 pp. The fact that Briggs is so often quoted by later writers indicates that his colleagues in the field hold him in high regard. His earliest statements and opinions have not been supplanted to this day. Campbell, William G. Form and Style in Thesis Writing. Boston: Houghton Mifflin Company, 1954• 114 pp. A very thorough treatise on the principles, techniques and forms necessary in thesis construction. Douglass, Harl H. Modern Administration of Secondary Schools. Boston: Ginn and Company, 195^ bOl pp. This is a text and reference book. Revised and ex tended from an earlier book, it is modern, complete, and thorough. It is worthy of careful and repeated reading. Edmonson, J. B., Joseph Roemer and Francis L. Bacon. The Administration of the Modern Secondary School. New . York: The Macmillan Company, 194b. 090 pp. This book enjoys wide use as a text on secondary administration and serves as a reference book on many practical problems. Foster, Charles R. Extra-Curricular Activities in High School. Richmond, Virginia: Johnson Publishing Company, 1925* 222 pp. One of the early texts on this subject which illus trates the fact that the philosophy and principles in this field have changed very little. Fretwell, Elbert K. Extra-Curricular Activities in Second ary Schools. Boston: Houghton Mifflin Company, 1931* 552 pp. 30 This author is one of the pioneers in the field and ' ; material from this book is widely quoted in more j i recent works. I Knapp, Robert H. Practical Guidance Methods. New York: McGraw-Hill Book Company, Inc., 1953• 319 PP« A recent book which offers a good survey of modern ; counseling techniques and practices. i iKoos, Leonard V., et_ al. Administering the Secondary School. New York: American Book Company, 1940. ! 67b pp. This book is of outstanding value to anyone interested i in any phase of administration in the secondary school. 1 ! It is a book to own. ! McKown, Harry C. Extra-Curricular Activities. Third edi tion; New York: The Macmillan Company, 1952. 666 pp. : Every student in this field should become familiar i with this book. It is invaluable as a thorough text 1 and reference source. Pound, Olivia. Extra-Curricular Activities Series, High School Girls. New York: A. S. Barnes and Company, Inc., 1931* 97 PP* This book contains the only historical material on Girls' League found in book form. It is now out-of- date and incomplete, yet it is almost the sole library material available. Roemer, Joseph, <et al. Extra-Curricular Activities in Junior and Senior High Schools. Boston: D. C. Heath and Company! 1926* 333 PP* A valuable source book. The author is a recognized authority in this field. Strang, Ruth. Group Activities in College and Secondary Schools. New York: Harper and Brothers, 1946. 301 pp. This writer gives many details on the philosophical side of the subject, notes the need for further re search, and stresses the importance of the selection of sponsors. B. PERIODICALS Alcorn* M. D. and C. M. Gjerde, comp. ’ ’ Selected Refer ences on the Extra-Curriculum,” School Review, 60:237- 4l, November 30, 1950 to December 3, 1951* This is an excellent source of information regarding articles in periodicals. It is a real time-saver. Jones, Gertrude. ’ ’ Three Principles Underlying the Adrainis tration of Extra-Curricular Activities,” School Review 3 3 :5 1 0 - 2 2 , September, 1923- This article deals primarily with pioneer work in extra-curricular activities at Lincoln High School in Lincoln, Nebraska in the year 1925* Terry, P. W. and A. E. Hendricks, comp. ’ ’ Selected Refer ences on the Extra-Curriculum,” School Review, 57:237- 41, April, 1949. As the author of a book on the supervision of extra curricular activities, Paul Terry is well qualified to select references on this subject. Terry, P. W. and L. Stout, comp. ’ ’Selected References on the Extra-Curriculum,” School Review, 58:233-7* April, 1950. Paul Terry with a new associate, brings his reference index forward by one year. Wilson, E. E. ’ ’The Girls1 League as an Agency in the Education of High School Girls,” School Review, 33: 208, March, 1925- This reference was one of the very few which was closely related to the specific topic of this project. C. PUBLICATIONS Cardinal Principles of Secondary Education. U. S. Bureau of Education, Bulletin No. 35* 1918. 32 This report was long considered as the basis of the new trend in education at a secondary level. D. UNPUBLISHED MATERIALS Blue Moon. Newsletter of Girls1 League Advisers' Association of Southern California and Arizona, 195^-1955. This occasional publication is the best source of current material on Girls' League developments, but its circulation is limited to Girls' League Advisers and does not find its way into libraries. Carlson, Stella M. f , A Study of Adolescent Adjustment Problems of High School Students." Unpublished Masterfs thesis, University of Southern California, Los Angeles, 1950. 102 pp. Dufault, Martha P. "A Comparative Study and Analysis of the Problems of Adolescent Girls in a Los Angeles Junior-Senior High School." Unpublished Master's thesis, University of Southern California, Los Angeles, 1941. 115 pp. PART II A HANDBOOK FOR GIRLS1 LEAGUE ADVISERS CHAPTER I THE HISTORY OP THE GIRLS 1 LEAGUE MOVEMENT I The first Girls? League was organized in 1911 by | Miss Mary Putnam, Vice-Principal of the Los Angeles i Manual Arts High School. In the next two years, the ■ Long Beach and Pasadena league were both reorganized and patterned after the Manual plan. In 1915* the first convention was held in Long | Beach with delegates from ten Girls’ Leagues attending. ! The schools represented were Pasadena, Manual Arts, Los Angeles High and Los Angeles Polytechnic, Hollywood, Santa Monica, Huntington Beach, Monrovia, Gardena, and Long Beach. These united leagues, known as the Girls1 League Federation, continued to add members and adopted a constitution setting forth their purpose in the following terms: nTo further the spirit of friendliness among the girls, to encourage among the girls such activities as will further the interests and welfare of its members, maintain a spirit of service and offer opportunity for democratic citizenship, leadership and fellowship in our schools.n In April, 1919> when the Federation convened for the first time after the Armistice, it adopted the theme "World Work," and resumed its pattern of conventions. Schools from the Northern Federation were represent ed for the first time in 1922, but withdrew later in the same year. Rapid growth continued as other schools in the Southern Section joined the Federation. The conven tion at San Diego in 1923 listed fifty-two members, and a definite pattern of activities and functions was becom ing apparent. With each succeeding convention new schools were admitted and continuous growth took place. When Pearl Harbor led into events of World War II, convention activities came to a standstill. Restrictions on travel and the rigors of World War II made get-togethers impossible. The minutes of the Federation in 19^2 expressed a desire on the part of the adults (advisers) to maintain contacts regardless of the national situation. It. was this feeling which gave rise to the regional or ganization and caused the name Girls' League Federation of Southern California and Arizona to be supplanted by the name Girls' League Advisers' Association of Southern California and Arizona. In order that during those times the values of the large convention should not be lost to girls, schools in neighboring communities were placed in the same region for the purpose of holding conferences or conventions. The first division of schools into regions was made by the continuity committee in the summer of 1940 under the chairmanship of Mrs. Helen Crow Sample. The original i number of regions, nineteen, has remained fairly stable, although there has been a constant realignment of schools in these regions for convenience, balancing of size, and for placing schools with similar background together. Significant in the development and change has been the growth of Girls’ Leagues in Arizona; the withdrawal of ; San Luis Obispo in 1947 in favor of the Northern League; the alignment in 1948 of Bakersfield and her neighboring schools to a Central League in preference to the southern association because of location; and the reorganization in 1954, of the Los Angeles schools according to their athletic leagues. Because of the success of the regional organization which enabled more girls to be entertained in these smaller groups and because the association had become so large, it was determined to permanently substi tute the regional convention for the large convention formerly held in the fall. A bulletin of regional con ference groups, dated September 3> 1954, lists 172 member schools and their advisers. 37 For approximately five years no Federation conven tions were held because of the war. In 1946, Glendale was hostess to the first post-war convention, to be followed by Manual Arts in 1947 and Leuzinger in 1948. This was the beginning of the type of convention in the preparation of which all the schools of the region parti cipated. The following schools in order, supported by the schools in their region, held conventions: Washington High, Los Angeles, 1949; Burroughs, Burbank, 1950;* Phoenix, 1951; San Pedro, 1952; Montebello, 1953; Banning, 195^; and Fullerton, 1955- These conventions now occur but once a year and are scheduled for the spring semester. The material for this history was secured from the files of the Girls1 Leagues Advisers’ Association and utilized an article written by Ruth Ashton of Long Beach covering the period from 1911 to 1940, and an article by Elizabeth Parks covering the period from 1940 to 1955* Currently there are about 175 Girls' Leagues in the Southern California and Arizona section. Each of these has as its aim the solving of problems and meeting of needs peculiar to its own student body and community. However, the larger goals of all these leagues are the same: Individual development, better personal adjust ment at school and at home, training for leadership, and service to others. All use a somewhat similar pattern of organization and all participate in somewhat similar ^functions. All agree that they have some common problems such as finding the most effective way of reaching and Sorienting new students, stimulating participation on the ■part of timid students and limiting participation on the part of over-zealous students, financing the program, and maintaining high standards of morale and accomplishment. Each group operates under its own constitution which is consistent in purpose and aims with the Federa tion Constitution drawn up in the early days of the jorganization. In each school the Girls’ League Constitu tion must be accepted by the student-body governing group and must be acceptable to the administration. A common symbol— a shield with the initials G. L.— is used in these schools, and standard forms of insignia are available through supply houses. In many cases the little silver pin is used as an award for faithful service on the part of officers. The fact that no dues are levied helps to maintain a spirit of democracy in the organization as does the fact that all girls are automatically members. The high caliber of leadership and the close alli ance of sponsors in an organization dedicated to the welfare of girls has brought the Girls’ League through forty years 39 of existence with an enviable record of achievement, and it stands today as one of the most successful extra curricular activities in the modern high school. CHAPTER II THE SUPERVISION AND ADMINISTRATION OF LEAGUES BY ADULTS The principal establishes the underlying philosophy which pervades the school and sets the tone. It is his task to develop a genuine, democratic school program which will direct students into wholesome activities. To do this he must work harmoniously with a staff which he has inspired to seek goals similar to his own, so that all function together as coordinated parts rather than as individuals. Although the ultimate responsibility for all phases of administration is his, and although he has the final power of veto in his school, he must, necessarily, dele gate much of that responsibility along with a commensurate amount of authority. In the case of girls’ activities he delegates this responsibility and authority to a Girls’ Vice-Principal if the size of the school justifies such a position. She then becomes the administrator immediately in charge of Girls’ League, and the faculty sponsor in turn becomes responsible to her. 41 In smaller schools, where League work is delegated I directly to a woman faculty member by the principal, the Girls1 League sponsor is responsible directly to the principal. In any case, the administrator in charge is responsible for keeping Girls1 League policies and pro- i grams consistent with the philosophy of the school. : The principal is responsible for the selection of the sponsor though he usually shares the choice with a panel of sub-administrators. In addition to establishing ; the atmosphere and philosophy of his school community, a good principal accepts the obligation of securing ade quate facilities and supplies for the proper functioning I of those activities which he considers a desirable part of the curriculum and the extra-curriculum. A good principal also provides time in the pro gram for all acceptable activities, and he aids in the coordination of all parts of the program. He wholehearted ly accepts his role as public-relations officer, and provides opportunities for the practice of good citizen ship in carrying out the program. He plans for central financing, if there is such, and he plans for adequate supervision of activities. He lends his support personal ly and professionally, and he sets the boundaries within which the faculty sponsor must operate. Even in those large schools where his delegate, the Girls’ Vice-Prin cipal, is in immediate control, his stature as an educa tor and an administrator will be a determining factor in the quality of the Girls' League program.1 The adviser assigned to the actual sponsorship of the league will color the program with her own personal- ! ity, and will teach the girls what she is whether she is j aware of it or not. In this fact lies the importance of her selection, for no group advances beyond its leader ship. Sterling character, fine sensitivities and apprecia tions, and wholesome vitality must accompany good organiza tional and executive ability if she is to do justice to her assignment. A sense of humor is a sine qua non if she is to come through the various trials of such a spon sorship with poise and dignity and her love for girls intact. The adviser's responsibilities lie within several areas. Her first responsibility is to prepare herself for advisership by learning everything she can about the Girls' League organization as a whole, and about the particular group in her school and community. She must -^J. B. Edmonson, Joseph Roemer, and Francis L. Bacon, The Administration of the Modern Secondary School (New York: The Macmillan Company, 19^8), Division Two. also inform herself on any administrative policies or restrictions which exist in her school regarding League activities. If she is replacing another as sponsor she will do well to seek information from that person, and if her assignment is to work as a co-sponsor she should orient herself to the other members of the team. Any Girls1 League which is to have a good on-going program must give great thought and care to the planning of its year's work, and the adviser must direct the formu lation of the year's tentative calendar which should be set up in advance of the year's opening. In addition to the calendar, a budget for the year is essential if central financing exists in the school. The calendar serves only as a framework and a means of coordinating league events with other school events. As each event approaches, there must be additional specific planning well in advance of the date set, with proper delegation of duties to the various committees involved. Early in the season it will be necessary for the adviser to orient the new officers and assist them in establishing correct parliamentary procedure so that meetings will be orderly and efficient. More important than the mechanics, however, is the attitude of each officer toward her particular position. The adviser is 4 1 1 - large ly responsible for making clear the ideals and the purposes of the league, and for promoting good habits of organization and planning. The adviser must be present at all meetings though j it is quite appropriate for her to refrain from making t any comments since, ideally, she is a guide and not a : dorainator. In the words of Lao tse, But of a good leader, who talks little 1 When his work is done, his aim fulfilled They will say fwe did this ourselves.1 Attendance at various types of meetings is required of an adviser. Within the school she will attend small execu tive meetings where agenda are planned, regularly sched uled meetings of cabinet or council groups, large general meetings, and all social events. In addition, she should attend the Fall Regional Conference of all schools in her area, the Fall Advisers1 Convention involving all adult advisers of Southern California and Arizona, and the Spring Federation Convention at which two girls and an adult from each of the member schools are gathered. An adviser is an important counselor in any school, for her activities involve guidance of individual girls such as officers, committee heads, and candidates for office, as well as guidance of groups charged with special League functions. There is even some guidance of the total 45 feminine population of the school in areas where the Girls1 League has assumed responsibility. Matters of good groom ing and appropriate dress exemplify two of these areas. i An adult who is sponsoring Girls1 League work often acts as a liaison officer: (1) between groups within the ! j ; League; (2) between League members and administration; (3) i ; ! be tween the League and other groups within the school; and \ ; (4) between the home League and Leagues in other schools. One of the chief functions of an adult in charge of a League is to act as a governor. Often a group of intelli gent and high-spirited girls will want to undertake more l Ithan they can accomplish without harm to themselves or the j school* and someone with more maturity must help them see the necessity of limiting activities and maintaining balance. It is this same adult who must overcome student inertia in recording data and keeping records. It is a matter of good training and good business to have properly written minutes properly filed and to keep a scrapbook containing copies of programs and forms used in completing the year’s work. Written evaluations in the form of brief notes should be formulated soon after the completion of every major event and these also should be filed. Such records are invaluable in preparing the calendar for the following year, and in guiding new officers as they assume their duties for the first time. So much for the place of the adult in the Girls’ League program. The following chapter will concern itself with those phases of the program which are primarily carried on by the students themselves. CHAPTER III THE ORGANIZATION AND ACTIVITIES j OP LEAGUES BY STUDENTS This chapter is made up of samples or composite :examples of organization and activities now in use by Girls' League groups. One of the values of the Girls1 League organization is its adaptability to the individual school. Observation will show that each secondary school has its own distinct 'characteristics and tone. Even in a city such as Los Angeles where all senior high schools are administered from a central office, there are no two alike. Each school differs from the others in buildings and grounds* faculty and pupil personnel, and courses of study. So it is with Girls 1 League. No single form of organization or type of activity is suitable to all schools However, the following examples give basic ideas which may be adapted to the individual school or community. These sample items may be easily simplified or amplified accord ing to the size of the school, and are suggestive only, since no program should ever be lifted from one school and transplanted to another. Each school’s program, to be successful and effective, must grow and develop in its own setting. I. SAMPLE TYPES OF ORGANIZATION I. Elected-officers-and-representatives type A. Elected officers: president, vice-president, secretary and treasurer. This group may be known as the cabinet when it meets with committee heads. B. Representatives: chosen in various ways. This group may be known as the council when it meets with a presiding officer. Often the vice- president is responsible for this group. 1. Elected by girls 2. Presidents of all girls’ clubs and two representatives for each grade 3. Representatives from each of shops in which girlsx are members or from each girls’ gym class 4. Two to five representatives from each class 3. Representative from each homeroom 6. Appointed by officers 7. Chosen from each Girls’ Center II. Elected-officers-and-boards type A. Elected officers: president, vice-president, secretary and treasurer. B. Boards, members of which are chosen by the officers 1. Board of Hearing: girls' court 2. Board of Service: girls' work in admin istrative offices 3- Suitable Dress Board 4. Senior and Junior Hostess Board'1 ' II. EXAMPLES OF SUCCESSFUL ACTIVITIES Detailed replies to a questionnaire sent out by the Advisers' Association asking for information concern ing major problems of individual leagues and information on activities and programs are the basis for the follow ing list: 1. Banquets and Breakfasts 2. Carnivals 3. Charitable and service activities 4. Dances 1Blue Moon, Occasional Newsletter of Girls' League Advisers' Association of Southern California and Arizona, October, 195^* 5. Teas, picnics, and parties 6. Miscellaneous 50 This report also lists the following items under , the heading "Outstanding Programs." 1. Exchange programs or assemblies 2. Fashion Shows 3. Installation Ceremonies 4. Lectures and talks 5. Panels 6. Plays and skits 7. Talent shows 8. Miscellaneous One would be remiss if she failed to mention the outstanding programs of the Spring Federation Convention each year. The size of the audience on this occasion enables the girls to hear truly outstanding speakers and fine musical programs as well as to participate in dis cussion groups. 51 III. SAMPLE CONSTITUTION OF THE GIRLS’ LEAGUE Preamble The purpose of this organization shall be to further the spirit of friendliness among the girls, to encourage among the girls such activities as will further the interests and welfare of its members, maintain a spirit of service, and offer opportunity for democratic citizenship, leadership and fellowship in our school and community. Article I Name. The name of this organization shall be the Girls’ League of ________________ High School. Article II Membership. Every girl who is enrolled at _______ High School is a member of this organization. Article III Elective officers and duties. Section 1. The elective officers of this organi zation shall be President, Vice-President, Secretary, and Treasurer. Section 2. The President shall have the power to call all meetings and shall preside over all business meetings and proceedings instituted by the Cabinet of this organization. The President will represent the Girls' League on the Student Body executive board. Section 3* The Vice-President shall assume the duties of the President in case of her absence or at her request. She shall be in charge of the Sadie Hawkins Dance held every semester. She shall be presiding offi cer of the Girls' League Council. Section 4. The Secretary shall record the proceed ings of all meetings and shall keep on file all papers and records pertaining to this organization. She shall per form the usual duties of a secretary. She shall be in charge of all Girls' League elections, except that of the Girls' League "Spirit" which shall be controlled by the senior representatives. She shall be in charge of all mimeographing for Girls' League activities. Section 5. The Treasurer shall be in charge of all funds, collections, and disbursements of money. All purchase orders made by the Treasurer must be approved by the Vice-Principal and Student Body Manager, and may be made only as provided by the budget set up in advance, and accepted by the Student Body Finance Committee. Article IV Qualifications and Terms of Office. Section 1. Officers shall serve during one school term only. Section 2. Officers are not eligible for re- election to the same position. Section 3* No girl may hold two elective offices at the same t ime. Section 4. All officers must comply with Student Body By-Law number 6 pertaining to requirements for office. Section 5. The President shall be chosen from the All or B12 classes. Section 6. The Vice-President shall be chosen from the All or B12 classes. Section 7* The Secretary shall be chosen from the Bll, All, or B12 classes. Candidates for Secretary must also be approved by the head of the commercial department. Section 8. The Treasurer shall be chosen from the Bll, All, or B12 classes. Candidates for Treasurer must also be approved by the Business Manager. Article V Vacancies. All vacancies which may occur in Girls’ League offices during the semester, are to be filled by the Girls’ League Cabinet, with the exception of the Girls’ League President whose office shall be filled by the Vice-President. Article VI Cabinet. Section 1. The controlling body of this organiza tion shall be a cabinet* The Cabinet shall be composed of the President, Vice-President, Secretary, Treasurer, the standing committee chairman and all others appointed by the president. Section 2. The Cabinet shall meet, as a whole, once a week; and in committees whenever necessary. Section 3« Special meetings may be called by the President at the request of the elected officers. Section 4. An executive meeting composed of President, Vice-President, Secretary, and Treasurer shall be held once every two weeks, or as the need arises. Article VII Council. Section 1. The presiding officer of council shall be.the Girls’ League Vice-President and shall be composed of elected Presidents of the Girls' bym classes. Section 2. No Girls' League cabinet member shall be eligible for membership in council. Section 3. Vice-President, Secretary, and Treasurer shall be the officers of this organization and shall be elected by the members. Article VIII Nominations and elections. Section 1. All elective officers shall be nomin ated by petition. In case no petitions are received for an office, the members of the cabinet shall act as a nominating committee and present a candidate for the office in question. Section 2. Elections shall be held once each semester for all officers. The primary and final elec tions shall be held during the five-week period preceding the end of the term and on a day designated by the Student Body Cabinet. Those elected shall be installed during the last two weeks of the semester. Section 3* Names of candidates for office shall be placed on the ballot providing that they have on file with the Girls’ League Cabinet an application and a nominating petition signed by 10 per cent of the members. No students may sign more than one petition for the same office. A candidate receiving a majority of the votes at the primary or final election shall be declared elected. In the primary election the two candidates receiving the highest number of votes shall be in the final election. Section 4. Registration shall be held at times and places designated by the Student Body Cabinet. No student may vote whose name is not in the register. Section 5- The election shall be by secret ballot. Section 6. Each member of the Girls’ League Council shall be elected during the first two weeks of each term by the gym class which she shall represent. Article IX Amendments and Veto. Section 1. It is understood In accordance with school laws of California that any or all of the above regulations, privileges, and policies may be vetoed or annulled by the Vice-Principal if she judges them to be detrimental to the school or contrary to the laws governing public schools* Section 2. This constitution may be amended by a two-thirds vote at any regular or special Girls* League election provided the amendment has been proposed by a two-thirds vote of the cabinet and approved by a two- thirds vote of the council, plus the approval of the Vice-Principal. Article X Parliamentary authority* Section 1. Roberts Rules of Order, Revised, shall be a guide in conduct of all business. IV. SAMPLE CALENDAR OF MAJOR EVENTS OF THE FALL SEMESTER Date Week I. Cabinet members serve as guides and helpers in BIO Homerooms all week. New Girls* Party on Friday. II. Apples for Football Team (Week II through season) III. Fashion Show (try-outs) V. Fashion Show performance in auditorium VII. IX. XI. XII. XIV. XV. XVI. XVII. XVIII. XIX. XX. 58 Girls’ League Dance (Sadie Hawkins type) i Dad and Daughter Banquet I Girls’ League Assembly--Report on Girls’ State and Entertainment Regional Conference i Christmas Project (gifts for teen-agers ' in foster homes) Campaign for Elections (posters, speeches, petitions) Vacation Campaign Assembly Elections (Primary and Final) Announcement of New Cabinet, Formal Installation Rose Ceremony, followed by Tea for Mothers Orientation meeting of Old and New Officers NOTE: Committee work goes on continuously throughout the semester, with re ports being given in the weekly meetings. Date V. Week I. II. III. V. VI. VIII. IX. X. XII. XV. XVI. XVII. XVIII. XIX. 59 SAMPLE CALENDAR OF MAJOR EVENTS OF THE SPRING SEMESTER Cabinet members serve as guides and helpers in BIO Homerooms all week. New Girls' Party on Friday. "Howdy” day. Planning for Girls' Week Fashion Show (try-outs) Fashion Show performance in auditorium Planning for Vocational Conference Day Girls' Week Spring vacation--Easter cards to Faculty Members Spring Federation Convention (sponsor and two delegates) Girls' League Dance (Sadie Hawkins type) Girls' League Assembly Vocational Conference Day Campaign Assembly Elections (Primary and Final) Announcement of New Cabinet, Formal Installation Rose Ceremony, followed by Tea for Mothers 60 XX. Orientation meeting of Old and New Officers. VI. SAMPLE GIRLS' LEAGUE BUDGET ' FOR 1955-56 I I Adviser: Below are listed the items as approved by the Finance Committee on your Budget Request for Girls ’ League Expense for the school year 1955-56. No purchase order will be issued, nor should any be requested, for any item not specifically mentioned below without prior approval of the Principal or the Student Finance Committee. Item Amount Pay Assembly $25.00 Dad and Daughter Banquet 5.00 Spring Conference 10.00 Vocational Conference 35.00 Kick-off Luncheon, Girls1 Week 7.00 Contingencies 25.00 Yearly dues to State Federation 2.00 New Girls’ Party 40.00 Apples for teams 50.00 Rose Ceremony (Installation) 80.00 Rose Ceremony Gavel 8.00 President’s Pin 6.00 6l Item Amount Girls1 League stationery and stamps $10.00 Cards for special occasions, and mailing expense 10.00 Assembly supplies 12.50 Mimeographing materials 12.50 Total $338.00 Delegate Jane Doe June Ace Mary Smith Ann Jones Others VII. SAMPLE PROGRAM FOR GIRLS1 LEAGUE REGIONAL CONFERENCE High School School School A School B Others Sponsor Mrs. Brown Mrs. Black Others PROGRAM 12:45 Luncheon with Hostess School’s Girls’ League Cabinet 2:00 Conference QUESTIONS FOR DISCUSSION How can a closer relationship be achieved between the girls of the school and the officers of the league? What kind of assemblies are best for girls? Is it possible to have more girls participating in more activities? What can be done about discouraging girls from wear ing inappropriate summer clothes to school? How can Service Clubs help the school? Shall our district have a regional conference each year? 63 VIII. CODE OF STUDENT IDEALS AND BEHAVIOUR Formulated by the Girls’ League Delegates Region Five March, 1950 at Polytechnic High School, Long Beach Note: The girls in Region Five are enthusiastic over their attached Codej they hope the information submitted herewith may be of value to the girls in all high schools of Southern California and Arizona and will serve as material for Girls' League meetings, panel discussions, etc. IDEALS OF TEEN-AGERS 64 We of Region Five feel that teen-agers should have a code of ideals that are real and applicable to the world j in which we live. Therefore, in our Regional Conference i | held in March, we came to an agreement on the following ! code: i Should good manners play an important part in dating? Manners should play an important part in date life. Girls who show that they expect certain courtesies will I usually receive them. What are the proper ways of accepting and refusing dates? To refuse a date, we agree, is a stab to any man's ego. However, a girl should be kind and thoughtful in her refusal. In acceptance she should not be too anxious, yet also act pleased. At the high school level, which is preferred, single or double dates? No decision was reached on the question of whether single or double dating is preferred. We agreed that it depended on the couple. Should high school students "go steady?" On the "steady" question there was a wide diversity of opinion. The only conclusion we were able to come to was that it depended on the couple’s maturity and reasons t for their going steady. Two reasons were brought up: steady for a sure date every week-end, and steady as a 'preparation for marriage. t What standards of conduct should a girl maintain on a date The standards of conduct on a date were to be of the best. All felt that the standards a girl sets up for herself are a determining factor in her later life. I School Should you know your teacher as a personal friend? There was no general agreement on this question, "Should you know your teacher as a personal friend?" Some said "yes," others, "no." All did agree, however, that in any extent one should always show respect for the teacher, regardless of personal friendships. Should school dress and conduct be business-like? What should be the standards of boy and girl relationships on the campus? On the campus, we feel that the dress, conduct, and boy and girl relationships should be strictly business♦ 66 Draping all over each other by a couple was frowned on. ■We feel that holding hands was sufficient on campus. i ,How should you, as a leader, conduct yourself in a class- ! room? Do you have a duty to be friendly with everyone? As a leader, in or outside of the classroom, the leader should be friendly, always. She should realize i 1 that often the things she does will be copied by others, I iand is, therefore, required to serve somewhat as an example to those she leads. Future Is it important for everyone to go to college? The majority agreed that college was important to those with the mentality that is necessary for higher education. The thought was that everyone should have some type of skilled training, if not in college, then in some type of trade school. What can we do today to prepare ourselves for tomorrow? To prepare ourselves for tomorrow, we agreed we must utilize the tremendous opportunities offered us that our lives will be fuller in the future. How do our standards of conduct today affect our lives tomorrow? We of Region Five heartily agree that the standards of conduct we uphold today will play a vital part in our future. The friendships and kindnesses will follow after us in the days to come. A reputation, good or bad, is a permanent thing. CHAPTER IV EVALUATION OF THE LEAGUE PROGRAM With the publication of Cardinal Principles of Secondary Education- * - a new yardstick for evaluation was introduced into the field of secondary education and many reform movements may be traced to its use. Applying this yardstick to Girls' League we may be surprised to note that its main premise seems to be simply an expansion of the aims and purposes stated in the league constitution. More explicitly: The purpose of democracy is so to organize society that each member may develop his per sonality primarily through activities designed for the well-being of his fellow members and of society as a whole. Consequently, education in a democracy, both within and without the school, should develop in each individual the knowledge, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both him self and society toward ever nobler ends.^ ^-Cardinal Principles of Secondary Education, U. S. Bureau of Education Bulletin, 1918* No. 35* (Washington: Government Printing Office, 1918). 2Ibid., p. 9. As for the seven aims of secondary education listed in the report every activity noted in the sample program can be readily classified under one or more of the aims. Every reader will of course understand, however, that the extent to which the aims are realized will depend on ! three factors: the caliber of students involved, the j i caliber of sponsor leadership, and the educational and ! emotional "climate” of the particular school. In short ! the potentiality is there, but the realization is depend ent on the particular human beings involved. In evaluating the guidance aspects of Girls' League work, only those who have experienced it may be completely - i aware of the tremendous personal growth which may take place in a girl as she serves in an important league office, or in a group as its members work together in a service project, or in the whole feminine population of a school as some inspiring peer-leadership guides it toward better standards of grooming and behavior. To watch a group of former ’ 'trouble-makers" working harmoniously together as they plan, organize and decorate for a dance is reward enough for a weary sponsor. To discover the dunce of one's algebra class achieving status as she skill fully executes beautiful murals, and to be able to praise her sincerely for her artistry is sometimes the means of establishing a mutual respect which eliminates dis ciplinary problems and promotes better teaching. Helping a girl do something she wants to do often makes it possible later to help her do something she does not want to do, but should do. CHAPTER V GUIDELINES TO EFFECTIVE LEADERSHIP This handbook has attempted to set forth those I j facts and information which appear to be most valuable to I ione entering upon the sponsorship of a Girls' League group. 'Should any important information be missing a new sponsor may secure the help of experienced advisers by contacting the Girls' League Advisers'1 Association. For an inexperi enced sponsor, in a situation where there is no Girls' Vice-Principal and no experienced co-sponsor to help her, these guidelines borne* of long experience and representing consensus of those in service may prove valuable: 1. Avoid a "state of constant emergency" by long- range, large time-block planning. Life is short enough as it is. 2. Spread the work; delegate jobs by the use of many committees. A one-man show is contrary to the purpose of Girls' League. 3. Be friendly toward all students, intimate with none. Familiarity breeds contempt, remember? 4. Hold to deadlines, even if it means a cancella tion of an activity. It will only have to 5. 6. 7. 8. 9. 10. 11. 12. 72 happen once. Adhere strictly to all accepted practices of pupil-accounting. Do not detain students or keep them out of class. Observe the Golden Rule. For every performance type of activity hold a timed rehearsal at least one day in advance. Use scripts and permit no ad-libbing. If you fail to do this, you are due for some unpleasant surprises. Your league will reflect your leadership. If things are not going well, examine yourself first. Do not allow League activities to conflict with other phases of the program. What if all sponsors did? Guide, don’t dominate. Guidance is uplifting, dominance is depressing. Be firm, be fair, be consistent. It will pay dividends. Limit your program to what you can do well. Enough is enough. Use a variety of activities to achieve balance; some social, some service, some educational programs. 73 13• Unless you help girls to "raise their sights" and seek higher levels of taste, ethics, behavior, and performance, you are not a leader, you are a mediocre chaperon. 14. If you are not aware of administrative policies ' and attitudes on a specific point, inform your- i self before the activity gets under way. This ' is a must. I 15* If you do not thoroughly enjoy this assignment, ask for another in its place. You are shaping human lives, don’t "tinker" in this realm. 16. Attend all meetings and conventions of adviser groups. These are your greatest source of growth and development. Besides, they are wonderful peopleJ In conclusion, this study seems to justify the assumption that the Girls' League has the following values: 1. The Girls* League can be a highly successful means of coordinating those school activities which are of particular interest and value to girls. 2. The Girls' League, properly conducted, can augment and enrich both the student-government program and the classroom program without conflicting with either. The Girls1 League may serve as a "laboratory for democracy,” thereby helping to overcome the evils of secret societies or social clubs 4 in high school. The Girls1 League, sponsored completely by school personnel, Is a desirable substitute for those activities whose control is shared with outside agencies. The Girls’ League, under the sponsorship of adults organized over an area including two states> permits inter-school cooperation which widens and enriches girls1 experiences in a way otherwise impossible. The organized sponsorship, which includes highly trained and experienced adults, offers the greatest possibility for insuring the use of acceptable techniques and furtherance of established principles of education. ANNOTATED BIBLIOGRAPHY FOR PART A. BOOKS Bailard, Virginia and Harry C. McKown. So You Were Elected! New York: Whittlesey House, 19^*6. 264 pp. Excellent coverage at easy reading level of such topics as: parliamentary guidance, party-giving, orientation of freshmen, football, carnivals, Teas, assemblies, clubs, and activities. Contains a good bibliography for teen-agers. Sturgis, Alice F. Standard Code of Parliamentary Proce dure . New York: McGraw-Hill Book Company, 1950. 255 PP. Simple and understandable instruction in the conduct of meetings. Excellent tables containing Principal Rules for Government in fly-leaf. Well organized and usable. B. PUBLICATIONS Cardinal Principles of Secondary Education. U. S. Bureau of Education Bulletin No. 35* 191&. C. UNPUBLISHED MATERIALS Ashton, Ruth. "A History of the Girls’ League from 1911 to 1940.n (Mimeographed material from the files of the Girls’ League Advisers’ Association) Blue Moon. Newsletter of the Girls’ League Advisers’ Association of Southern California and Arizona, 1954-55. Parks, Elizabeth. ”A History of the Girls’ League from 1§40 to 1955*” (Mimeographed material from the files of the Girls’ League Advisers’ Association) APPENDICES APPENDIX A CONSTITUTION OF ADVISERSf ASSOCIATION CONSTITUTION SOUTHERN CALIFORNIA ASSOCIATION OF GIRLS' ADVISERS Article I— NAME The name of this organization shall be the Southern Cali fornia Association of Girls' Advisers* Article II--OBJECT (The object of this association shall be to discuss the ;problems and the interests of high school girls, and to 'encourage among the Girls' Leagues such activities as will further the interests of the Federation of Girls' Leagues. Article III--MEMBERSHIP Section J L . Any Girls' Vice-Principal, Dean or Adviser of any organized Girls' League of a Senior High School of Southern California or Arizona is eligible to membership in this organization. Section 2. The annual dues of the organization shall be $ 2. 00. Article IV— OFFICERS Section jL. The officers of this association shall be a president, a vice-president, and a secretary-treasurer. Section 2. These officers shall perform duties usually pertaining to these offices, and shall serve for a term of one year. 79 j Article V--ELECTIONS The officers of the Association shall be elected annually at the spring meeting of the Association. Article VI— COMMITTEES , ------------------------------- j Section 1. Standing committees may be created as need ! appears and the members elected by vote of the members of i the association. 1 Section 2. The Continuity Committee shall be a standing . committee of three, a member to be elected each year at «the spring business meeting to serve three years. The j senior member of the committee shall act as chairman. Article VII--MEETINGS The regular meetings of this association shall take place at the time of conferences of the Girls1 League Federa- ■ tion. Other meetings may be called at the discretion of jthe President* Article VIII— METHOD OF AMENDING This constitution may be amended by a majority vote of the members present at any regular meeting, notice of such amendment having been given in writing at the preced ing meeting. Article IX— PARLIAMENTARY AUTHORITY Roberts’ Rules of Order, Revised, shall be a guide in the conduct of business. APPENDIX B SAMPLE FALL CONFERENCE PROGRAM (Condensed Sample Copy) FALL CONFERENCE Girls* League Advisers' Association of Southern California and Arizona Hotel Miramar December 2-3> 1955 Santa Monica Morning Session Registration Business Meeting in the Palm Room Program Speaker: Dr. Eleanor Metheny Professor of Physical Education University of Southern California Topic: The Essential Ingredient Panel Topic: The Adviser's Role Afternoon Session Luncheon Meeting in the Palm Room Program Music Speaker: Miss Delight Smith Girls’ Vice-Principal, San Diego Topic: Even Though We All Speak English 82 APPENDIX C PROPOSED REVISED CONSTITUTION December, 1955 FOREWORD The Girls* League Advisers’ Association has developed certain procedures and practices through the years since our original constitution was drawn up. New officers, unfamiliar with these practices, have found it difficult to operate because there has been no account of these procedures to guide them. For this reason our recent Executive Boards have felt that a revision of our constitution should be made to include these practices and procedures. This proposed revised constitution and a set of by-laws is the result of much effort, time, and thought spent by the members of the present Executive Board. At the spring meeting of our Association these will be proposed for adoption. The proposed constitution contains everything in the old constitution with added items such as Honorary Membership, Associate Membership, regions, and an emergency clause. The by-laws have been drawn up to provide itemized information concerning the various topics listed. It is possible that some items have been omitted which should be included here and also that some of the articles are not stated as clearly as necessary. It will be deeply appreciated if every member will read through this material and come to the spring convention prepared to vote on it. A blank sheet has been provided at the back for your use in making notes of any suggestions. PROPOSED REVISED CONSTITUTION Girls’ League Advisers’ Association of Southern California and Arizona Article I NAME The name of this organization shall be the Girls’ League Advisers’ Association of Southern California and Arizona. Article II PURPOSE The purpose of this organization shall be: 1. To discuss the problems and interests of high school girls. 84 2. To encourage Girls’ Leagues to provide in their high schools a program of activities designed to further the interests, raise the standards, and increase the opportunities for leadership experience of high school girls. 3* To provide a resource agency where advisers of Girls’ Leagues may obtain aid in planning their advisory activities. 4. To provide opportunities for fellowship and for closer relationships among member advisers and member Girls’ Leagues in order to increase understanding and to extend the scope of accomplishment. Article III MEMBERSHIP Section 1. Active membership in this organization shall be open to any Girls’ Vice-Principal, Dean of Girls, or Adviser of any organized Girls’ League of a senior high school of Southern California or Arizona. Section 2. Honorary membership may be conferred upon advisers of distinction according to the procedure established In the By-laws. Section 3. Associate membership shall be open to any women acting in a professional advisory capacity to girls' groups, each candidate’s eligibility to be determined by the Executive Board. 85 Article IV OFFICERS The officers shall be a president, a vice-presi dent, a secretary, and a treasurer. These officers shall be elected at the spring convention, shall assume their duties immediately follow ing the convention, and shall hold office for one year. Article V EXECUTIVE BOARD The government and direction of this organization shall be vested In an Executive Board composed of the following members: the president, the vice-president, the secretary, the treasurer, the junior past president, the regional director, and the members of the continuity committee. Article VI REGIONS Section 1. The Association shall be divided into regions based on geographical locations. These regions shall be identified by number. They shall be formed and organized and shall operate according to the procedure stated in the By-laws. j Section 2. A Regional Director shall be appointed 1 to serve for a three-year term and shall perform duties prescribed in the By-laws. i Article VII i MEETINGS i Section 1. The Association shall meet semi-annually i ; , in the spring and the fall, the time and place to be deter-1 : mined by the Executive Board. I i Section 2. Each Region shall hold an annual fall 1 meeting for the advisers and the Girls1 League of each member senior high school in the Region. The time and the I I place shall be determined by the officers of each region, ; ; i according to the procedure stated in the By-laws. Section 3« The Executive Board shall meet as fre quently as deemed necessary by the officers in order to conduct the business of the Association. Article VIII EMERGENCY CLAUSE Voting by mail is hereby authorized when it becomes impossible to hold the regular business meeting, or when decisions concerning essential functions of the organiza tion or matters of extreme importance to the membership can not be delayed until the next regular business meeting. 87 : ! The Executive Board shall determine the appropriate pro- I | cedure for obtaining the vote by mail. Article IX METHOD OF AMENDING * This constitution may be amended by a majority j j ' ; vote of the members present at any regular meeting, ; I I notice of such amendment having been given in writing at the preceding meeting. Article X j PARLIAMENTARY AUTHORITY Roberts1 Rules of Order, Revised, shall be a guide in the conduct of business. Article XI QUORUM The Quorum of business meetings shall be fifty per cent of the total paid membership. The quorum at the Executive Board meetings shall be five members. Article XII ORDER OF BUSINESS Section 1. Agenda for the fall and spring business meetings of the Association shall be determined by the Executive Board. 88 Section 2. The agenda for the Executive Board meetings shall be determined by the president and shall be mailed by the president to all members a week prior to each board meeting. BY-LAWS MEMBERSHIP Section 1. Active membership is open to all eligible women upon payment of dues. Section 2. Advisers of Girls' Leagues, women vice-principals and deans of senior high schools may become active members of the Association upon payment of annual dues. Section 3- Associate membership is open to all women whose work entails counseling girls or directing girls' programs, upon payment of dues to the Association. They have all rights and privileges of the Association, except they shall not vote nor hold office. Section 4. Members, upon payment of dues, shall be given a membership card as a receipt. Section 5* Honorary membership may be conferred as an expression of appreciation on those advisers, deans, or vice-principals who by their own efforts caused the 89 Association to attain higher standards, or who by their own high attainments have brought honor locally or nationally to the general status of these positions. Section 6. Honorary memberships shall have no limitations as to number and shall be conferred or an nounced at the fall convention following an adviser’s retirement. Section 7* Proposals for honorary membership may be made on a form obtainable from the Chairman of Honor ary Membership and shall be returned to this chairman before September 1st of the year of the candidate’s retirement. The Honorary Membership Chairman shall submit names of candidates to the president of the Association, who shall present them to the Executive Board for final action. Section 8. Citation and awards of honorary member ship shall be brief and similar. No response from new honorary members shall be asked for at the time the award is made. Section 9* Honorary members shall be invited to the fall conference as honorary guests. 90 DUES, FEES, AND FUNDS Section 10. The annual dues of the Association shall be $3.00, payable at the spring convention. Members are delinquent if they have not paid dues by the December convention. Section 11. Payment of annual dues by the Girls’ League of a senior high school admits one sponsor to active membership in the Association and entitles the League to send two girls as delegates to the spring convention. Section 12. The Executive Board shall have the power over the disbursement of funds. Section 13* The Executive Board shall appropriate to the hostess region of each spring convention a minimum of $50.00 toward convention expenses. Section 14. The Executive Board shall appropriate to the Scholarship Committee a sum of $100 each year. Section 15* The Association shall pay for speakers at the conventions, special luncheon guests and for guests’ corsages. Section l6. The Association shall maintain its account in an official bank. The check book shall be passed from treasurer to treasurer. Association accounts shall be kept in a continuous ledger. 91 Section 17• An annual audit shall be made at the close of each treasurer’s term by a competent auditor appointed by the Executive Board. DUTIES OF OFFICERS Section 18. The president shall be the chief executive officer of the Association and the chairman of the Executive Board. She shall preside at business meet ings of the Association, appoint committees, subject to the approval of the executive board, and perform such duties as are usually attendant upon that office. Section 19. The vice-president shall act in the absence of the president, shall be in charge of all Institute arrangements, shall serve as program chairman at the luncheon meeting of the fall conference, and shall perform such duties as may be delegated to her by the president. Section 20. The secretary shall conduct all official correspondence, preserve all records and communi cations, record the proceedings of the Association, of the Executive Board, and of the standing committees. It shall be her duty to submit at the semi-annual meetings a full report of all actions and decisions of the Executive Board during the interim. Section 21. The treasurer shall collect all dues, the money for reservations for the fall luncheon, dis burse the funds, and keep all the financial records of the Association. She shall submit the treasurer’s books for audit at the close of her term. Section 22. The Executive Board shall have power to adopt any rules necessary to conduct the business of the Association, to take any action required for the government and direction of this Association, and to adopt rules for the conduct of the business of the organization. The Executive Board shall also have the power to fill any vacancy that may occur on the board. REGIONS Section 23• To permit closer relationships, the Association shall be divided into regions. Groupings shall be determined by member Leagues. Section 24. A Regional Director, appointed to serve for a three-year term, will coordinate the regional pro gram as follows: A. Early each fall mail to each regional chairman: (If no chairman is listed, send letter to an adviser known to be in that region, asking her to give letter to the proper person, or to act as temporary chairman and organize region.) 93 (1) A form letter explaining the blanks enclosed. (2) An outline of the duties and responsibili ties of the regional chairman. (3) A Girls1 League Association report blank. (4) An Application for Membership blank, in case new schools wish to organize a Girls’ League. B. Keep a record of regional chairman and the member schools of each region for a semi annual written report of membership at each business meeting of the Association. C. Send a copy of the new membership lists, including all new schools in districts, to the president, secretary, and treasurer of the Association. D. Send Application for Membership blank as requested by a school desiring to organize a Girls’ League. Follow through by sending materials helpful to a Girls’ League in the process of organizing: (1) A copy of the constitution of the Girls’ League Advisers’ Association. (2) A model constitution to aid them in framing theirs. 94 (3) A list of the Girls' Leagues in their region, with the names of the advisers. (4) The name and address of the Regional Chairman. (3) A copy of the 1 1 Blue Moon Helps.1 1 E. Notify the Regional Chairman of the new League's region so that she may invite the new league to the next conference or to the next regional meeting of advisers. F. Make regional reports available to the editor of the "Blue Moon." G. Keep on file any records of the Girls' League Advisers' Association which might provide continuity and should be preserved for pos terity. H. Attend at least one Executive Board meeting a semester. Section 25. Regions wishing to make changes in grouping shall petition the Regional Director, who will assist in working out a feasible plan that shall be sub mitted to the membership of the Association for approval by vote. Section 26. Chairmanship of the region shall ro tate alphabetically by schools among the advisers of the : 95 |leagues of the region. The regional chairman shall: ! A. Act as chief officer of the advisers of that region. B. Arrange for the fall conference of the region. C. Invite new leagues to membership in the t | Association. i D. Send a report of the meeting to the regional ! director immediately following the meeting. E. Schedule a program of meetings for advisers of the district. i RESIGNATIONS i Section 27* Resignations shall be presented in writing to the Executive Board. MEETINGS Section 28. The fall meeting shall be planned to meet requirements for Institute credit. Section 29- The spring convention of the associa tion shall be open to all active members and two represen tatives of each member Girls’ League. Section 30. The spring convention of the Associa tion shall be sponsored by a region which shall designate the hostess school. 96 Section 31• Each region shall hold a fall meeting early in the semester, the hostess school to be determined by the region. COMMITTEES Section 32* The continuity committee shall be a standing committee of three, one member to be elected each year at the spring business meeting to serve three years. The senior member of the committee shall act as chairman, the next ranking member shall be chairman of the scholarship committee, and the newly-elected member shall be chairman of honorary membership. Section 33* Duties and responsibilities of the continuity committee. A. Outline each year certain objectives for which the Association should work and decide on a theme for the year. B. Bring these objectives, after approval by the Executive Board, before the convention at its regular meeting in the fall. C. Make recommendations to the advisers concerning policies and constitution changes. D. Serve as a continuing group familiar with Association procedures. 97 j i E. Serve in advisory capacity to incoming officers.- ! F. Compile lists of speakers and make these avail- ■ able to the Association and to the regions for use at either Association, regional, or League ; i meetings. j i G. Keep up-to-date the history of the Girls' ; League Advisers' Association. Section 3^- The scholarship chairman shall: A. Prepare and distribute to all member schools by February 1st of the spring semester: (1) A bulletin on the type of scholarship, the qualifications of candidates, and the ; method of selection. (2) The scholarship application form. B. Call a meeting of the scholarship committee in the spring early enough so that the winner may be announced at the meeting of the Girls' League Advisers' Association. C. Preside at all scholarship committee meetings. D. Notify the successful candidate and her school: (1) That she is the scholarship winner. (2) That the scholarship will be paid to the school of her choice upon presenting verifi cation of her enrollment to the president of i the Girls' League Advisers' Association. E. Notify the treasurer of the Girls' League Advisers' Association of the selection of the candidate. F. Announce the scholarship winner at the spring meeting of the Association. G. Keep a file of the records and applications of the scholarship winners. Section 35* The honorary membership chairman shall A. Prepare Nomination for Honorary Membership blanks. B. Collect all Nominations for Honorary Member- \ ship by September 1st. C. Submit all nominations to the Executive Boards. D. Announce new honorary members at fall confer ence luncheon. E. Invite all honorary members to fall conference luncheon. ELECTIONS Section 36. Nominations for officers shall be made by a nominating committee announced by the president at the fall conference. A slate of nominations shall be presented at the spring business meeting of the Advisers' Association. The nominating committee shall have pre viously obtained from candidates their consent to serve. Section 37* Nominations may also be made from the floor at the annual spring meeting of the Advisers’ Association. Section 38. A simple plurality shall elect. Obiversitv of So* ■ ‘♦.hern

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Asset Metadata

Creator Dartt, Alwilda C. (author)

Core Title A study of the Girls' League with a handbook for advisers

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1956-01

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, administration,health sciences, osteopathic medicine,OAI-PMH Harvest,student activities

Format masters theses (aat)

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Calvert, Leonard (committee chair)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c24-262004

Unique identifier UC11274392

Identifier EP48281.pdf (filename),usctheses-c24-262004 (legacy record id)

Legacy Identifier EP48281.pdf

Dmrecord 262004

Document Type Thesis

Format masters theses (aat)

Rights Dartt, Alwilda C.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA